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Identifying a Question

Identifying a Question . Making Action Research Meaningful. Classroom. Your Classroom & the World Around It. Class size ELL students’ difficulties Poor reading skills Underprepared students Disruptive behavior Gang activity in neighborhood. Lack of funding for materials/equipment

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Identifying a Question

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  1. Identifying a Question Making Action Research Meaningful

  2. Classroom Your Classroom & the World Around It

  3. Class size ELL students’ difficulties Poor reading skills Underprepared students Disruptive behavior Gang activity in neighborhood Lack of funding for materials/equipment Children not getting along Mandated curriculum Lack of parent support Students’ indifference to learning Problems Affecting Learning In Your Classroom

  4. Classroom Where are these problems relative to your classroom?Inside?Outside?Activity 1

  5. Can You Solve the Problems Outside Your Classroom? • ALL questions must originate IN your classroom. • ALL questions must address issues that are within your power to change. • ALL questions must remain connected to your classroom. So, how do you get to your question?

  6. Classroom “Inhabitants” • The Teacher • The Students • The Curriculum

  7. The Teacher (You)

  8. The Teacher & Students

  9. The Teacher & Curriculum

  10. The Students & Curriculum

  11. The Teacher & Students & Curriculum

  12. L Where Learning Occurs

  13. Where Questions Reside • That critical intersection of teacher, students, and curriculum (where learning occurs) is where you will find your questions. • They arise from an awareness that something is missing—a gap between what you have and what you want. • They address your need to close that gap.

  14. Formulating a Question • TFQ: Teacher’s First Question • Why don’t my students like writing? • ARV: Action Research Version of the question • How can I change their attitudes? • H/SV: Version of the question when you have a hypothesis and/or strategy. • What happens to student attitudes about writing when I allow free topic choices? View This as a Continuum TFQ  ARV  H/SV

  15. AIM for the H/SV • H/SV: Version of the question when you have a hypothesis and/or strategy. • What happens to X when I do Y? • X = the problem you want to solve or your goal • Y = your strategy

  16. L Deconstructing the Question What happens to student attitudes about writing when I allow free topic choices? The students’ needs, relative to the curriculum, and the teachers’ challenge to meet those needs are explicit in the question. Activity 2

  17. Additional Guidelines:Your Question Should Be • One that has not already been answered by you or someone else. • A higher level question which gets at explanations, reasons, relationships. • Open ended, not Yes-No. • One that includes you and your teaching practices. • Manageable, concise, do-able. • Written in everyday language, not jargon. • Close to your own practices and under your control. • Related to something you feel passionate about; meaningful to you. • Subject to change as your research progresses. By Gerry Pionessa

  18. L But Most Importantly, Your Question is . . . Centered at the convergence of • teacher • students • curriculum WHERE LEARNING OCCURS

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