EDU 6979 - Reflection (Winter 2018)

Course goals

1. Use a review of current educational literature and research examining best practices in the classroom setting.

2. Explore and apply the Action Research process to provide the foundation for continuous inquiry and an effective solution to an issue.

3. Understand that Action Research is a distinctive approach to inquiry that is directly relevant to the classroom setting and that it provides the means for teachers to enhance their teaching and impact student learning.

4. Reflect on the Action Research process by sharing identified research focus, rational, collection and analysis of data,and inquiry next steps through a presentation to peers.

Teacher Leadership  Standards:

Teacher Leadership Standard #2: Analyze learning to promote student growth

Teacher Leadership Standard #3: Improve teaching and learning through the use of educational research at the classroom and school levels

Prior Thoughts:

            Prior to EDU 6979, I thought of research as a long arduous process, one in which I wasn’t going to enjoy or find practical.  I had respect for researchers and I even enjoy reading research papers, but never thought I had the time, energy, or focus to engage in a quality research project.  All of the vocabulary, data collection, and technical terms do not make research projects particularly inviting.  I also thought about the necessity of research in the elementary classroom.  My inner dialogue told me research was for older students, not 2nd graders, however that is completely untrue. 

 

Reflection:

            Three main points stuck out to me after completing this course:

1.     Quality data collection is a vital element in monitoring student growth

a.    In the simplest terms, a teacher’s main job is to produce change in the students.  This can be divided into numerous sub categories, however the big picture idea is simple: teachers must stimulate students into changing their abilities on a given subject, topic, or idea.  But how can we ensure students are progressing forward and not “spinning their wheels”?  Data collection is the best tool in ensuring student growth occurs and teaching practice is effective.  By implementing sound data collection processes, the teacher can monitor student progress or remission in an unbiased way.  Teachers must detach from their ego and simply collect the facts on what the student’s can and cannot do.  Similarly, the teacher must collect data on their teaching practice and whether or not a specific method of instruction is producing the desired results.  The entire process of action research was impactful, however simply designing and implementing a sound data collection practice was worth the price admission alone.  As mentioned by Joyce Shanks, Lauren Miller, Susannah Rosendale (2012):

“The data collection process fosters gathering concrete data, possibilities in analyzing data, and reflecting on how to improve teaching practices by implementing changes based on the data. The action research process can empower and help all teachers to reflect on and improve their practice”. (p.31)

Teacher can not become engulfed in their own thoughts or visions about their practice. Periodically we must take a massive step back and let the data speak for itself.  With this information both the students and the teacher have clear evidence if growth has occurred and if the teaching strategies were successful.

2.     Teachers must constantly review and honestly reflect on collected data

a.     There are two sides to the “teaching coin”.  One side, the side predominantly focused on, is centered on pedagogy and the act of implementing instructional practices.  The other, usually the neglected half, is centered on reflection and analysis of data.  Teachers can become preoccupied with new teaching strategies, activities, or assessments while losing sight on post analysis practices.  Seeking out and refining instructional methods is important however the ultimate questions of “Did it work?” and “What evidence do I have to support this success?” must be answered.  This is the power of reflection.  It provides opportunities for teachers to slow down and analyze if what they intended actually occurred, rather than a simple knee-jerk reaction of “the students looked engaged”.  What is the data telling you?  Teachers cannot hide or run from the truth when the data is in front of them.  Not being afraid to reflect on the data is vital for making educated decisions around curriculum, instruction, and students progress.

John Dillard mentions in his article “The Data Analysis Process: 5 Steps To Better Decision Making” the three essential questions when reflecting on collected data.

                        1.Does the data answer your original question? How?

2.Does the data help you defend against any objections? How?

3.Are there any limitation on your conclusions, any angles you haven’t considered?

3.     Action Research is simply good teaching

a.     As mentioned by Glenda Nugent, Sakil Malik, and Sandra Hollingsworth in the article “A Practical Guide to Action Research for Literacy Educators” (2012), action research is simply “learning by doing” (p.1). As mentioned before, my initial thoughts revolved around research being too much for the elementary classroom.  Likewise, typical research projects can feel “high brow” and not approachable.  The process of action research is far from those ideas.  This process is approachable, scalable, timely, and manageable.  Each lesson with 2nd grade, I spent no more than three to five minutes engaging in action research learning activities.  These quick bursts were focused around direct instruction, data collection, feedback, and analysis. All of these points align perfectly with what it means to be an effective teacher.  Most would agree these elements of direct instruction, data collection, feedback, and analysis of results, are the tenets of effective teaching.  The action research process should be seen as a sort of “operating system” for the classroom.  When utilized correctly both students and teachers are setup for growth and success. 

Future Implementation:

            In the future I will apply the action research process to a multitude of classes and learning environments.  If a problem or sticking point is developing, I will devise a clear plan of attack in which a specific focus is addressed through quality data collection, feedback to students, assessment of understanding, and a reflection on my practice.  In the future I will use the action research framework as a sort of “teacher operating system”.  This system is a wonderful foundation to building upon.  As mentioned prior, this foundation is comprised of clear targets, data, feedback, and analysis. All of these points being a crucial ingredient in the equation.  When all of these parts are added together, the teaching takes on a new direction, one in which everybody involved, teacher and student, grows and succeeds. 

Artifacts/Relevant Coursework:

Reflection:

https://docs.google.com/document/d/1aVu5kwqnCYLOP73rKx3UTQoDg4O0G-VDYqmX9sDInwM/edit?usp=sharing

Sources:

Dillard, J. (N.D). The data analysis process: 5 steps to better decision making. Retreived from https://www.bigskyassociates.com/blog/bid/372186/The-Data-Analysis-Process-5-Steps-To-Better-Decision-Making

Miller, L. & Rosendale, S. & Shanks, J. (2012). Action research in a professional development school setting to support teacher candidate self-efficacy. SRATE journal, 21. Retrieved from https://files.eric.ed.gov/fulltext/EJ990633.pdf

Hollingsworth, S. & Malik, S. & Nugent, G. (2012). A practical guide to action research for literacy educators. Retrieved from