Action Research
This week I would like to share another approach to the Scholarship of Teaching and Learning (SoTL). A hyper focus on the application of teaching research is the category of Action Research. This week’s article, entitled “Building action research efficacy with a 4-part framework” by Beaudry (2022) address deep learning (through the inaugural journal, Deeper Learning Journal of Practice).
The author shares “components of an evidence-based, four-part framework used in a graduate course to forward deeper learning are: create a community of collective efficacy, develop students’ learning strategies, provide clarity, and provide feedback.” During the class, the student researchers formulate research questions; design and implement a study based on qualitative and quantitative evidence, and communicate their findings. Participants learn how to apply specific research tools to gather evidence and they learn principles of action research planning, as they apply appropriate research methods.
The author found that conducting action research strengthens deeper learning indicators such as critical thinking and creativity for problem-solving, gaining and being able to use knowledge, communications, and usually collaboration. It entails critical self-reflection on one’s professional practice, and a matching action research design. It is an iterative process involving action – engagement with the challenge and collection of evidence, reflection – analysis and evaluation of evidence, and re-design to accommodate insights, reactions, and new challenges.
The author used strategies categorized within a four-part high-impact teaching framework:
Create and sustain a community of learners’ collective efficacy;
Develop students’ metacognitive learning strategies;
Continually attend to my clarity as a teacher and provide clear learning intentions; and
Use regular, differentiated use of teacher feedback and peer feedback on skills, processes, and written products.
(Hattie, 2009; Hattie, 2015; Fisher, Fry, & Hattie, 2016; McCafferty & Beaudry, 2018).
The process relies on an equity-based approach to communications to develop collective efficacy. Time is allotted for each student to discuss what they have read, in pairs or in jigsaw groups, and to reflect on their own learning and progress as an action researcher-in-progress. In addition, they integrate social learning technology like Padlet and Google Jamboard to share reflections and weekly progress updates. This approach further develops students’ metacognitive learning strategies. Concept maps are used to construct ideas from questions such as
“Who am I as a learner?
“Who am I as a researcher?
What do I know about my topic?”
References
Beaudry, J. (2022). Building action research efficacy with a 4-part framework. Deep Learning Journal of Practice, 1(1). https://dljp.org
Hattie, J. (2009). Visible learning: A synthesis of over 800 studies relating to achievement. Routledge.
Fisher, D., Frey, N, & Hattie, J. (2015). Visible learning for literacy impact: Implementing the practices that work best to accelerate learning. Corwin
McCafferty, A.S. & Beaudry, J. (2018). Teaching strategies to create assessment-literate learners. Corwin.
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