Action Research Plan Revisions 10/26

After yet another week of "wondering" and getting input from other teachers and colleagues, I have found a few areas of my action research plan that can stand to be adjusted. For one, I wanted to continue with my idea of assessing reading comprehension, but I have since realized that assessment of critical thinking and inquiry are both specific results of reading comprehension, so I think it would be better to focus on those two concepts.

I also have received valid input from other teachers, and have reconsidered my "passion" behind my original goal statement, which involved improving critical thinking by using writing and speaking assessments. Though this is a good goal to have, it does not really spark a prolonged passion in me. I want my action research to be something that I'm really having "trouble" with, and so I decided to do more tin incorporate technology into this plan. My new goal or question deals with how effective the use of technology to evaluate students' critical thinking is. This will be much more of a relevant topic for me to incorporate into my instruction, for I am still a bit skeptical in my ideas about how effective technology is when being used as  "learning tool" in the classroom.

I have also reconsidered the role of reflection in my action research. A good point was made by one of my colleagues that I needed to implement visible time into my plan for reflection and evaluation of my research. This was something I originally thought was understood, but as I considered her comment, she made great sense. Therefore, I plan on setting aside time that will allow me to reflect at least once per week as I continue research.

I have posted my revised Action Research Plan Template below. I hope to continue receiving great feedback from my peers that will help me to make the most out of this research experience.

Action Planning Template
Goal: To determine if the use of technology can effectively assess students’ critical thinking and inquiry skills as demonstrated by written responses and presentation skills that require technology.
Action Step(s)	Person(s) Responsible	Timeline: Start/End	Needed Recourses	Evaluation
Gather data that includes missed objectives and concepts from DMAC, current Common Assessment Exam,  and “before” samples of student work	Ekena Wilkins Peter Downing	October 24- October 31st, 2011	DMAC Software, Pulled articles from other education experts	Statement regarding findings in statistics, and how it will affect the plan in moving forward. Interview with Department head on findings and his current suggestions or successes with lessons that enforce critical thinking
Implement three lessons that highlight critical thinking and complex writing strategies and address students’ weaknesses in objectives and concepts	Ekena Wilkins	November 1st, 2011-- January 10th, 2012	MISD Scope and Sequence, DMAC Software research	Self- reflection on instruction process, student sample(s), student survey or poll with the purpose of self-evaluative reflection
Assess student progress through technology-driven writing exercise(s) that measure comprehensive mastery of critical thinking skills as it relates to genre-specific objectives and concepts	Ekena Wilkins Peter Downing	November 1st, 2011 -- January 10th, 2012	AP Novel Unit for Lord of the Flies, MISD Scope and Sequence, Generated rubrics for writing and speaking	Samples of student work as Reflective Blog

Action Research Plan

As the time for me to begin my action research approaches, I find that I have already made some changes to my foundational "wonderings" for my action research assignment. Instead of soley focusing on Margaret Kilgo strategies to improve reading comprehension, I've become more grounded in an interest to explore the effects of a rigorous inquiry-based instruction for my on-level and Pre-AP students. My changes are reflected in the following action research plan below.

1.    Examining the work: Setting the Foundation-

The needs for this action research plan align with my responsibility as an educator to help students master critical thinking in their reading comprehension skills by using inquiry-based learning and a rigorous instruction style that focuses on a simpler, clearer, deeper analysis of text.

2.    Analyzing data –

Quantitative Data- I have analyzed scores from current common assessments (benchmark) and progress on the reading and writing exercises assigned last six weeks for the last week, and have located a gap in inquiry-based reading, as well as rigorous writing habits that I will focus on during instruction for this study.

3.    Developing deeper understanding –

I have read an article on inquiry-based learning by the Penn State University education department, and have collected samples of presentations and writings from the previous six weeks that I have analyzed for their level of rigor and inquiry.

4.    Engaging in Self-Reflection –

As in the past, I will evaluate my progress by posting my findings and reflections on my blog. I will update it as needed to describe the activities, progress, concerns, and changes that occur as this research continues.

5.    Exploring Programmatic Patterns –

How does inquiry-based learning enhance reading comprehension and critical thinking?

What strategies that involve rigor and research are most beneficial to challenging students to think critically?

How can critical thinking be effectively measured in a variety of ways?

6.    Determining direction – Working collaboratively to address action research questions, monitoring progress, and assessing achievement

I will be working with my department head as well as collaborating with my high school librarian and lateral colleagues to analyze and assess inquiry-based instructional needs, possible risks, and eventual results.

7.    Taking action for school improvement – See SIP/PIP on below

8.    Sustaining improvement –

Findings and advancements that are made during the course of this assignment will be posted on my blog at http://ewilkins-teachertechtalk.blogspot.com/ to be shared with other teachers and ET students, as well as shared at department co-planning meetings with my department head and lateral colleagues.

SIP/PIP Plan of Action

Outcomes	Activities	Resources/Reseaerch Tools Needed	Responsibility to Address Activities	Timeline	Benchmarks/Assessment	Revisions to SIP/PIP based on monitoring and assessments
Improved reading comprehension	Tiered class discussion and text interaction involving dialectical journals and annotation	Laying the Foundation/Kilgo Levels of reading DMAC Data objectives(s) set to highlight during instruction	Ensure mastery of reading comprehension through quality coverage and differentiation Report to Dept. head	Oct. 10th, 2012 January 15th, 2011	Six Weeks Common Assessment	n/a
Intensified rigor in instruction	Consistent application and synthesis of new concepts in literature using Voice Lessons workbook and collaborative learning	Voice Lessons AP strategies and Laying the Foundation lesson plan on Levels of reading	Ensure mastery of content through monitoring of content application and collaboration with peer teachers Report to peer teacher(s)	Oct. 10th, 2012 January 15th, 2011	Writing assignments measured by rubrics	n/a
Critical thinking as a result of inquiry based learning	Research-based learning that sparks higher-level writing and discussion	Research software (library computer technology) search MISD scope and sequence	Ensure mastery of levels of questioning and research in reading and translating findings to writing Report to Dept. head	Oct. 10th, 2012 January 15th, 2011	Six Weeks Common Assessment	n/a

Action Research Topic

Before landing on a topic, I was worried about whether I would choose "the perfect" research topic that would bring about lasting results in my classroom. Like Dr. Kirk Lewis mentioned in his interview, it's important that action research revolve around practicality; otherwise, one opens up room for elaborate studies that are not as beneficial in application as they are in theory.

I carried this thought with me for a few days, and mulled over several ideas. Discipline issues, technology implementation, lesson planning, etc., were all some areas I gave thought to while considering this research topic. Finally, I considered my discipline, and what I felt was something that was acting as the biggest hinderance in keeping my students from moving to the next level of thinking in literacy. I couldn't shake one concept: reading comprehension.

After attending a Margaret Kilgo training recently, I became very critical of my current approach to reading comprehension. The strategies, the "tips and tricks," and the memorization techniques all began to look more like distractions than development tools. I have since become curious about what I can do with my Pre-AP and on-level students to spark a higher level of compehension that extends beyond plot summary.

In my action research, I plan to study the effects of implementing new strategies in my instruction and assessment methods, such as minimizing "distracting" techniques for reading, and doing away with multiple choice as a go-to method for assessing comprehension. Though it will take a preliminary trial and error period and much self-evaluation, I am excited about the positive results that will ensue from this study.

Usefulness of Blogs for Educational Leaders

Blogging is beneficial for educators because it serves several purposes. One of those primary purposes is that it allows educators the opportunity to share their research results, ideas, and even frustrations to a collective group of people who share similar interests and investments in education. Blogs provide an accessible, low-risk environment for educators to share their experience, and essentially enhance their experience. For example, educational leaders may use blogging to document a process toward a long-term goal in research, such as improving dress code regulations, or reforming progress in academic standards as It relates to specific objectives, such as inference skills.

Action Research Reflection

When researching, we often like to consider a subject, identify several resources to see what the best solution to our problem might be, and then implement trial and error with those resources until we get the results we desire. However, with the cyclical pattern of action research, the research process takes on a new purpose, which requires clarifying the problem by way of collaboration, evaluating and analyzing resources, implementing strategies from those resources, and again clarifying that problem over again until an ideal solution is reached. Now, at first glance, I considered action research to sound like glorified polling, but as I continued reading about it, I began to see its relevance and benefits in numerous settings. If anything else, I learned that action research focuses on a reflective style of learning, in which practitioners and others involved are constantly evaluating their selves and their progress. This is beneficial to education because it challenges educators to identify the issue down to the most specific detail, and then it encourages collaboration that thrives off the strengths of all involved to reach a collective solution that satisfies everyone involved.

Principals have a great deal of responsibilities to maintain on a daily basis. Unfortunately, teachers who do not understand the struggles principals endure may gradually withdraw their support from administration by isolating themselves, or assuming incompetence on the part of the principal. To avoid this type of cycle, I would use the action research model to develop a teamwork ethic that strengthens trust and collaboration among teachers and administrators, and instills the idea that all parties are relevant to progression in education. Specifically, creating a site team that functions as an action research team on the issue of mastering reading comprehension across content areas would be a great way to unite department heads or active teachers with administrators campus-wide to emerge with campus-specific strategies that are closely monitored and executed effectively.

With more study and understanding of the implementation of the action research process, I am sure that success is inevitable. Of course, it requires consistent, genuine interest and involvement on the part of the principal and educators, but overall, the reflection and recursive evaluation that occurs among colleagues during this process, can generate lasting effects that impact the productivity and progress of any campus.