INNOVATIVE PLANNING
Outline - Action Research​
Topic: blended learning in the 7th grade ELAR classroom
Purpose: to determine if BL closes the achievement gap
Fundamental research question:
1. Does the method of delivery (project based learning & groups/stations versus traditional teaching) impact student engagement?
2. If yes, how?
Data:
A. Mixed methods
B. Why: the measure can be both captured in non-numerical ways as well as using numerical categories from multiple response questions
Form collected:
1. student surveys
2. teacher effectiveness surveys
3. all in learning data
4. MRS data
Research Design:
A. observational data collection
B. why: I am able to participate and collect data from other teachers as well
Literature Review Focus:
1. I will support the statement that blended learning helps increases student engagement and student output. I will also look at specific methods of delivery in addition to blended learning as a whole.
Action Plan Timeline
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October 2018: Implement the plan
- ask teachers to particioate
- get parents to participate
- being observations and face to face interviews
- pre-questionnaires completed
December 2018: Collect & analyze the data
- complete observations
- export data to excel sheets
- calculate survey results
- DOL data exported in excel sheets
February 2019: Develop the action plan
- group planning session with selected teachers
- observations
- collaborations with students on stations and PBL ideas
April 2019: Share and communicate your results
- interviews with feedback sessions
- PLC PD sessions
June 2019: Reflect on the process:
- review the plan with teachers and students
- determine best practices
- look at what worked well & what did not
- revise plan to use again the next school year
Action Research Plan
Purpose: to determine the effectiveness of blended learning in ELAR classrooms and see if BL closes the achievement gap increasing student achievement
Fundamental Research Question: does the method delivery (PBL & groups/stations vs. traditional teaching) impact student engagement?
Research design and research methods: mixed methods - collect qualitative data and quantitative data, analyze the results then compare and interpret
Data collected:
- student response surveys
- online ratings using googe forms
- excel tracking sheets
- observations (looking for trends in other educators classrooms)
Measurement:
- all in learning multiple choice responses
- google forms
- in person interviews and web-based interviews
Reviewing the Literature:
The focus of the literature review was to go over articles that support blended learning in the ELAR classroom as well as the classroom in general. I sought out to support the statement ‘blended learning helps increase students’ engagement thus closing the achievement gap.’ Given that engagement is a difficult topic to measure I intended to look at specific methods of delivery in addition to blended learning as a whole. The benefit to this literature review was the articles that support the concept of blended learning in general. The downside to the literature however is that blended learning is depicted as a recent phenomenon and seems to have taken the place of differentiated instruction as a way to better incorporate technology into the everyday classroom. There seems to be no research on what specific measures are better for increases engagement and student output in the classroom and does not advance the closure of the achievement gap.
Glows:
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PD before and after school
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Using my classroom as a test ground
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Modeling blended learning
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Giving educators the same video links and books to read that I learned from in class
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Having a pilot teacher, Ms. Williams, who also used her room as a test ground
Grows:
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The interactive opportunities during the PD sessions
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Availability of myself and/or Ms. Williams to answer questions during class time
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Frequency of PD sessions
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Length of PD sessions
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Help with pooling resources and developing lesson plans
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Ways to use technology effectively in the lesson
Still to do:
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Check with the technology department for updated numbers on in class usage
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Revamping the PD sessions to include more interactive opportunities
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Creating a Professional Learning Network within our campus for additional support
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survey teachers on interest and effectiveness of updates thus far
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Lessons Learned:
One of the most significant lessons I have learned throughout this process is asking for help. When things seemed dismal, there were people I could go to for help if I simply asked. Often as educators we do not want to be a burden or add something else to the plate of our comrades. This keeps us from seeking assistance and taking on added stresses that can affect our ability to perform. This was essential to my innovation plan because there were so many things I did not know. Another lesson I learned was to have a time management system in place. Without it, deadlines were cut close or even changed to accommodate all schedules involved. This lesson was important because of how many people were involved in the success of this plan.
Looking Ahead:
For the coming year, I plan to have Blended Learning sessions during our teacher workdays, and I have already spoken with Principal Horgan about offering PD credit hours again for the session. I will also have the Professional Learning Network fully functioning by the start of the 2019-2020 school year. My next innovation is currently in the works and I look forward to sharing the new proposal with you. As we all remember why we started and why we want to revolutionize education, I am always reminded that it is both where we come from and where we are going that will change our world. Our world begins with us.
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