Every year, I guide my students through the process of conducting a small research project. For them, it’s often the first time they’ve done anything of the sort, so it’s really important that my students understand the importance of learning not only how, but also why they need to learn how to do this. After all, it’s not always evident why future teachers also need to be able to conduct experiments.
I start by introducing my students to a few articles from “Champion Teachers: stories of exploratory action research“. My students read stories about experienced teachers who take the time to explore their own practice of teaching. The teachers in this booklet each follow the same general process: they think about a situation in their teaching that they’d like to work on, and formulate a question they want to work on or a problem they’d like to explore. They then go through the steps of collecting some basic data, for instance through observation, before moving on to make a plan of action. Then, they carry out their plan of action, again observing and collecting data as they go. Does the new idea work out? If so, why? Or otherwise, why not? They think about what their findings will mean for their practice in the future, and then share their findings with others. Research done in this way, remains formal enough to insure fairly reliable results, while making it informal enough that everyone can join in, with research questions relevant to the daily practice. It gives educators a simple set of tools to structure their thinking and acting so that they can easily improve their teaching.
While reading the articles in this booklet, my students soon discover that teachers are never “done” with training and improving their practice as educators. They also learn that research doesn’t have to be a big deal. It can be a little deal, too. What’s important is the underlying formalized, structured thinking that defines the difference between research and randomized efforts at self-improvement. This sort of thinking can be learned, and that’s what I focus on when working with my students as future teacher practitioners.
One way I help my own students in formulating their thoughts about their research project is to employ an adaptation of “Shark Tank“, a reality television program in which entrepreneurs pitch their idea to investors in the hope of taking their product to the next level. In my adaptation, the students work in small groups. Each student presents his research project to the group. The various members of the group then ask critical, open questions meant to help the student refine his plan and make his research question concrete. After each student has presented his plan and answered all the questions, the group decides which plan was the best by awarding them “money” with which that plan can be carried out. The winning plans are then presented to the entire class. Plans that gain the least amount of “money” are presented to me so we can work on improving that plan one-on-one.
This form of co-operative learning was well-received by the students in my class. Not only did it help everyone get their thoughts organized on this otherwise very daunting project, but they also learned to listen carefully to each other and ask thoughtful, open, yet critical questions in order to help each other. It also helped create a feeling of connection between the students, as they support each other in their individual quests for development. And that, in my view, is a very good thing.
For further reading on exploratory action research, a link to the booklet: “Champion Teachers: Stories of exploratory action research”
To learn more about the “Champion Teachers” in general, please feel free to follow this link: https://englishagenda.britishcouncil.org/continuing-professional-development/cpd-teacher-trainers/champion-teachers-stories-exploratory-action-research