action research power point pdjune 3rd

8/9/2019 Action Research Power Point Pdjune 3rd

1/58

ACTION RESEARCH

Professional Development Module

AN OVERVIEW OF ACTION RESEARC

!at"leen C# M$Ca%e& P"#D#

'eft $li$(& or use t"e do)n arro)& to advan$e t"e slides#* +,,-


2/58

+

Action Research: The Future of Your

Classroom is in Your Hands!


3/58

.

Welcome!

Wor( independentl/

Wor( $olla%orativel/

It doesn0t matter# C"oose t"e )a/ in )"i$"

/ou learn %est1


4/58

2

efinitions of Action Research

A$tion Resear$"3 is a t"ree4step spiral pro$ess of 567 plannin8 )"i$"

involves re$onnaissan$e9 5+7 ta(in8 a$tions9 and 5.7fa$t4findin8 a%out t"e results of t"e a$tion# !urt 'e)in&

6:2-# 5Miller& n#d#7

is t"e pro$ess %/ )"i$" pra$titioners attempt to stud/

t"eir pro%lems s$ientifi$all/ in order to 8uide& $orre$t&

and evaluate t"eir de$isions and a$tions# Step"en

Cove/& 6:;.# 5Miller& n#d#7


5/58

;

In summar" action research is

An iterative pro$ess t"at3 involves t"e pra$titioners in t"e stud/ of t"eir

environment9 allo)s tea$"ers to stud/ pro%lems& issues

and


6/58

>

Reflection #oment

What squares with my thinking?

What keeps going 'round and 'round in my head?

Three points to remember.

Sour$e of refle$tion prompts un(no)n


7/58

-

The $ur%oses of Action Research in

&WRS

6# Assist students in rea$"in8 t"e ?WRSDCommen$ement ?oals# Wor( to)ard DEIP ?oals

+# Demonstrate profi$ien$/ in su%@e$t area andpeda8o8/#

.# ?et $redit to)ard state re$ertifi$ation

Helping Each Child Create the Future

http://www.govwentworth.k12.nh.us/currframe.htmlhttp://www.govwentworth.k12.nh.us/currframe.html


8/58

The Role of Reflection

“An event is not an experience until it hasbeen reflected upon.” - Aut"or Bn(no)n

Different t/pes of refle$tion Remem%erin8 somet"in8 $asual Ponderin8 deep& %ut spontaneous Inuir/ intentional planned 5Dana endol4

Silva& +,,.# p# -7 T"e 8oal of a$tion resear$" is refle$tion

t/pe . inuir/#


9/58

GInuir/ is "o) )e 8et at t"e "eart of

professional options to determine t"e %est

)a/#H

Ri$"ard Sa8or

Mar$" & +,,.

:


10/58

6,

Reflection #oment






11/58

66

Ste%s in the $rocess ' An O(er(ie)

Models var/ on num%er of steps

All are iterative

All $ontain Refle$tion 5uestionin87

Data

Anal/sis A$tion


12/58

6#

2#

.#

+#

;#

#

-#

>#

Adapted from !emmis M$Ta88ert& 6::,

CC'E 6

CC'E +

6# Plan

+# A$tion

.# O%serve

2# Refle$t

;# Revise Plan

># A$tion

-# O%serve

# Refle$t


13/58

DESIGNING

COLLECTINGDATA

ANALYZINGDATA

COMMUNICATINGOUTCOMES

TAKINGACTION

Adapted from Strin8er& +,,2

REFLECT

COLLECT

ACT


14/58

So$ial Emer8ent A$tion Resear$" C/$le

*+, Re-ccle *, Orientation+, Contract '

Com%act for .earnin/

0, Reconnaissance

1, $ro2lem and

O%%ortunit

Identification

3, As%irations

4, Analsis for Strate/ic

Action O%tions

5, E6%eriment

7, Test Results

Analsis

8, $ro/ram esi/n

*9, Im%lementation

**, $ro/ram E(aluation

from "omepa8es#)mi$"#edu


15/58

6;

Reflection #oment






16/58

The &WRS Frame)or:Guiding School

Improvement with Action ResearchRi$"ard Sa8or 5+,,,7

AleJandria& VAK Asso$iation for Supervision and

Curri$ulum Development


17/58

6-

Ste% One: Selectin/ a Focus

T"e follo)in8 are uestions t"at "ave %een

used in various a$tion resear$" plannin8

sessions to %e8in t"e pro$ess of sele$tin8 ameanin8ful fo$us area#


18/58

6

Ste% One: Selectin/ a Focus

W"at is /our %i88est uestion as /ou

t"in( a%out t"e students in /our

$lassroomL

W"at interests /ou most a%out studentlearnin8L

W"at $"allen8es /ou or is a pro%lem

a%out /our $lassroom or tea$"in8L

W"at do /ou )ant to (no) more a%out

)"en it $omes to tea$"in8 /our 8rade

level or su%@e$tL 5Miller& n#d#7

GT"e T"in(erH %/ Au8uste Rodin


19/58

6:

What;s Your Wonder<

I )onder 3

“I wonder who’s kissingher now?

!"# Ch"r$es

I )onder3

Iwonder%

I

)onder3

StevieL


20/58

+,

Need some more hel%


21/58

+6

Reflection #oment






22/58

++

Ste% T)o: Clarifin/ Theories

Identif/ t"e values& %eliefs and t"eoreti$alperspe$tives related to t"e fo$us 5Sa8or& +,,,&p#27#

Condu$t a Gliterature sear$"H a $ompre"ensiverevie) of $urrent resear$" ?oo8le S$"olar Professional @ournals and )e%sites

P"i Delta !appa ASCD Colle8e and Bniversit/ 'i%raries

PSB

http://www.scholar.google.com/http://www.pdkint.org/http://www.ascd.org/http://www.plymouth.edu/libraryhttp://www.plymouth.edu/libraryhttp://www.ascd.org/http://www.pdkint.org/http://www.scholar.google.com/


23/58

+.

What oes the Research Sa<

Condu$tin8 a literature revie) "elps /ou Clarif/ /our fo$us

See )"at ot"ers "ave dis$overed Sta/ $urrent

Avoid some pitfalls

Save time and ener8/

http://www.utoronto.ca/writing/litrev.htmlhttp://www.utoronto.ca/writing/litrev.html


24/58

+2

Remem2er

T"e literature is a ri$" sour$e of data1

A literature sear$" )ill reveal )"at ot"ers

"ave tried# ou )ill dis$over )"at "as)or(ed& or not )or(ed& for ot"ers#


25/58

+;

Ste% Three: Identifin/ Research

=uestions

Sele$t a fo$us#

Refle$t on /our t"in(in8 a%out

t"e fo$us and learn )"at ot"ers "ave dis$overed#

Develop uestions t"at G%reat"e life into

/our area of fo$usH 5Mills& +,,.& p# 2+7#

&

&


26/58

+>

For e6am%le

ou are interested in t"e %enefits of usin8mat" manipulatives in se$ondar/ mat"$lasses# ou don0t (no) if /ou )ant to $onsider t"em for

all students or @ust t"ose )"o are stru88lin8# ou )onder a%out mana8in8 t"em in t"e

$lassroom# ou $ondu$t a literature sear$" and spend time

on t"e NCTM )e% site $"e$(in8 on t"e resear$"#


27/58

+-

Research =uestions

our resear$" uestions mi8"t %eK Would t"e use of manipulatives in$rease

understandin8 of $ompleJ mat" $on$eptsL

In )"at )a/s do mat" manipulatives "elp

students solve )ord pro%lemsL

Do mat" manipulatives "elp all students in$rease

t"eir a$"ievement in mat"L


28/58

+

=uestions and Su2->uestions

ou ma/ find t"at ea$" resear$" uestion

"as man/ ot"er uestions em%edded in it#

Do not )orr/ a%out t"at no)# T"e uestionma/ %e$ome $learer as t"e data emer8es#


29/58

+:

Reflection #oment






30/58

.,

Ste% Four: Collectin/ ata

It is important to 8at"er data from multiple

sour$es or use multiple t/pes of data in

order to ensure reasona%le relia%ilit/ andvalidit/#

Trian8ulation

D"'"

(oin' )

D"'"(oin' *

D"'"

(oin' +

Area of Fo$us


31/58

.6

Trian/ulation #atri6 ?#ills" +990" %, 50@

Resear$"

uestions

Data Sour$e

6 + .

Would t"e use ofmanipulativesin$rease students0understandin8 of mat"$on$eptsL

Pre4test<

Post4test

Studentintervie)s

In )"at )a/s do mat"manipulatives "elp

students solve )ordpro%lemsL

Student

@ournal

Student

intervie)s

Tea$"er

o%servation Do mat"

manipulatives"elp all

students in$reaset"eir a$"ievement inmat"L

Pre4test<

Post4test

Compares$ores /r#4/r#

Tea$"ero%servation


32/58

.+

ata" ata E(er)here

S$"ools are ri$" sour$es of eJistin8 data#

Some of data /ou need ma/ %e $lose at

"and# Some of t"e data ma/ need to %e $olle$ted#


33/58

..

Sources of ata

uantitative Deals )it" num%ers

ualitative Deals )it" )ords


34/58

.2

,-"n'i'"'i.e sour$es of data in$ludeK Attendan$e Re$ords

Dis$ipline PIS Reports

Drop4out Rates End of Bnit Tests

Standardi=ed Test S$ores

Surve/s Tea$"er4made Tests

ui==es

uantitative Data 8 3 % 7 5% i l e

24, 36, 41, 17

* / ' i 0 e s


35/58

.;

ualitative Data

,-"$i'"'i.e data sour$es in$ludeK Ane$dotal Re$ords

Artifa$ts

Conferen$es

Intervie)s

ournals

'o8s O%servations

I learned a2out

the Ci(il War

2B

Today in

school, we…

Self4Assessments Surve/s Tea$"er Evaluations


36/58

#ulti%le #easures of ata

.>

Demo8rap"i$ Data

Student A$"ievement

Data

S

$"ool

Pro$ess

Data

P e r $ e p t u a l D a

t a

ern"ardt& +,,>


37/58

.-

Need some more hel%7#

Ma(in8 a $ommitment to /our plan %/

$onstru$tin8 a data $olle$tion time line


38/58

.

Timeline

ou "ave . /ears in )"i$" to $omplete /our

a$tion resear$"# ou ma/ ta(e t"e entire

time& or /ou ma/ $omplete t"e $/$le in lesstime#


39/58

.:

$ossi2le &antt ChartTas( r# 6

Fall

r# 6

Winter

r# 6

Sprin8

r# 6

Sum0r

r#+

Fall

r# +

Winter

r# +

Sprin8

r# +

Sum0r

r# .

Fall

r# .

Winter

r# .

Sprin8

Sele$t a Fo$us

Clarif/T"eories

Identif/Resear$"uestion

Colle$t Data

Anal/=e Data

Report Results

Ta(e A$tion


40/58

2,

Creatin/ a Sur(e

Classroom Assessment Student surve/s Creatin8 a Student Surve/

Surve/ Mon(e/

Department of usti$e surve/ on S$"ool Resour$e

Offi$ers

Please ans)er t"e follo)in8 uestions %/ $ir$lin8 /our $"oi$e# Ona s$ale of one 5not at all7 to five 5ver/ mu$"7 3

o) do /ou li(e sno)da/sL

6 + . 2 ;

http://fcit.usf.edu/assessment/attitude/surveyb.htmlhttp://www.surveymonkey.com/http://www.cops.usdoj.gov/html/cd_rom/sro/documents/Tool_9.dochttp://www.cops.usdoj.gov/html/cd_rom/sro/documents/Tool_9.dochttp://www.cops.usdoj.gov/html/cd_rom/sro/documents/Tool_9.dochttp://www.cops.usdoj.gov/html/cd_rom/sro/documents/Tool_9.dochttp://www.surveymonkey.com/http://fcit.usf.edu/assessment/attitude/surveyb.html


41/58

26

Reflection #oment






42/58

2+

Ste% Fi(e: AnalDin/ ata

W"at stor/ does t"is information


43/58

2.

AnalDin/ =uantitati(e ata

$artoon from )))#idr$#$a


44/58

22

AnalDin/ =ualitati(e ata

Student Manipulatives Fra$tionsMar/ +, 2;

Steve ; :+

Paul ;; >,

Mar8ie :, 6,,

Sta$ie >, +

u$( -; :,

Tom 6, ;,

Nan$/ 6,, 6,,im -; ;

Claire ; :,

Colin ; :,

Remem%er& more information on data anal/sis is availa%le in anot"er PD module#


45/58

2;

AnalDin/ =ualitati(e ata

Clip art from

"ttpK


46/58

2>

Codin/ the ata

ased on Cate8ori=in8 and Codin8 5Strin8er& +,,2& p# 66+7

AdministratorsTea$"ersStudents

DATA SETS

UNITIZEDDATA 1Uni's

o2 0e"ning3

CATEGO!IES

T4EMES


47/58

2-

Findin/ Themes

Inter$onne$tions Spradle/0s universal $ultural t"emes 5

"ttpK


48/58

2

Ste% Si6: Re%ortin/ Results Mills0 Outline 5Mills& +,,.& p# 6-;7

Area of Fo$us Statement Related 'iterature

Definin8 t"e Varia%les Resear$" uestions Des$ription of Intervention or Innovation Data Colle$tion Data Considerations 5validit/& relia%ilit/& et"i$s7 Data Anal/sis Interpretation A$tion Plan


49/58

2:

uestion Clear and simple

No pre@ud8ment

Rationale for Stud/ Clear and simple

road s$ale reasons

i88er pi$tureL

a$(8round


50/58

;,

Resear$" Relevan$e Ne) insi8"t


51/58

;6

Anal/sis Conne$tion to data

EJplanations

Ma(e a $ase Clear

Poli$/ Re$ommendations Refle$ts learnin8

Clear and tar8eted

Conne$tion )it" stud/

Action Research $a%er Re(ie) Criteria" continued


52/58

;+

In Their O)n WordsB

Pro@e$tK Mat" Assessment Tools

GI %elieve )e no) "ave 8ood tools to assess student

pro8ress# We trian8ulate for determinin8 student

a$"ievement# / loo(in8 at t"e data )e re$eive fromt"e MAP& NECAP and dail/ )or(& )e )ill "ave a

8reat pi$ture of our students0 pro8ress and )"at

needs to %e instru$ted or revised#H W# ?a/

Edmunds& ?rade .& Carpenter S$"ool& Wolfe%oro&

N#& +,,>#


53/58

;.

In Their O)n WordsB

Pro@e$tK Writin8 in Art Class

GWe0re tr/in8 to 8et a "andle on )"/ students $an

refle$t ver%all/& %ut "ave trou%le )ritin8 it do)n#

'oo(in8 at student )or( "as made me reali=e t"at Ineed to develop a ru%ri$ for )ritin8 t"at $an %e 8lued

into t"e @ournal alon8 )it" t"e uestions# EJperien$e

"as tau8"t me t"at mis$ommuni$ations $an "appen

)it"out $lear $ommuni$ations#H De% uri$(& Art

Tea$"er& Carpenter S$"ool and Cres$ent 'a(e

S$"ool#


54/58

;2

Ste% Se(en: Tain/ Informed Action

Sa8or0s 8uidin8 uestion 5Sa8or& +,,,& p#

62,7

“Given what I now know, what do I want to door what do I think I should do differentl!”


55/58

;;

Action Chart

Adapted from Mills& +,,.& p#6+>


56/58

;>

Con/ratulations!

ou "ave $ompleted t"is professional

development module#

Come %a$( a8ain& if /ou0d li(e# See mem%ers of t"e PDTF for furt"er

information#

Call t"e Central Offi$e for furt"erinformation 5;>:46>;7#


57/58

;-

EI$ &oals

6# elp ea$" $"ild rea$" t"e Distri$t0s Commen$ement?oals )it" ri8or& t"ou8"t& aut"enti$it/ and diversit/#

+# To provide a s$"ool and $lassroom environment t"atsupports optimal learnin8 for ea$" student#

.# To implement an assessment and evaluation modelt"at informs instru$tion and provides information to t"estudents& parents and t"e pu%li$ on studentperforman$es#

2# To provide ualit/ $ommuni$ation to students& parentsand t"e pu%li$ on all aspe$ts of edu$ation )it"in t"edistri$t#

Return to slide s"o)


58/58

Hel%in/ Each Child Create the Future

T"is statement %e$ame t"e Distri$t0s Vision

Statement in +,,># Ea$" of t"e )ords "ave

%een $arefull/ $"osen to 8uide our )or(#

Return to slide s"o)

action research power point pdjune 3rd

Documents