1. Action Research in the Classroom “I see that what we have been calling ‘on task’ is now to be called ‘engaged learning time.’ What was it before? ‘Getting down to work.’ Wasn’t it?” PRESENTED BY: DR. BRIAN S. FRIEDLANDER COLLEGE OF SAINT ELIZABETH SEPTEMBER 2013

2. Action Research Phase # 2 – Identifying Assumptions and Theories in Practice WHAT GUIDES PRACTICE IN YOUR SCHOOL? Step 1: Brainstorming – Brainstorm all of the specific beliefs and assumptions that might guide practice in your classroom/school. Then, complete the chart provided below: BELIEF/ASSUMPTIONREASON/ORIGINPRIORITY(X)

3. PETER DRUCKER CHANGE IS ONE DAMN THING AFTER ANOTHER!!!

4. Richard Donato RESEARCH… Can help us re-see learning and re- think practice.

5. Action Research is… “A three-step process of (1)planning which involves reconnaissance, (2)taking actions; and (3)fact-finding about the results of the action.” Kurt Lewin (1947)

6. Action Research is… “The process by which practitioners attempt to study their problems scientifically in order to guide, correct, and evaluate their decisions and actions.” Stephen Covey (1953)

7. Action Research is… “Thus, action research in education is study conducted by colleagues in a school setting of the results of their activities to improve instruction.” Carl Glickman (1992)

8. Action Research is… “A disciplined process of inquiry conducted by and for those taking action. The primary reason for engaging in action research is to assist the ‘actor’ in improving and/or refining his or her actions.” Sagor (2000)

9. Action Research is… “Individual or collective inquiry within the context of specific actions to improve the quality of performance and educational results. Action research is a powerful tool for improving practices and productivity. Most importantly, it advances professionalism of teachers because it acknowledges their ability to solve their own problems and empowers them to do so.” (CSE, ED610, 2003)

10. WHO?External scholarsPractitioners. GOAL?Explain/Predict controlledImprove one’s own educational activity.Practice. WHERE?Controlled environment.One’s own district. WHY?To report conclusions thatTo take action for can be generated to largerimprovement of one’s populations.own practice. HOW?Mostly quantitative.Qualitative and/or quantitative. TraditionalAction Traditional vs. Action Research …What’s the Difference?

11. Action Research MEDICINE 1. Observe and measure symptoms. 2. Utilize internal/external data to establish diagnosis. 3. Utilize internal /external knowledge to establish treatment. 4. Review and assess results. EDUCATION 1. Observe and experience issue. 2. Utilize internal/external data to establish statement/questions. 3. Analyze internal/external data to draw conclusions. 4. Establish and/or implement recommended change. 5. Review and assess results.

12. RESEARCH CLASSROOM PRACTICE ACTION RESEARCH

13. TYPES OF ACTION RESEARCH DESCRIPTIVE RESEARCH: -Group Focused -Looking for Causation EXPERIMENTAL RESEARCH: -Group Focused -Looking for Impact CASE STUDY: -Individual Focused -Looking for Impact or Causation

15. The ICEBERG EVENT PATTERNS SYSTEMATIC STRUCTURES MENTAL MODELS

16. The ICEBERG Levels of Understanding Event Patterns Systematic Structures Mental Models Reactive Adaptive Creative Generative Present Future

17. The ICEBERG Low Leverage to High Leverage Event (Reactive Lens) House Fire Pattern (Adaptive Lens) Certain communities have more fires than others. Structures (Creative Lens) Are Smoke detectors being used? Building materials used? Safety awareness? Attitudes toward fire safety? (MM) Mental Model What is the core purpose of firefighting in our community? System priority is responding to fires, not preventing them. Adapted from Systematic Thinking Tools, Daniel Kim, Pegasus, 1994

18. The Iceberg as a tool to understand the system Step One – The Event What was the event? Less than 60% of the fourth grade students met the expected levels of 3 and 4 on the New York State English Language Arts Test. Two Ways to React: Run up The Ladder of Inference Look underneath.

19. The Ladder of Inference I take Actions based on my beliefs. I adopt Beliefs about the world. I draw Conclusions. I make Assumptions based on the meanings I added. I select “Data” From what I observe. Observable “data” and experiences (as a videotape recorder might capture it) The Reflexive Loop (our beliefs affect what data we select next time) Peter Senge, 2000

20. The Patterns or Trends Step Two – Patterns/Trends What has happened before? Chart the results. What patterns do you see emerging? The fourth grade E.L.A. results were steadily increasing then they began to drop. What can we do to examine the patterns? Create Casual Loops Examine Behavior Over Time Go on an Artifact Hunt

21. Systematic Structures What fundamental aspects of the school need to change in order to modify this pattern into a shared vision of success for our students? Paying Attention to Contributing Forces: Focus on Student Learning rather then what to teach What systems promote/impede student learning? Establish clear curricular alignment with assessments Relationship between budget/schedule and student learning. Have we clearly articulated and supported our priorities for student learning? What tools can we use to facilitate systemic change? Clear Articulation of Shared Vision Developing Leadership Capacity within the System

22. Mental Models What is it about our thinking that has caused this structure to persist? Our children lack the resources to be successful in school. Our children lack the experiential background and language skills to be successful on the State Tests. Our faculty lacks the resources to enable student success. How can we bring these mental models safely to the surface for inquiry and dialogue? Engage in Learning Conversations Grade Level Meetings Faculty Meetings Focus Groups Tools to use to surface mental models: 5”Why’s” Conversations that lead with inquiry

23. The Iceberg Event – What event interests you in your district? Patterns Systemic Structures Mental Models