Action Research Workshop at Rosyth School
Monday, 01 October 2018
To empower teachers to engage in research, Research Scientist Dr Lee Shu Shing from the Office of Education Research conducted a series of Action Research (AR) workshops for teachers at Rosyth School from January to September 2018.
These workshops were conducted under a professional learning course from NIE’s Office of Graduate Studies and Professional Learning, titled “Research for Educators (R4E) 201: Action Research Skills in General”.
Dr Lee addressing the teachers
This series of workshops aimed to equip teachers with the competencies to engage in research to help them address issues in the classroom, refine their practices and ultimately improve students’ learning.
At the last workshop held on 19 September 2018, teachers from the school’s English, Chinese, Tamil, Science and Physical Education (PE) departments presented the interventions that they having implemented using the knowledge and skills acquired from the series of AR workshops.
A teacher sharing on his department's intervention
A teacher engaged in discussion
Examples of interventions that teachers implemented include the following:
- A Nurturing Buddy Readers programme to improve lower primary students’ reading fluency in English
- Dramatization to improve students’ oral skills in Tamil
- Flipped learning to motivate students to learn Chinese
- Science argumentation as a pedagogy to teach students how to construct proper scientific explanations
- Use of non-linear pedagogies in PE lessons
Demonstrating linear vs non-linear pedagogy
Teachers who participated in this series of workshops generally found that engaging in AR has helped them to develop a better understanding of their students’ learning needs and tailor their practices accordingly to address issues they may be facing.
Dr Lee giving her concluding remarks
“Through collaboration with my colleagues on AR, I realize that students at the lower and upper primary levels faced similar issues and that prompted us to address a problem sooner rather than later,” says English teacher Ms Chen Jing Er.
After implementing the interventions, teachers observed improvements to both classroom engagement and student motivation. “Our department saw that after we implemented the intervention, students started to enjoy Chinese lessons and became more confident about using the language,” shares Chinese teacher Ms Lim Huey Chee.
Ultimately, AR does not only benefit students, but also teachers themselves. “Participating in AR also provides opportunities for us to reflect on our practices and think about how we can improve our teaching strategies to engage students and improve learning outcomes,” says Science teacher Ms R Parvathy.