ASCD Presentation 16MAR09

500
-1

Published on

Presentation for 2009 ASCD conference in Orlando, FL. Session 3215

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
500
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
5
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • ASCD Presentation 16MAR09

    1. 1. Using Web 2.0 Technologies to Coach Teacher Action Research Nancy Fichtman Dana Christopher D. Sessums Kara Dawson University of Florida
    2. 2. Our Mission: To support and promote practitioner inquiry as a primary mechanism for school improvement in schools throughout the state.
    3. 3. Overview of Presentation <ul><li>What is action research? </li></ul><ul><li>What does it mean to effectively coach this process? </li></ul><ul><li>What are some strategies coaches can employ to deepen the action research process? </li></ul><ul><li>How might coaches be supported through Web 2.0 technologies? </li></ul><ul><li>How might technology aid in the design, distribution, and mentoring of action research within and across a district? </li></ul>
    4. 4. Overview of Presentation <ul><li>What is action research? </li></ul><ul><li>What does it mean to effectively coach this process? </li></ul><ul><li>What are some strategies coaches can employ to deepen the action research process? </li></ul><ul><li>How might coaches be supported through Web 2.0 technologies? </li></ul><ul><li>How might technology aid in the design, distribution, and mentoring of action research within and across a district? </li></ul>
    5. 5. What is action research? <ul><li>Action Research/ Teacher Research/ Teacher Inquiry/ Practitioner Inquiry/ Classroom Research </li></ul><ul><li>Systematic, intentional study by teachers of their own classroom practice </li></ul><ul><li>(Cochran-Smith & Lytle, 1993) </li></ul>
    6. 6. Components of the Action Research Cycle <ul><li>Wondering (Question) Development </li></ul><ul><li>Data Collection </li></ul><ul><li>Data Analysis </li></ul><ul><li>Synthesis/Sharing </li></ul><ul><li>Action </li></ul>
    7. 7. An Example of Teacher Research <ul><li>Focus on Fractured Fairy Tales and Fluency Flourishes - Debbi Hubbell, 4 th Grade Teacher </li></ul>
    8. 8. Debbi’s Wondering <ul><li>What is the relationship between my fourth graders’ fluency development and the reading of fractured fairy tales? </li></ul>
    9. 9. Debbi’s Instructional Plan <ul><li>Day One : Students chose parts, Debbi read the play to the group, then students practiced silently </li></ul><ul><li>Day Two : Students practiced silently, then aloud with the group to Debbi; Debbi followed with short individual conferences </li></ul><ul><li>Day Three : Students practiced silently, then aloud with the group to Debbi </li></ul><ul><li>Day Four : Students practiced silently, then presented aloud with the group to the class </li></ul>
    10. 10. Debbi’s Data Collection Plan <ul><li>DIBELS </li></ul><ul><li>Observation of Students - Anecdotal Notes </li></ul><ul><li>Student Artifacts – “Dear Mrs. Hubbell” letters </li></ul>
    11. 11. Debbi’s Data Analysis Plan <ul><li>Chart DIBELS data - Compare DIBELS scores over time </li></ul><ul><li>Read Through Observations and Student Artifacts multiple times asking questions such as: </li></ul><ul><li>What was happening? </li></ul><ul><li>What have I learned about myself as a teacher? </li></ul><ul><li>What have I learned about children? </li></ul><ul><li>What are the implications of my findings for my </li></ul><ul><li> teaching? </li></ul><ul><li>Discuss analysis with teaching colleagues </li></ul>
    12. 12. DIBELS Test Results <ul><li> 10/18 12/1 2/10 2/21 4/6 </li></ul><ul><li>J 48 53 55 60 73 </li></ul><ul><li>B 81 98 114 105 164 </li></ul><ul><li>C 90 98 95 100 130 </li></ul><ul><li>Ja 64 70 92 85 119 </li></ul><ul><li>T 93 96 88 97 121 </li></ul><ul><li>S 94 91 86 78 113 </li></ul><ul><li>M 84 101 99 107 127 </li></ul>
    13. 13. Debbi’s Themes: <ul><li>Enjoyment/Enthusiasm </li></ul><ul><li>Students perceive academic benefits </li></ul><ul><li>Positive social interactions </li></ul>
    14. 14. Enjoyment/Enthusiasm …
    15. 15. Academic Benefits …
    16. 16. Positive social interactions …
    17. 17. In Summary …
    18. 18. Debbi’s Action <ul><li>Develop school/district wide fluency objectives </li></ul><ul><li>Homework for 60 wpm kids vs. 180 wpm kids </li></ul><ul><li>Make listening centers more effective </li></ul><ul><li>Connect to struggling readers in secondary school </li></ul>
    19. 19. Overview of Presentation <ul><li>What is action research? </li></ul><ul><li>What does it mean to effectively coach this process? </li></ul><ul><li>What are some strategies coaches can employ to deepen the action research process? </li></ul><ul><li>How might coaches be supported through Web 2.0 technologies? </li></ul><ul><li>How might technology aid in the design, distribution, and mentoring of action research within and across a district? </li></ul>
    20. 20. Four Critical Junctures <ul><li>Defining and refining a wondering </li></ul><ul><li>Developing a research plan </li></ul><ul><li>Analyzing data </li></ul><ul><li>Sharing work with others </li></ul>
    21. 21. Overview of Presentation <ul><li>What is action research? </li></ul><ul><li>What does it mean to effectively coach this process? </li></ul><ul><li>What are some strategies coaches can employ to deepen the action research process? </li></ul><ul><li>How might coaches be supported through Web 2.0 technologies? </li></ul><ul><li>How might technology aid in the design, distribution, and mentoring of action research within and across a district? </li></ul>
    22. 22. Four Critical Junctures <ul><li>Defining and refining a wondering </li></ul><ul><li>Developing a research plan </li></ul><ul><li>Analyzing data </li></ul><ul><li>Sharing work with others </li></ul>
    23. 23. Wonderings: Questions of Practice Complexity of Teachers’ Work in the Classroom Felt Difficulties and Real World Dilemmas wonderings
    24. 24. Four Critical Junctures <ul><li>Defining and refining a wondering </li></ul><ul><li>Developing a research plan </li></ul><ul><li>Analyzing data </li></ul><ul><li>Sharing work with others </li></ul>
    25. 25. The Inquiry Brief <ul><li>One to two page proposal for action research indicating purpose, wonderings/questions, data collection and analysis strategies, and time-line for study </li></ul>
    26. 26. Four Critical Junctures <ul><li>Defining and refining a wondering </li></ul><ul><li>Developing a research plan </li></ul><ul><li>Analyzing data </li></ul><ul><li>Sharing work with others </li></ul>
    27. 27. Four Critical Junctures <ul><li>Defining and refining a wondering </li></ul><ul><li>Developing a research plan </li></ul><ul><li>Analyzing data </li></ul><ul><li>Sharing work with others </li></ul>
    28. 28. Overview of Presentation <ul><li>What is action research? </li></ul><ul><li>What does it mean to effectively coach this process? </li></ul><ul><li>What are some strategies coaches can employ to deepen the action research process? </li></ul><ul><li>How might coaches be supported through Web 2.0 technologies? </li></ul><ul><li>How might technology aid in the design, distribution, and mentoring of action research within and across a district? </li></ul>
    29. 29. How might coaches be supported through Web 2.0 technologies? <ul><li>Define Web 2.0 technologies </li></ul><ul><li>An example of an online learning community </li></ul><ul><li>Discuss other applications that can support networks </li></ul>
    30. 30. Web 2.0 definition <ul><li>Digital technologies that allow for • sharing </li></ul><ul><li>• conversation • collaboration • collective action </li></ul><ul><li>(Shirky, 2008) </li></ul>
    31. 31. Example of an online learning community <ul><li>Network of AR coaches (12) </li></ul><ul><li>Separated geographically </li></ul><ul><li>Connected by weblog community site </li></ul><ul><li>Led by a site/coaching facilitator </li></ul><ul><li>Limited face-to-face meetings (3) </li></ul><ul><li>Covered a 9 month period </li></ul><ul><li>OLC Goals: >> networking/social support >> deepening AR/TI & coaching knowledge >> logistical support </li></ul>
    32. 34. Example of an online learning community <ul><li>Participant Actions & Roles </li></ul>© csessums 2009
    33. 35. Example of an online learning community <ul><li>With the aid of the online learning community, participants were able to: • share and problematize experiences • share resources • engage in conversations about practice • collaborate on the enterprise of (1) supporting teacher researchers and (2) supporting each other </li></ul><ul><li>• collectively support the production of a Showcase of projects </li></ul><ul><li>Build expertise in and deepen their knowledge of AR/TI & coaching, and </li></ul><ul><li>Deepen their own philosophy of coaching </li></ul>
    34. 36. What other applications can support and sustain learning communities online? Thoughts?
    35. 37. What other applications can support and sustain learning communities online? Wikis (PBWiki, WetPaint) Social networking apps (ex: Ning, Google Groups, Eduspaces) Blogs and Microblogs (Blogger, Wordpress, Twitter) Voice & Video Sharing apps (YouTube, Seesmic, Voicethread, Skype) Office Suite apps (GoogleDocs, Zotero, Zoho) Start Page apps (PageFlakes, NetVibes)
    36. 38. Overview of Presentation <ul><li>What is action research? </li></ul><ul><li>What does it mean to effectively coach this process? </li></ul><ul><li>What are some strategies coaches can employ to deepen the action research process? </li></ul><ul><li>How might coaches be supported through Web 2.0 technologies? </li></ul><ul><li>How might technology aid in the design, distribution, and mentoring of action research within and across a district? </li></ul>
    37. 39. What other applications can support and sustain learning communities online? AR may help schools and districts aggregate data from multiple classrooms while enabling teachers to reap the benefits of systematically and intentionally studying their own practice through inquiry ARTI is part of a statewide initiative looking at the impact of statewide technology funding and systemic professional development efforts on teaching practices and student achievement. ARTI is used to study the impact of Enhancing Education Through Technology (EETT) funding in Florida districts. Teachers from EETT districts use ARTI with the support of AR mentors trained in the AR process.
    38. 44. What other applications can support and sustain learning communities online? Available to districts and teacher education programs Streamlines AR process to make it accessible to more educators Upcoming: Embedded multimedia coaching Upcoming: Embedded online communities
    39. 45. Resources for Coaching Action Research
    40. 46. Contact Us . . . <ul><li>Nancy Fichtman Dana </li></ul><ul><li> [email_address] </li></ul><ul><li>Christopher Sessums </li></ul><ul><li> [email_address] </li></ul><ul><li>Kara Dawson </li></ul><ul><li>[email_address] </li></ul><ul><li>Visit the CSI website at www.coe.ufl.edu/csi </li></ul>
    1. A particular slide catching your eye?

      Clipping is a handy way to collect important slides you want to go back to later.

    ×