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E1E6EEEEFEGEMENERE$<hh%+/".v7gAHhh&(*,.01`.H')- Unknown Geoff Petty Tricia BaileyPetSummaryInformation(KDocumentSummaryInformation8=XMacros &&VBA &&ty(set for each user) IT ServicesDfEE singhboultonsbuildSteve Sawbridge%)*$*QEXXX8  @| (   h  )!3  3"N    )PW, N    ,/ N   ,!/ N    0P3 4  #*c,B   0S0p2B    S02B    Z#*c,B S  ?/QE>^ t _Hlt8097297 RE RE (!*&/IR""|%%%&&&&&U'Z'((1(,,B1I11ERE < ~36&-AE%%C*D*%,&,,,-.44881ERE Geoff Petty|Macintosh HD:Desktop Folder:documents:learning:Programme Management:Developing teach and learn:Action Research Proposals.doc Geoff Petty|Macintosh HD:Desktop Folder:documents:learning:Programme Management:Developing teach and learn:Action Research Proposals.doc Geoff Petty|Macintosh HD:Desktop Folder:documents:learning:Programme Management:Developing teach and learn:Action Research Proposals.doc Geoff Petty|Macintosh HD:Desktop Folder:documents:learning:Programme Management:Developing teach and learn:Action Research Proposals.doc TechniciansIC:\WINDOWS\Temporary Internet Files\OLKC2F1\Action Research Proposals.doc TechniciansXC:\Geoff's Stuff\Faculties and Strategy\CURRICULUM PROJECT\Action Research Proposals.doc Geoff PettyrMacintosh HD:Desktop Folder:documents:learning:Programme Management:Developing teach and learn:Action Research.doc Geoff PettyrMacintosh HD:Desktop Folder:documents:learning:Programme Management:Developing teach and learn:Action Research.doc Geoff PettyrMacintosh HD:Desktop Folder:documents:learning:Programme Management:Developing teach and learn:Action Research.doc Geoff PettyrMacintosh HD:Desktop Folder:documents:learning:Programme Management:Developing teach and learn:Action Research.doc @d$:xp8  F_% 9$pJ'$xg*Bpo.΁$bT* hh^h`OJQJo( hh^h`OJQJo( hh^h`OJQJo(h ^`OJQJo(h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo( ^`OJQJo( ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(h ^`OJQJo(h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo( hh^h`OJQJo( ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo( hh^h`OJQJo( ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(h hh^h`OJQJo(h 88^8`OJQJo(oh ^`OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L. @dp8 pJ'xg*po.!_%b! @h h^h`OJQJo( @5P )2CJh E0E1EOEPEQE0@0|f1f1f1f1h1f1g1g1Hh1pg1g1g1g1g1g0R$@1d0R@0@0P@0R@GTimes New Roman5Symbol3 ArialA Trebuchet MS3TimesO& Antique OliveTimes? Courier New;Wingdings"qhMe{efje& ~8x!20d`E2Action Research Proposals Geoff Petty Geoff Petty &H00000001={3832D640-CF90-11CF-8E43-00A0C911005A};VBE;&H00000000 [Workspace] ThisDocument=0, 0, 0, 0, C ThisDocumentThisDocument FMicrosoft Word DocumentNB6WWord.Document.8 ՜.+,D՜.+,D hp|  ':/it.com/x!http://geoffpetty.moonfruit.com/x Oh+'0  4 @ L Xdlt|'Action Research Proposals0cti Geoff PettyeofNormale Geoff Petty4ofMicrosoft Word 8.0p@^в@ K@j@  ~8s ,Hjbjb hkk7E],v / ////m0;;;;;<a9a)=:c=c=c=c=JAhA tAQ`S`S`S`S`S`S`,ce`/|A(A"JA|A|A`B / /c=c=A<BBB|A /c=/c=Q`/J#0J / / / /|AQ`B BL6^7/6/Q`%<a9l;4B5`Improving Teaching with Action Research Action Research involves piloting or experimenting with teaching and learning strategies. Geoff Petty is Learning Development manager at the college where he is trying to develop an Action Research culture as a means of encouraging staff to experiment with their teaching. Ideas with an excellent research record for you to experiment with can be found on  HYPERLINK http://geoffpetty.moonfruit.com http://geoffpetty.moonfruit.com. Why use action research? Only teachers can improve teaching, and unless they experiment teachers will not change, let alone improve. Teaching skills tends to plateau or even drop in quality unless the teacher actively experiments with new approaches. Research into excellence in every domain shows that excellent performers habitually try out new ideas, adapt their practice, and test themselves against higher and higher expectations. Also, research summarising the characteristics of improving schools shows that they are focussed on learning and teaching, and on collaborative experimentation. Some teachers do not like experimenting outside of their comfort zone because they dislike the risk, and feel bad about the initial drop in the effectiveness of learning that often results from a first trial with an unfamiliar approach. However, if the teacher and the students get used to this new approach, substantial improvements may well result. To assist change it helps if the experiments are coached. This involves a teacher bringing their difficulties with a new approach to colleagues. Research summarising effective INSET by Joyce and Showers confirms that change tends not to take place without coaching. After finding a difficulty with a new approach there is a strong tendency for a teacher to revert to normal practice. But if supported and helped over the difficulties change can and does take place. So we need to encourage experimentation, and support and coach this experimenting. This can be done with informal piloting of new ideas, or more formal action research. Indeed I dont know of any other ways, except in name, of changing classroom practice. Formal and informal Action Research Action research can be anything from a very informal experiment to a managed and funded two-year project that is written up and disseminated college wide, or even nationwide. See notes later on What is Action Research for a full explanation of the process. Encouraging Informal Action Research with Piloting: Here is a strategy for a manager to try. Modelling: First the manager pilots a project of their own: A Course Team Leader, Programme Manager, or Subject Leader (or the like) tries out some new teaching or learning approach in their own teaching, and reports their findings to one of the routine meetings of their teaching team. This report is honest, and involves a warts and all evaluation of the effectiveness of the strategy. The manager asks for advice on their difficulties, and a discussion ensues on the effective use of the strategy. stIJ9`^-._  E!F!Y""x & F x & F x`^-._  E!F!Y""#$>%G%&(W)))-**++),],,,-E-....¿~tohcaaaaa^   `  [    [\ Q  I  q   G          $"#$>%G%&(W)))-**++),],,,-E-..xx & Fx h & F x & F xx & Fxhxhx & Fx$ %&'((V)W)~)))-*;**++++',),>,],,,,,-E-F-g-h-i-w-x-...//P1j12#3$3%33333!4&45 5X5^5d5l5\6c666x77 :(:P;R;j<< >*OJQJjOJQJUmH5CJ OJQJ 6OJQJ CJ OJQJ0JjU jU5CJ65h6hh5OJQJ 5OJQJD.../O1P1222$3&3'3(3)3*3+3,3-3.3\3!45X5\66"7#7u7v7xxx./O1P1222$3&3'3(3)3*3+3,3-3.3\3!45X5\66"7#7u7v7w7x77889a99999;;=;;;j<<=7?8?S?|??@@9AgAAAAAuBB-C~CCDEFNG|GGsHHHHHHHHHHHH Pv7w7x77889a99999;;=;;;j<<=7?8?S?|??@@9AgA & Fx$xx<<<<8?Q?R?AAB BuBBBB_CoC~CCCCDDD EEEFFFFhG{G}GGGGGGGGsHHHHHHHHHHHHHddgOJQJ CJOJQJ6CJOJQJ5>*CJOJQJ>*CJOJQJ56CJOJQJ56>*CJOJQJ5CJOJQJ CJOJQJCJ8gAAAAAuBB-C~CCDEFNG|GGsHHHHHHHHHHH$$Pxxx & FxHHHHHHHHHHHHd~fgPxx$0&P |. A!n"n#n$n% |,, P m g{,,(d'` Geoff Petty 2002 |,, P m g{,,(d'`  Ideally at least some of the strategies chosen are focussed on parts of the curriculum that are problematic. For example students or staff find them difficult or boring topics. x`Eb Action Research Proposals Title(RZ _PID_GUID _PID_HLINKS'AN{E1426288-6386-11D6-B629-000A27B13FD2}AXj8http://www.rqa.org.uk/x!http://geoffpetty.moonfruit.com/x!http://geoffpetty.moonfruit.com/x Oh+'0  4 @ L Xdlt|'Action Research Proposals0cti Geoff PettyeofNormale Geoff Petty5ofMicrosoft Word 8.0p@@ K@j@fN ~8 known difficulties. For example oncurriculum that s <Hjbjb jkk1E]vvv222::::V< 4: 3333333,6832"3YvvYYYv23FJJvvvv3Y Y 6c276231 l:3Improving Teaching with Action Research Action Research involves piloting or experimenting with teaching and learning strategies. Geoff Petty is Learning Development manager at the college where he is trying to develop an Action Research culture as a means of encouraging staff to experiment with their teaching. Ideas with an excellent research record for you to experiment with can be found on  HYPERLINK http://geoffpetty.moonfruit.com http://geoffpetty.moonfruit.com. Why use action research? Only teachers can improve teaching, and unless they experiment teachers will not change, let alone improve. Teaching skills tends to plateau or even drop in quality unless the teacher actively experiments with new approaches. Research into excellence in every domain shows that excellent performers habitually try out new ideas, adapt their practice, and test themselves against higher and higher expectations. Also, research summarising the characteristics of improving schools shows that they are focussed on learning and teaching, and on collaborative experimentation. Some teachers do not like experimenting outside of their comfort zone because they dislike the risk, and feel bad about the initial drop in the effectiveness of learning that often results from a first trial with an unfamiliar approach. However, if the teacher and the students get used to this new approach, substantial improvements may well result. To assist change it helps if the experiments are coached. This involves a teacher bringing their difficulties with a new approach to colleagues. Research summarising effective INSET by Joyce and Showers confirms that change tends not to take place without coaching. After finding a difficulty with a new approach there is a strong tendency for a teacher to revert to normal practice. But if supported and helped over the difficulties change can and does take place. So we need to encourage experimentation, and support and coach this experimenting. This can be done with informal piloting of new ideas, or more formal action research. Indeed I dont know of any other ways, except in name, of changing classroom practice. Formal and informal Action Research Action research can be anything from a very informal experiment to a managed and funded two-year project that is written up and disseminated college wide, or even nationwide. See notes later on What is Action Research for a full explanation of the process. Encouraging Informal Action Research with Piloting: Here is a strategy for a manager to try. Modelling: First the manager pilots a project of their own: A Course Team Leader, Programme Manager, or Subject Leader (or the like) tries out some new teaching or learning approach in their own teaching, and reports their findings to one of the routine meetings of their teaching team. This report is honest, and involves a warts and all evaluation of the effectiveness of the strategy. The manager asks for advice on their difficulties, and a discussion ensues on the effective use of the strategy. stIJ9`^-._  E!F!Y""x & F x & F x`^-._  E!F!Y""#$>%G%&(W)))-**++),],,,-E-....¿~tohcaaaaa^   `  [    [\ Q  I  q   G          $"#$>%G%&(W)))-**++),],,,-E-..xx & Fx h & F x & F xx & Fxhxhx & Fx$ %&'((V)W)~)))-*;**++++',),>,],,,,,-E-F-g-h-i-w-x-...//P1j12#3$3%33333!4&45 5X5^5d5l5\6c666x77 :(:P;R;j<< >*OJQJjOJQJUmH5CJ OJQJ 6OJQJ CJ OJQJ0JjU jU5CJ65h6hh5OJQJ 5OJQJD.../O1P1222$3&3'3(3)3*3+3,3-3.3\3!45X5\66"7#7u7v7xxx./O1P1222$3&3'3(3)3*3+3,3-3.3\3!45X5\66"7#7u7v7w7x77889a99999;;=;;;j<<=7?8?S?|??@@9AgAAAAAuBB-C~CCDEFNG|GGsHHHHHHHHHHHH Pv7w7x77889a99999;;=;;;j<<=7?8?S?|??@@9AgA & Fx$xx<<<<8?Q?R?AAB BuBBBB_CoC~CCCCDDD EEEFFFFhG{G}GGGGGGGGsHHHHHHHHHHHHHddghhOJQJ CJOJQJ6CJOJQJ5>*CJOJQJ>*CJOJQJ56CJOJQJ56>*CJOJQJ5CJOJQJ CJOJQJCJ9gAAAAAuBB-C~CCDEFNG|GGsHHHHHHHHHHH$$Pxxx & FxHHHHHHHHHHHHd~fghhPxx$0&P |. A!n"n#n$n% |,, P m g{,,(d'` Geoff Petty 2002 |,, P m g{,,(d'`  Ideally at least some of the strategies chosen are focussed on parts of the curriculum that are problematic. For example students or staff find them difficult or boring topics.