A handbook for Exploratory Action Research

participating in the last activity.
In the meeting with my colleague, he told me that he 
noticed that all the students were engaged with the 
activity, they were sharing their ideas in their groups, they 
gave their opinions, adding extra information, and he saw 
that all the students were really motivated, even the ones 
who did not pay attention in the previous class.
The next class, I repeated the same procedure from the 
first observed class – I asked my students to write on a 
piece of paper (in Spanish) about what they remembered 
from the previous class. Their answers were:
■
■
30 of them remembered the contents of the previous 
class (and most of them remembered the activity
of the map);
■
■
4 of them did not remember.
Most of them could remember the previous class, so if
I came back again to that content the learning could be 
linked to the previous class and learning could be 
meaningful. I realised that if I make a change in my class,
I can change a complete situation and, the most 
important of all, changes are not really difficult to do and 
have an impact on my students.
 
1. Posing questions to help her clarify her issue.
2. Asking a colleague to observe her lessons.
4. Analysing all the information she obtained and making
conclusions about the effectiveness of her ‘wrapping-up’.
6. Giving a questionnaire to her colleagues asking them
for their perceptions of ‘wrapping-up’. 
5. Identifying the ending of her lessons as a possibly 
problematic area of her teaching. 
3. Clarifying what it is meant by ‘wrapping-up’ on the web
A. Plan to explore