Action Learning Lena Arena Project Coordinator - DER NSW Sydney Region Ph: 9582 2851 [email_address]
Acknowledgement of Country
I would like to show my respect and Acknowledge the Traditional Custodians of the Land, of Elders past and present, on which this meeting takes place.
What is Action Learning?
What is action learning (action research)?
Action learning approach is…
Components of an Action Learning Program
Project, challenge, task, or problem
Team of 4-8 people with diverse perspectives
Reflective questioning and listening
Developing Strategies and taking action
Commitment to learning
Action Learning coach
Stages in an action learning project Plan Act Reflect Observe Identifying Informing organising Trialling collecting questioning Analysing reporting sharing Evaluating implementing revisiting
Participants control the direction
Problem Identification :
Identify the issue to be examined/changed
Look elsewhere for information
Develop the questions and methods to be used
Develop a plan
Is the problem stated clearly and in the form of a question?
Is it broad enough to allow for a range of insights and findings?
Is it narrow enough to be manageable within the timeframe?
What resources exist and what information from others might be useful in helping you to frame your question, decide on types of data to collect, or to help you in interpreting your findings?
Stage I – Planning
Stage 1 - Planning
Planning the project requires team members to:
identify one or two educational challenges or opportunities to be addressed by the project team, and perhaps at least one individual challenge (e.g. developing competence in relation to one or more elements of the Quality teaching framework) for each team member to pursue
determine measurable and/or observable project team and individual outcomes that are achievable within the established timeline for the project
Stage 2 Acting
Trial the change following your plan
Collect and compile evidence
Question the process and make changes as required
Be clear about each step you take, ensure your timeframe is manageable.
Taking action is about implementing the action plan. It may include teaching, assessing, team meetings and discussions, workshops, in-class support and peer observations, input from external sources (such as an academic partner or a regional consultant), reflection and sharing of expertise, ideas, experiences, thoughts and feelings.
Stage 3 - Observing
Analysis of Data -describe, record, discuss and reflect upon the action
Analyse the evidence.
Collate the findings
What can you learn from the data? What patterns, insights, and new understandings can you find?
What meaning do these patterns, insights, and new understandings have for your practice? for your students?
Share your findings with participants and colleagues
Action research teams use a variety of strategies to gather evidence and describe action. This may include discussions between team members and support personnel to clarify and share observations, thoughts and ideas, interviews, focus group discussions, journals or learning logs, portfolios, video scenarios, photographs, and annotated student work samples.
Stage 4 - Reflecting
Involves teachers in considering not only what they are doing in the classroom … but also why they are doing it.
Teacher knowledge of educational theories and research can assist teachers to reflect critically on their current practice. When they become conscious of the theories implicit in their practice, they are better able to determine whether there is a need for fundamental change,
e.g. Given the benefits to be obtained by students engaging in cooperative learning, to what extent do I provide for cooperative learning in my classroom?
Stage 4 – Reflecting
Evaluate the first cycle of the process
Implement the new findings or new strategy
Revisit the process
What will you do differently in your classroom as a result of this study?
What might you recommend to others?
How will you write about what you have learned so that the findings will be useful to you and to others?
Critical Reflection is important
The QT framework as a reflection tool
Power and Benefits of Action Learning
Solves complex problems and challenges in a systems-thinking approach
Promotes holistic thinking
Builds powerful teams
Enables individuals and teams to learn while working
Creates a culture that can handle change and learns
Develops leadership competencies
Develops systems thinking and creativity
Additional Benefits of Action Learning
Learning how to learn
New knowledge and information
Improve relevant skills and competencies
Reasoning and behaving differently
Alters beliefs, values and basic assumptions
Your Action Learning Project
Happens in the workplace
Tackles the issues facing you in your school or classroom