1 From Insight To Action: Increasing Student Achievement Through Action Research

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From Insight To Action:

Increasing Student Achievement Through Action Research

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Objectives:

Participants will:

Align Action Research with National, State, and District professional development standards.

Identify three possible models of school-based Action Research.

Identify the steps of Action Research.

Analyze and discuss the benefits of Action Research.

Design an action plan for beginning an Action Research project.

Implement an Action Research project in their classrooms.

Share results of the Action Research project.

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Introductions

Introduce yourself.

Why did you choose to attend this course?

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Using one red dot per chart, indicate your current level of understanding on a scale of 1-10 for each key concept.

1 2 3 4 5 6 7 8 9 10

Consensogram

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Use the following questions to analyze our consensogram data:

1. What question are we trying to answer?2. What can we tell from the data?3. What can we NOT tell from the data? What else might we

want to know?4. What good news is here for us to celebrate?5. What opportunities for improvement are suggested by the

data?

Adapted from Getting Excited About Data, Edie Holcombwww.corwinpress.com

Data Analysis

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Issue Bin

Ensures all issues addressed

Minimizes interruptions

Anonymous

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Anticipation GuideAnticipation Guide

An anticipation guide is a series of statements An anticipation guide is a series of statements that is connected to a certain text or professional that is connected to a certain text or professional development. The use of an anticipation guide development. The use of an anticipation guide can activate prior knowledge and allow the can activate prior knowledge and allow the learner to make predictions about the text or learner to make predictions about the text or professional development.professional development.

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Please complete the Anticipation Guide on page 2.

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Assessing Current Practices

How are you currently identifying students’ needs in your classroom, school, or district?

What current practices are you implementing to address students’ learning needs?

How are you determining the effectiveness of those practices?

Chart your answers.

Choose a spokesperson to report out to the whole group.

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Why Action Research?

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“You can either take action, or you can hang back and hope for a miracle. Miracles are great, but they are so unpredictable.”

~Peter Drucker

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Alignment:

:National Staff Development CouncilEffective professional development impacts student learning.

•Results-based•Standards-driven•Job-embedded

Leadership: Requires skillful school and district leaders who guide continuous instructional improvement.

Data-Driven: Uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement.

Research-Based: Uses learning strategies appropriate to the intended goal.

Collaboration: Provides educators with the knowledge and skills to collaborate.

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Alignment:

:FDOE Professional Development System Evaluation Protocol

1.4.4 Action Research

Action Research consists of a defined plan of study in which the teacher documents what changes will be made and collects formal data on the resulting changes in students.

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Alignment:

:

District Strategic Plan

I. Systems of Teaching and Learning

Ensure that all instructional personnel and instructional administrators are fluent in the analysis of individual and collective student achievement data, including the effective use of such data in diagnosing student needs and in selectingappropriate instructional practices.

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“The idea of action research is that educational problems and issues are best identified and investigated where the action is; at the classroom and school level. By integrating research into these settings and engaging those who work at this level in research activities, findings can be applied immediately and problems solved more quickly” (Guskey, 2000, pg 46).

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“High quality professional development is essential for school systems to achieve their goals for student and staff performance” (Hirsch, 2004,).

“A school’s instructional capacity is enhanced when its programs for student and staff learning are coherent, focused on clear learning goals, and sustained over a period of time” (King & Newman, 2000,).

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A Model of Professional Development

Action research is a model of professional development where educators study student learning related to their own teaching, a process that allows them to learn about their own instructional practices and to continue to improve student learning.

Action research is like looking into a mirror at oneself taking action (Schmuck, 1997).

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BenefitsWork is taking place closest to the problem

Collegial sharing

Uses continuous improvement principles and practices

Intrinsically rewarding

Acceptable delivery method for professional development

Provides personalized professional development

Inservice credit for research

Can be used for teacher Individual Professional Development Plan (IPDP)

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“Action research is planned inquiry – a deliberate search for truth, information, or knowledge” (Schmuck, 1997, pg 28).

“Action (teacher) research is a natural extension of good teaching. Observing students closely, analyzing their needs, and adjusting the curriculum to fit the needs of all students have always been important skills demonstrated by fine teachers” (Hubbard & Power, 1999, pg 3).

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“Action research is a continuous and reflective process where educators make instructional decisions in their classroom based on student needs reflected by classroom data” (Project CENTRAL, 2004)

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The primary goal of action research is to improve student learning by developing and refining the skill of teaching.

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“Develop intellectual and emotional habits of critical reflection and action about one’s professional work, and recognize that the mark of a professional is exhibited in a sustained effort of self-improvement.” (Goodlad, 1998)

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“Quality learning for all students requires quality learning for all educators.” (Fullan, 1995)

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Jigsaw

• Group 1: Professional Development Through Action Research

• Group 2: Promoting Teacher Reflection Through Action Research: What Do Teachers Think?

• Group 3: Successful School Improvement Using Classroom Based Research

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Read assigned article and jot down 3-5 key ideas.

Discuss the article with your new group.

Return to your home group and share your 3-5 key ideas.

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Reflect/Share

How have the reading and discussions influenced your current thinking about action research?

How will you use some of this new information?

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Differences Between Action Research and Formal Research

Differences Between Action Research and Formal Research

From a website by Gwynn Mettetal Division of Education Indiana University South Bend http://mypage.iusb.edu/~gmetteta/Classroom_Action_Research.html

TOPIC FORMAL RESEARCH ACTION RESEARCH

Training needed by researcher

Extensive On own or with consultation

Goals of research

Knowledge that is generalizable

Knowledge to apply to the local situation

Method of identifying the problem to be studied

Review of previous research Problems or goals currently faced

Procedure for literature review

Extensive, using primary sources

More cursory, using secondary sources

Sampling approach

Random or representative sampling

Students or clients with whom they work

Research design Rigorous control, long time frame

Looser procedures, change during study; quick time frame; control through triangulation

Measurement procedures

Evaluate and pretest measures

Convenient measures or standardized tests

Data analysis Statistical tests; qualitative techniques

Focus on practical, not statistical significance; present raw data

Application of results

Emphasis on theoretical significance

Emphasis on practical significance

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Types of Action Research

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Individual

Collaborative

School – wide

Approaches to Action Research

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Individual

A teacher focuses on an area of concern in his or her classroom.

May receive support and guidance from colleagues, coaches, and/or outside support personnel from district, state, or university.

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Individual

Focus on studying a problem or issue within a single classroom.

What impact will daily phonemic awareness activities have on my kindergarten students’ oral language development? (Kindergarten teacher)

How will using manipulatives affect my students’ ability to identify and extend patterns in mathematics? (Third Grade teacher)

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CollaborativeCo-teachers in one classroom instructing a specific group of students

A team of teachers focusing on a grade level issue

A teacher and district, educational agency, or university personnel learning and studying a particular instructional practice

A group of teachers in the same school studying the same instructional concern

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Collaborative

Focuses on studying a problem or issue within one or more classrooms.

How will participating in additional and intensive instruction in phonemic awareness activities at least four times per week affect students with disabilities experiencing deficits in phonemic awareness? How will it affect their overall reading ability? (ESE Teacher & FDLRS HRD Specialist)

How will implementing “Organizing Together” a Strategic Instruction Model curriculum, affect 6th graders ability to come to class organized and prepared? (6th grade teachers in a middle school team)

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School – wide

School reform initiative

All faculty members involved in studying a specific issue identified from school data

Support provided by knowledgeable staff on-site, and/or outside support personnel

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School-wide

How can we teach our students to organize, analyze, synthesize, and interpret what they read?

(School-wide question)

How will modeling through read-alouds affect students’ abilities to organize, analyze, synthesize, and interpret what they read?

(Action research team question)

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A venue for sharing the action research process (topics, strategies, results, barriers, benefits, etc.)

A school or environment that fosters teacher learning, including professional development and coaching (lead coach or peer coach)

Planned time to re-analyze their action research

A supportive environment including administration

Adapted from Watson & Stevenson (1989) & McKay (1992)

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An environment that is most supportive of the action research process provides:

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Benefits of Action ResearchStudents

Student learning is being studied

Instructional practices are being designed to accelerate learning and build upon student knowledge

Close monitoring is occurring to ensure appropriate progress is being made

Adjustments in instruction are made when needed

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Benefits of Action ResearchTeachers

Improves professional practice through reflection and study

Develops a sense of ownership

Bridges learned knowledge into actual practice

Builds confidence as decision-makers and beliefs about curriculum and instruction

Encourages collaboration at many different levels

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Benefits of Action ResearchSchools

Improves student achievement because student learning needs are being addressed

Encourages learning communities

Fosters professional dialogue, learning, and researching

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Please complete the reflection activity on Page 8.

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Getting Started

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The Action Research Process

Action Research

Identifying a Classroom Problem

Developing & Implementing

an Action Research Plan

Collecting & Analyzing

Data

Using & Sharing Results

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Reflect on the need for improvement.

Choose data sources.

Implement the AR plan.

Collect data.

Analyze and share the results.

Make improvements.

Steps to Action Research

PLAN

DO

STUDY

ACT

Formulate an Action Research question.

Design an Action Research plan.

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Please respond to the statements on page 10.

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Collect data.


Make improvements.




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Reflect on the need for Improvement

Data analysis

What’s working well?

What needs improvement?

How do you know?

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“Teachers who rush to complete the problem formulation stage are more likely to flounder in their later efforts, whereas teachers who take their time to reflect on and define their problem are more likely to pursue questions yielding meaningful results.~ Sagor, 1992

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The purpose of the reflective interview is to enable teachers to get in touch with those core issues of practice that matter the most to them.

Choose a partner who will assist in discussing current challenges.

Each partner should list 3 challenges.

5 minutes.

(Adapted from Sagor, 1992)

Reflective Interview

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Circle of Concern

Circle of Influence

Adapted from Covey, 1989; FLaRE 2003

Circle of Influence

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Reflective Interview

With your interview partner, discuss whether your current concerns and challenges are within your circle of influence.

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Collect data.


Make improvements.




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Action Research Plan Name(s): Action Research Question: Pose a question that will focus your study. Be sure to include what student learning will occur and what instructional practices will be implemented. Learning Outcomes: What specific student learning will occur?

Instructional Focus: Describe the specific instructional practice(s) that will be implemented and studied. Specify when and how the practices will be implemented.

Data Collection: Specify the data sources you will collect that are aligned to the problem. How often will you collect the data? Data Source 1: (What and How) Data Source 2: (What and How) Data Source 3: (What and How)

Support: What support will you need from your colleagues?

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Formulate an Action Research Question

Why might this be happening?

How could we change…?

Who might have more information?

What would happen if…?

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Posing a Research Question

A research question is a carefully formed question that will be answered by conducting action research. A good research question must have five specific characteristics:

Identify a desired change in student learningIdentify the population of studentsBe specific and measurableBe answerable in a reasonable amount of timeCannot be answered with a “yes” or “no” response

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Desired Change

Specify the area of learning to improve or change

Avoid using improving test scores as the desired change. Tests should be a source of data to measure the desired change.

Non-example: How can teaching research-based metacognitive strategies in content classes improve FCAT scores?

Example: How will modeling and providing practice in research-based metacognitive strategies affect my US History students’ ability to monitor their comprehension when reading textbooks in content classes?

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Population of students

Specify “who” is being studied in your action research study.

Individual student

Group of students

Whole class

Grade level team

Whole school

***Add to your book after characteristic 1.Page 24

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Specific and measurable

Specific to student learning and the instructional practice that will be implemented

Guides the process of action research, so specificity is important

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Reasonable time frame

It’s important to pose a research question that can be studied and answered in a reasonable amount of time.

Remember to choose a topic of study that is important and attainable.

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Not a “yes” or “no” question

Begin with words such as “how”, “when”, or “why”

Worded to foster the inquiry process

“How will modeling through read alouds affect 7th grade students’ abilities to organize, analyze, synthesize, and interpret what they read?”

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Examples How will incorporating visible prompts and hands-on manipulatives into small group reading instruction affect Danny and Janice’s ability to hear and record sounds in words? (classroom)

How will modeling and facilitating dialogue techniques affect the focus and work of whole faculty study groups? (professional development)

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Read the following examples. Which ones are appropriate for an AR question?

Rewrite questions that do not meet the AR requirements in a way that they are acceptable.

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How will using Kagan Cooperative Learning techniques affect my 3rd grade students’ ability to understand multiplication facts?

Will using the LIPS program increase my students’ DIBELS scores?

How can I get my Social Studies students to read better?

Will using the Uncommon Friends curriculum make a difference in my classroom?

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Data analysis provides:

Insight

and

Questions

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Action

Answers!

Provides

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Collect data.


Make improvements.




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Data Sources

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Choose Data Sources

What data best address the question?

Triangulation – use at least 3 sources of data.

What is your baseline data?

How will data be collected?

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Data SourcesIn your table group, make a list of data sources

available to you. For each source, consider:

Reliability

Frequency of collection

Ease of collection (who, time required)

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“Schools are naturally data-rich environments, and simply opening our eyes to some of the most frequently used and easily obtainable sources of data can make planning the data collection process much easier.” Sagor, 1992

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“Using a variety of assessment tools and approaches gives us more confidence that decisions are based on accurate evidence” (National Council for Teachers of Mathematics).

Triangulation is a process of collecting multiple sources of data for every problem (phenomenon) or issue being studied (Sagor, 1992).

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Observations

A form of assessment where teachers watch students and record the behaviors or action seen in qualitative (written) or quantitative (numerical) form.

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ObservationsDetermine what to assess

Decide which students to observe

Decide how to record the information

Plan activities for students to perform while observingPage 35

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Observation record-keeping

Checklists

Anecdotal Records

Grids/Charts

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ChecklistsSpecify the event and tasks to check-off

Use notations that reflect whether the student was able to perform the specific objective(s)

Add brief notes if applicable

Can be used with an individual student, small group, or whole class

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ChecklistDate:

11/5/03

Rhyme Identification

Rhyme Production

Carlos + + + + + +

Susan + + + - - +

Danny + + + + - +

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Anecdotal Records

Written narratives of teacher observations of their students

Can be documented on note cards, notebook paper, charts, etc.

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Chart/Grid

Date: November 15, 2003 Class: Language Arts

Objective: Rhyme Production

Susan

0/2

“cat” “dog”

“sit” “down”

Danny

2/2

Carlos

0/2

No response

Carlos

2/2

Marquis

2/2

Kelly

2/2

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Interviews and Conversations

Questioning and listening to students can provide helpful information regarding students’ perceptions of their own learning and knowledge.

When interviewing or conversing with students, questions should be asked in an open-ended format to elicit responses other than “yes” or “no”.

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Student WorkPowerful source of data

May include: writing samples

student journals

homework assignments

reports

performance tasks

artwork

Portfolios

Rubrics

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Portfolios

Collection and analysis of a series of individual student work over a period of time

Organized in a binder or notebook

Completed work samples used for assessment and/or evaluation purposes

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PortfoliosSamples of work may include (Harp 2000):

ReadingCopies of reading assessmentsReading logsReading journalAnecdotal recordsAudio tape of student’s reading

WritingEssays, reports, stories, letters, projects, poetryFinished pieces that illustrate ability to write in various genresSeveral drafts of a piece and a final versionPieces that illustrate a particular skill, such as staying on topic, providing supportive details, etc.

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Rubrics

A set of scoring guidelines for evaluating students’ work (Wiggins, 1998)

Scales that define levels of performance for specific tasks

Used to assess students’ performance based on a set of standards that communicate high, average, and low quality work

Continuous performance data can be collected over time to continuously monitor student performance

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Grades, report cards, and cumulative records

Provide a history of students’ learning and schooling

Measure student progress as new documents become available

Include:student grades

discipline referrals

standardized test reports

past work samplesPage 40

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Criterion-Referenced Tests

Measure performance based on objective or criteria

Examples include: teacher-made tests published tests (curriculum or resources) curriculum-based assessments (Cool Tools) F-CAT SSS

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Check Alignment

Learning outcomes, instructional focus, and data collection sources must be in alignment

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Discuss in your group:

Which sources have you used?

Which are the easiest to implement? The most difficult?

Which are the most reliable data sources? The least reliable?

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Collect data.


Make improvements.




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The action research plan is a backbone for the action research study – a skeletal frame on which to hang all emerging thoughts about the research question, data collection, and how to sustain the research.

~Hubbard & Power, 1999

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Action Research Plan ComponentsResearch Question

Learner Outcomes

Instructional Focus

Data Collection

Support

Implementation Schedule

Pages 23-27

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Design the Action Research Plan

How does this align with State/District/School goals?

Who will be involved?

What strategies/interventions will be used?

What are the action steps?

Who is responsible for each step?

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Design the Action Research Plan

Plan for evaluation

What results do you expect?

How will the results be measured?

What will be considered as adequate improvement?

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Pose the Research Question

Example:

How will using the Marzano strategy of Cues, Questions and Advance Organizers impact my students’ ability to comprehend literary passages?

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Define Learning Outcomes

Create goals for student learning that are attainable and within your sphere of influence

Outcomes should be specific and measurable

Align learning outcomes to classroom, district, and state curriculum goals and standards

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Choose an instructional focus

Consider strategies from variety of sourcesProfessional literatureProfessional developmentStudy groupColleagues

Choose a strategy to implement and study with the identified group of students

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Define data tools and collection methodsExample:

My three sources of data will be weekly quiz scores, chapter test scores, and quarterly exam scores.

Data will be collected by the teacher.

Data will also be recorded by students in their individual data folders.

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Decide what support is needed

What help do you need to implement the chosen strategy?

Professional development

Coaching

Observing another teacher

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Decide what support is needed

What help do you need with data collection?

Strategies

Data tools

People

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Examples of Support

Learning communities

Study groups

Coaching

Peer support

Team planning

Technology

Demonstrations and modeling

Mentor

9999

Set an Implementation Schedule

Timeline of activities within the phases of action research

ListsTasks to be completed

Beginning and ending dates for each task

Required resources

Pages 28-29

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Collect data.


Make improvements.




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Implement the Plan

Implement the action steps

Collect data

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Implement the instructional practices Consistently

With fidelity (as designed)

Monitor student results

Implement the Plan

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Review the sample action plan with a partner

How could you use this format in your school?

What changes would you make to the form?Pages 26-27

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Using one blue dot per chart, indicate your current level of understanding on a scale of 1-10 for each key concept.

Consensogram

1 2 3 4 5 6 7 8 9 10

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+ ∆ Helpful Opportunities for improvement Appreciated Enjoyable

106



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Objectives:

Participants will:

Align Action Research with National, State, and District professional development standards.

Identify three possible models of school-based Action Research.

Identify the steps of Action Research.

Analyze and discuss the benefits of Action Research.

Design an action plan for beginning an Action Research project.

Implement an Action Research project in their classrooms.

Share results of the Action Research project.

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What are your expectations for today?

As a table group, are there questions about the AR process?

What are your needs for the day?

Write one question or expectation per Post-it note.

Post your notes on the affinity diagram.

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Research Question Carousel

Write your proposed research question on a piece of chart paper, post it on the wall. Stand by your question.

Rotate to the question to your right.

Read the question, write comments or questions on the chart paper, below the Action Research question.

At the signal, rotate to the next posted question.

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As you read each question, consider:

Is it written as an open-ended question?

Does it target specific academic/social skills?

Does it specify the strategy (intervention) to be used?

Is it manageable?

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Collect data.


Make improvements.




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Effective assessments should…Match what students have been studying

Focus on important content rather than trivia

Yield useful information, not just “scores”

Use clear and helpful criteria

Provide a complete picture of students’ learning and abilities

(NCTM, 2001)

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Assessment Quality ControlDo the assessment instruments and methods selected measure what you want to measure (validity)?

Are the assessment instruments and methods selected easy to administer and score consistently (reliability)?

Are the data collected from several sources, convincing, and thorough (triangulation)?

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Analyzing Classroom Data

Create an organization system for storing data (ex: binder with labeled tabs per data source)Plan time to periodically analyze the collected dataWhen analyzing the data, refer to the action research question. Does the collected data answer the research question?Look for central themes across the data and create a list of findings

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Please complete the reflection activity on

Page 44.

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Tracking Progress

Why use tools?

What tools are appropriate?

117117

Why use Quality tools? information.

Examples:Flowchart

Questionnaire

Check-sheet

Consensogram

Interview

To

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Why use Quality tools? information.

Examples:Run Chart

Bar Graph

Pareto Chart

Scatter Diagram

To

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Run Chart

Use to:

Monitor progress over time

Display data in simplest form

Run Chart: Percent of Students Scoring at Least 80% on Weekly Math Quiz

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Run Chart

Hints:

•For class run chart, measure percentage of students meeting the standard each week.

•For personal run chart, chart each week’s score.

•Place a “control line” at your goal.

Class Run Chart: Percent of Students Scoring at Least 80% on Weekly Math Quiz

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Class Run Chart: Percent of Students Scoring at Least 80% on Weekly Math Quizzes

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Class Goal: By the end of 9 weeks, 100% of our class will score at least 80% on our weekly math

quizzes.

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Personal Run Chart: Score on Weekly Math Quizzes

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Personal Goal: By the end of 9 weeks, I will score at least 80% on my weekly math quizzes.

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Run Chart: Number of Words Spelled Correctly on Weekly Quiz

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175

180

1 2 3 4 5 6 7 8 9

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Bar Graph

Use to:

Monitor progress

Compare progress of different groups

State Performance Grades: Sterling Demonstration Schools

0

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GatewayElementary

N. Ft. MyersAcad. For the

Arts

Orange River TanglewoodElementary

Tropic IslesElementary

Lehigh AcresAcademy forthe Arts(K-8)

P. L. DunbarMiddle

Cypress LakeHigh

School

Gra

de

2002

2003

2004

2005

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Percent of students scoring at least 80% on Math Quizzes

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Wk. 1 Wk. 2 Wk. 3 Wk. 4 Wk. 5 Wk. 6

1st period

2nd period

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Percent of Students Scoring at Least 80% on Math Quiz

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Goal: By the end of the first quarter, 100% of the students in our class will master math facts, as demonstrated by scoring at least 80% on our weekly math quiz.

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Math Quiz Scores

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Goal: I will score at least 80% on my weekly math quiz by the end of the first quarter.

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Scatter Diagram

Use to:

Confirm a relationship between two variablesTest for possible cause and effect

Scattergram: Quiz Average vs. Test Average

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Test Average

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Scattergram: Quiz Average vs. Test Average

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Number of Siblings vs. Grade Point Average

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Scattergram: Hours of Sleep vs Mistakes on Test

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Hours of Sleep

Mis

take

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Item Analysis

Record missed questionsQuestion that was incorrect

Answer that was given

Look for patternsWas one question missed by a large percentage of students?

Was one incorrect answer chosen by a large percentage of students?

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Question Number Incorrect A Incorrect B Incorrect C Incorrect D Total123456789

1011121314151617181920

Total:

Percent:(# / Total Mistakes)

Item Analysis: Multiple Choice Assessment

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Question Number Incorrect A Incorrect B Incorrect C Incorrect D Total1 2 1 4 0 72 0 0 1 1 23 6 0 1 1 84 1 3 0 0 45 2 0 2 1 56 5 1 1 0 77 0 0 0 0 08 1 2 1 0 49 5 3 0 0 8

10 0 0 0 3 311 0 0 2 2 412 1 1 8 0 1013 2 0 1 3 614 0 0 1 1 215 0 1 0 1 216 0 0 0 0 017 3 0 0 2 518 0 0 2 0 219 0 1 2 3 620 2 1 0 0 3

Total # Each Mistake: 30 14 26 18 88

Item Analysis: Multiple Choice Assessment

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Question Number Subtraction Multiplication Decimal Other Total123456789

1011121314151617181920

Total # Each Mistake:

Percent:(# / Total Mistakes)

Item Analysis: Division Assessment

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Question Number Incorrect A Incorrect B Incorrect C Incorrect D Total1 3 1 1 0 52 0 0 1 1 23 0 8 1 1 104 1 1 0 0 25 2 0 2 1 56 2 1 1 0 47 0 0 0 0 08 1 2 1 0 49 5 3 0 0 8

10 0 0 0 3 311 0 0 1 2 312 1 1 8 0 1013 1 0 0 3 414 0 0 1 1 215 0 0 0 1 116 0 0 0 0 017 0 0 0 2 218 0 0 0 0 019 0 1 2 3 620 2 1 0 0 3

Total # Each Mistake: 18 19 19 18 74

Percent:(# / Total Mistakes) 24.32 25.68 25.68 24.32

Item Analysis: Division Assessment

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Pareto Chart

Use to:

Rank issues in order of occurrenceDecide which problems need to be addressed firstFind the issues that have the greatest impactMonitor impact of changes

Pareto Chart: Types of mistakes in Division Problems

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Incorrect multiplication Incorrect subtraction No decimal Other

MistakeP

erce

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Cu

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Pareto Chart

Pareto Chart: Types of mistakes in Division Problems

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Incorrect multiplication Incorrect subtraction No decimal Other

Mistake

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rce

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Cu

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Pareto Chart

Use the data provided to construct a Pareto Chart.

Write a SMART goal for the largest area of concern.

Develop an action plan based on the SMART goal.

Post your chart.

Choose a reporter to share your information.

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Action Plan Review:

Choose a partner.

Share your proposed action plan and timeline.

Discuss how you will collect data and monitor progress.

What suggestions do you have for your partner?

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Collect data.


Make improvements.




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Analyze and Share the Results

What do the data show?Was there improvement?Do all of the data sources show similar results?Share and discuss results.What conclusions may be drawn from your

research?

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Sharing Results

Format, Page 49, Improving Student Learning Through Classroom Action Research

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Collect data.


Make improvements.




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Make Improvements

What could be improved?

Reflect on the need for improvement…

Address changes you would make in the “Taking Action” section.

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Using one blue dot per chart, indicate your current level of understanding on a scale of 1-10 for each key concept.

Consensogram

1 2 3 4 5 6 7 8 9 10

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Use the following questions to analyze our consensogram data:

1. What question are we trying to answer?2. What can we tell from the data?3. What can we NOT tell from the data? What else might we

want to know?4. What good news is here for us to celebrate?5. What opportunities for improvement are suggested by the

data?

Adapted from Getting Excited About Data, Edie Holcombwww.corwinpress.com

Data Analysis

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Between Now and Next Time…

Complete your action research project.

Call or E-Mail me for any help you may need.

Prepare your written AR report, bring to next meeting.

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Objectives:

Participants will:

Share results of Action Research projects.

Share and discuss questions that came up during the Action Research projects.

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For those of you who watch what you eat, here's the final word on nutrition and health. It's a relief to know the truth after all the conflicting medical studies:

1. The Japanese eat very little fat and suffer fewer heart attacks than Americans.

2. Mexicans eat a lot of fat and suffer fewer heart attacks than Americans.

3. The Chinese drink very little red wine and suffer fewer heart attacks than Americans.

4. Italians drink excessive amounts of red wine and suffer fewer heart attacks than Americans.

5. Germans drink a lot of beer and eat lots of sausage and suffer fewer heart attacks than Americans.

CONCLUSION:

Eat and drink what you like. Speaking English is apparently what kills you.

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Sharing Results

What was your research question?

What type of data did you collect?

What methods of data collection did you use?

Did you make any adjustments along the way?

What was easiest? Most difficult?

Were there any surprises?

What was your greatest learning?

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Training Review

Review the training design with a partner.

Write any questions on a Post-it note.

Place Post-it notes on the affinity diagram.

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Practice

Work with a partner. Choose 1 section of the training to practice delivering.Take 30 minutes to prepare to deliver your section.

Both partners must present part of the section.Use any supplies you need.

Present your section.

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Documents

1 From Insight To Action: Increasing Student Achievement Through Action Research