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