erasmus-artist.eu

1. www.erasmus-artist.eu

2. This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

3. Teachers study, change and develop? Collaborative action research of in-service math and science teachers Dr. Shirley Miedijensky Oranim, Academic College of Education

4. Background • Experienced math and science teachers • - have a great deal of knowledge gained over the years • - cope with challenges and obstacles • Provide teachers with a supportive learning environment • Empower teachers to conduct action research • Change teachers' teaching methods Oranim, Academic College of Education

5. Goals Lecturer: • examine the impact on teachers’ professional development • characterize the process of a collaborative action research (CAR) • characterize the teachers’ perceptions regarding the CAR Teachers: • examine whether there is an impact on - the learning process - the development of thinking skills - students’ achievements Oranim, Academic College of Education

6. Participants • 15 High school teachers • The course lecturer Oranim, Academic College of Education

7. Data analysis • Preliminary findings • Implement the research (stage 1) • Data collection • Peer & Lecturer assessment The course design • Conducting changes in the research plan • Peer & Lecturer assessment Writing the research report S3 S2 Design the research plan • Implement the research (stage 2) • Data collection Presentation • Class forum • Research groups (common subject) • Data analysis S1 • Qualitative R. & PAR • Examples • Peer assessment • Peer & Lecturer assessment

8. Subjects (examples) • The effect of a step-by-step solution of Euclidean geometry on the achievements of high school students • Using games as a tool to improve understanding of probability among high school students • Tests in Math – regulation of time, order of problem solving, planning a step-by-step problem solution • Models and their use in the teaching of trigonometry in space • Teaching strategies in physics - impact on students’ motivation and achievements Oranim, Academic College of Education

9. Data collection (all groups) • Interviews (each research group: teacher-teacher) • Participant observations • Peer observations • Blogs (reflective journal – teachers, lecturer) • WhatsApp (with high school students) • Emails • Feedback from the lecturer - year long (research plan & process, AR Figures) • Students’ assignments or tests Oranim, Academic College of Education

10. Teachers’ voice The current action research has contributed me professionally! I created and implemented an amazing program, a new way for teaching the subject. I have never done it before! I can help my students, that's how I feel! In the past, I was helpless, with a real problem. I actually developed as a teacher this year. I have more knowledge, more strategies, more ways… Teachers’ PD and Empowerment Critical thinking I learned a lot from my peers. I learned to look differently at my teaching strategies, and also at my peers’ lessons, to ask clarification questions, raise a good argument, receive criticism and to see where I can do better. Now I can say that the students know how to approach a problem in geometry and it helps them move forward, even those who previously failed, today, they have high achievements Impact on learning Oranim, Academic College of Education

11. Thank you for listening! Shirley_m@oranim.ac.il Oranim, Academic College of Education