Reconnaissance:
Reflective Memo
Mills, G. E. (2003). Action Research: A guide for the teacher researcher, 2nd ed. Columbus, Ohio: Merrill
Prentice Hall.
… is systematic inquiry done by teachers
(or other individuals in the teaching/learning
environment) to gather information aboutand subsequently improve- how their
particular schools operate, how they teach,
and how well their students learn.
Chapter 1: Understanding Action Research
Action Research
Focus Area
Data Collection
Data Analysis &
Interpretation
Action Planning
Teaching
Objectives
Implement lesson
Reflect on whether students
achieved objectives
Reflect on Lesson
Reflect on how today’s lesson
affects tomorrow’s lesson
Steps to Planning an
Action Research Project
To Do:
1. Select an appropriate area of focus.
2. Do reconnaissance.
3. Review related literature.
4. Write and research plan to guide your
work.
The Dialectic Action Research Plan
Mills, G. E. (2003). Action Research: A guide for the teacher researcher, 2nd ed. Columbus, Ohio: Merrill
Prentice Hall.
Identify an
Area of Focus
Develop an
Action Plan
Collect Data
Analyze and
Interpret Data
Area of Focus
&
1. Criteria for Selecting a
General Idea/Area of Focus:
Think of an educational problem or issue that
you would like to change or learn more about.
It should…
• Involve teaching and learning and should focus on
your own practice
• Be within your locus of control
• Be something you feel passionate about
• Be something you would like to change or improve
2. Turn your Area of Focus into
a question:
• Sample problem or situation:
Example: My ESL students don’t like to read in English.
• Turn that problem into a question.*
Example: What can a ESL teacher do to motivate her
students to enjoy reading in English?
* This question will guide your reconnaissance and eventually
your development of final research questions.
3. Criteria for Reconnaissance:
• Explore your own understanding of
your Area of Focus.
• Write a Reflective Memo
SAMPLE:
Reflective Memo
By
Barbara Noel
Self Reflection
Based on my experience in higher education, it is very difficult to have professors
approach their practice with humility and admit they have a lot to learn. [n1]
Oftentimes professors spend a lot of time building their knowledge. They then receive
a heavy teaching load. It is therefore, difficult to have energy left over for further
learning. Their careers are also built on a reputation of their expertise in a certain area.
Having to admit lack of knowledge then goes against their reputations and time for
further learning. [n2]
When people come together to learn through research change inevitably ensues and
learning is heightened. Many theorists such as Morris (2002) suggests that change in
learning institutions occurs more deeply through collaboration between teachers and
research projects.
n1]Topic sentence
[n2]Examples
[n3]theories
Description
At UNICA professors teach English and content as they prepare students to be
bilingual teachers. While many professors are highly skilled in teaching English,
the idea of teaching students to learn through a new language is new. They need
tools to know how to deliver curriculum in a way that is not confusing to them[n4].
Often[n5] our students do not understand important concepts because they are
explained in a language they are still learning. For example, when students learn
about cognitive theories in pedagogy such as those of Bruner (1990) they miss
parts of the explanations because they have insufficient vocabulary.
When[n6] students do not fully understand important concepts they develop gaps in
their practice and their ability to build on prior learning.
[n4]situation
[n5]evidence
[n6]critical factors, why it is a problem
Explanation
The SIOP model is a way of delivering lessons to second language learners through
content courses. It has been validated on the K-12 level and now we are validating
it on the higher education level. I predict that professors and students will find this
to be a clear and tangible tool to support their learning process. [n7]
I’m interested in finding out about professors’ experience as they learn to apply this
model. Students at UNICA will learn how to learn through their second language in
a more efficient and comprehensible manner as they develop strong pedagogical
skills and deep bilingual proficiency. [U8]
References
Bruner, J. (1990). Acts of Meaning, Boston, Mass: Harvard University Press
Morris, M. (2007). The New Meaning of Educational Change, New York, NY:
Longman
[n7]hypothesis
[U8]convince the reader the study has practical value.
Steps for writing a good
Reflective Memo
Based on your Area of Focus, …
• Self-Reflect on your own understanding
of the general situation
• Describe the specific situation to clarify
the focus area (who, what, when,
where, how)
• Explain how and why the specific
situation can be improved, and why
your research study is important.
Outline the Reflective Memo
I.
Self-Reflection
A.
Topic- First paragraph
1. Detail, Example, Support
2. Detail, Example, Support
B. Topic- Second paragraph
1. Detail, Example, Support
2. Detail, Example, Support
II.
Description
A.
Topic- First paragraph
1. Detail, Example, Support
2. Detail, Example, Support
B. Topic- Second paragraph
1. Detail, Example, Support
2. Detail, Example, Support
III. Explanation
Self-Reflection
(Background Knowledge)
Discuss own understanding of the general
situation based on…
1.
2.
3.
4.
Beliefs about teaching and learning
Educational values
Known theories or research
Historical or school contexts
Example:
“I believe that the ESL students in my class don’t have good
reading strategies in L1, and therefore find reading difficult
in L2. This is…”
Description
(Context)
Describe the specific situation you wish to
change or improve by answering :
1.Who
2.What
3.When
4.Where
5.How
Example:
“The ESL students at my school come from very poor areas
and most have had interrupted schooling in their L1. We
know this from… Their weak education background has… ”
Explanation
(Hypotheses and Bias)
Explain what you think can improve the
situation and why your research study is
important…
1. Answer: Why?
2. Give possible explanations (hypotheses).
Example:
“If we were to teach our ESL students reading strategies,
we should see improvement in their reading in L2.”
Practice Outlining Sample
Papers
• T.P.
• C.B.
4. Draft Reflective Memo from Outline
One Paragraph at a Time!:
I.
Self-Reflection
Body of paragraph
1. Details
2. Examples
3. Support
5. Review and Revise
6. Edit
Two eyes are better than one!