Professional Learning Community PLC on StudentCentered Learning in
- Slides: 11
Professional Learning Community (PLC) on Student-Centered Learning in High School November 20, 2013 4: 00 - 6: 00 pm
Report Out PLC and Project Leadership report out on progress since last meeting 2
Focus on Action Research • Site visits • Documentation of Meetings • Documentation of Action Research – Structure for reflection 3
Developing our Theory of Action What is a Theory of Action? • A set of underlying assumptions about how we will move our organization from its current state to its desired future. • It must align intended theory with the realities of work within an organization • Connects strategy to the actions and relationships critical to student learning • Identifies the mutual dependencies that are required to complete the complex work of instructional improvement • Grounded in research and evidence-based practice 4
Theory of Action • Begins with a causal statement between what we do and what constitutes a good result for the organization. • High leverage for achievement and equity • Powerful enough to transform programs and practices 5
Broad Theory of Action http: //www. slideshare. net/dianelauer/theory-of-action 6
Better Theory of Action http: //www. slideshare. net/dianelauer/theory-of-action 7
Best Theory of Action http: //www. slideshare. net/dianelauer/theory-of-action 8
Theory of Action Proposed Strategy: If we do this (Describe in detail) Then “X” will happen (Explain in research base or theory base why this will work) And we will see this result in http: //www. slideshare. net/dianelauer/theory-of-action 9
Action Research Cycle http: //www. csuchico. edu/teachergrants/actionresearch/ar_model. shtml 10
Measuring our Action Research Progress ? might be children’s engagement during science sessions. Each method will give access to different aspects of the situation. There will still be areas not illuminated, but more is known than if only one method is used. Also, cross-referencing of data from different methods adds to the overall reliability of the research process. • observation schedules – of children, students or themselves; • audio and video tape recording; • structured or semi-structured interviews; • class records; • statistical indicators; • field notes; • an analytic memo; • photography; • repertory grids; • questionnaires http: //www. edu. plymouth. ac. uk/resined/actionresearch/arhome. htm 11
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