I've just watched the three video-clips in Branko's note below, with Joan, my wife,
and we botth congratualte Branko on the most exicting evidence we've seen of
primary school pupils demonstrating their practice and understanding as action
researchers. The three clips below, opened within a minute each, using my
broadband at home and opened straight into window's media player. I found the
sub-titles in English helped me a lot and was very impressed by the confident and
articulate way in which the pupils communicated their learning. Here is Branko's
note:
I" worked hardly two days and two nights to translate and title video recordings
where you could see live example of our effort to apply action research in our
educational practice.
First video (available at http://www.e-lar.net/videos/Creativity-en2.wmv 11 Mb[1])
was starting point in Vesna Simic’s and my action research. Our shared value is
creativity, so we try to find a way how to fulfil this value. We realised that creativity is
enough fulfil in her teaching of arts. But she confessed, and we find evidence for that
when we analysed other video recordings of her teaching, that she realised subject
society and nature[2] on traditional and uncreative way. So we decided to improve
creativity in that part of her educational practice.
On second and third videos (available at http://www.e-lar.net/videos/AI2_0002.wmv
30.5 Mb and at http://www.e-lar.net/videos/Validation.wmv 29 Mb) we could find that
children should not be treated only as participants in action research of adults
(teachers) but also as co-researcher or standalone researchers. Marica Zovko,
class-teacher was mentor to her students and I was mentor to her. Her students
evidenced that they understand process of action research and know how to apply
them to improve their living practice."
I think this evidence is going to stimulate teachers around Bath and beyond to help
their own pupils develop as practitioner/action researchers. Many thanks Branko for
this very good evidence of educational influence. I know just how much effort will
have gone into producing this evidence (two days and nights of intense effort!). I
think we will find that it it is going to have a most significant educational influence in
stimulating other teachers to make probable what you , your colleagues and the
pupils, have shown to be possible. I'll also make this an additional item for tomorrow
evening's educational conversation in Bath.
Love Jack.
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