Action Learning
•Download as PPT, PDF•
8 likes•28,441 views
Action learning is an approach to problem solving that involves teams working on real problems or challenges while also focusing on learning. It has four key stages: planning, acting, observing, and reflecting. The process is cyclical, with teams continually refining their approach based on observations and reflections. Action learning aims to simultaneously solve problems while developing leadership skills and enabling lifelong learning through a process of questioning assumptions and considering different perspectives.
![Action Learning Lena Arena Project Coordinator - DER NSW Sydney Region Ph: 9582 2851 [email_address]](https://image.slidesharecdn.com/actionresearch-111124184824-phpapp02/85/Action-Learning-1-320.jpg)
![Acknowledgement of Country ,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (20)
Similar to Action Learning
Similar to Action Learning (20)
More from carena
More from carena (20)
Recently uploaded
Recently uploaded (20)
Action Learning
- 1. Action Learning Lena Arena Project Coordinator - DER NSW Sydney Region Ph: 9582 2851 [email_address]
- 3. What is Action Learning?
- 4. What is action learning (action research)?
- 5. Action learning approach is…
- 6. Then…
- 8. Stages in an action learning project Plan Act Reflect Observe Identifying Informing organising Trialling collecting questioning Analysing reporting sharing Evaluating implementing revisiting
- 10. Another diagram
- 11. Participants control the direction
- 19. Critical Reflection is important
- 20. The QT framework as a reflection tool
- 21. Considerations
- 26. A Learning Journal is used to...
- 27. To remember...
- 28. Final Thoughts
Editor's Notes
- They have long been applied in the contexts of schools’ and teachers’ work. It focuses on the teacher as learner within schools characterised as professional learning communities. Teachers are valued as both sources of knowledge and users of this knowledge to generate new knowledge, new ideas and new practices. action research involves research, but the emphasis is not on researching other people’s practices. action research emphasises research into a teacher’s own work practices with and for others. Improvement in practice is achieved by teachers reflecting on their work and asking, with the help of colleagues, in what ways they might do it more effectively