693-09Notes

Action Research for Educational, Professional, and Personal Change
=NOTES ON TEACHING/LEARNING INTERACTIONS= //8 Apr 09// including > guidelines for written assignments and presentations > guidelines for participation and contribution to the class process > other processes used in the course Refer also to > Schema and Overview of Action Research Cycles and Epicycles > [|links to examples of previous students' work] > [|Rubrics handout] for a check-list of expectations for the assignments.


 * Note on wiki expectations** Use of a //personal// wiki for written assignments is __optional__, but two participation items require use of the //course// wiki, namely, items C and D4. The "syllabus quiz," to be undertaken before class 2, can get you started on wiki use, but, if you find using the wiki at all difficult, wait for the peer coaching scheduled in class 6.



Stages of development for Action Research Design project
From [|syllabus] > Project = Design and report on (1500-2500 words) an Action Research Process related to a change or intervention in a specific classroom, workplace or personal teaching/learning practice, an educational policy, an educational institution, or a social policy. Your design should include all the aspects of the Action research cycles and epicycles (see Action Research Cycles and Epicycles, http://www.faculty.umb.edu/pjt/ARcyclingIII.pdf)... Carrying out the design is applauded, but not required, and it is important that you do not let implementing your change eclipse attention to designing the other aspects of the Action Research.

The design project should not be seen as a "final term paper," but as a process of development that involves: > i) dialogue with the instructor and other students and > ii) revision (re-seeing) in light of that dialogue. To facilitate that process, there is a sequence of seven assignments with the goals described below. The general expectation for these assignments is that you will pull together the work you have done and reflect on the experience in ways that fit the tasks you take on and your own situation and style. //You should submit an initial version of the assignment, however sketchy, on the due date.// My responses will then help you develop your contribution to the AR still remaining. Examples of previous students' work are linked [|here] as well as to the specific assignment on the [|syllabus webpage] and the notes to follow. The examples can be consulted to indicate the range of ways students tackle an assignment; they are not models to be copied. (If the link does not work, the example has not yet been uploaded.)

1. 1st Reflection on your Experience as Novice Action Researchers
350-500 words that relate your experience to some points in the reading from Schmuck. Comment on what we did that was and was not covered by him and what he advocates that we didn’t do. ([|rubric] ) 

2. Initial paragraph overview
Building on your in-class strategic personal planning, compose an initial overview of your design project. This overview may, several revisions later, end up setting the scene in the introduction of your project. In one-two prose paragraphs (not disconnected points a.k.a. "bullets"), an overview should convey the change or intervention that you would be interested in making and how you envisage addressing each of the aspects of Action Research. (Reread short description or [|longer syllabus version] of the project to remind yourself that implementing the change is applauded but should not eclipse work fleshing out a plan or design for all the aspects of Action Research.) ([|rubric] ) Previous semesters’ projects are available for viewing through a password-protected link to the course website. 

3. KAQ (a variant of KNF)
Using the worksheet and instructions, work through the whole KAQ (and F) for each point and use the additional questions in parentheses (perhaps with another student as sounding board) to check your thinking. The expectation for this assignment is that use of this tool won’t come naturally and you will need coaching to tease out and then tighten your thinking. ([|rubric] ) 

4. Evaluation clock
The expectation for this assignment is that you will not get it right the first time, but will need coaching to produce the focused comparison steps and the recursive full clock. ([|rubric] ) 

5a. Work-in-progress presentations
Preparing presentations, hearing yourself deliver them, and getting feedback usually leads to self-clarification of the overall direction of your project and of your priorities for further work. In this spirit, 10-15 minute presentations of your work-in-progress are scheduled early in your projects and a bit later on – they are necessarily on work in progress. Convey the important features of work you have already done and, to elicit useful feedback during 3-5 minutes of Q&A, indicate also where additional investigation or advice are needed and where you think that might lead you. In the second presentation highlight the work you have done since the initial presentation, especially any rethinking made in response to comments made on the initial presentation, notes on research and planning, and narrative outline. (Reread short description or [|longer syllabus version] to remind yourself that your presentation should show how you would design all the aspects of Action Research even if you don't get to carry them out.) ([|rubric] ) 

5b. Notes on research and planning
Pull together notes on your reading and your thinking and present it in a form organized so it can elicit useful comments from a reader (in this case, me). To show your planning, you should submit an updated paragraph overview (see #2 above) and an outline and/or evaluation clock. (Reread short description or [|longer syllabus version] to remind yourself that your notes should address how you would design all the aspects of Action Research even if you don't get to carry them out.) To show that you are finding out what others have been doing in your area of interest, which includes evaluations of past changes or interventions like yours, you should include annotated bibliography of readings done or planned. Record the full citations for your sources, including those from the WWW. I recommend using a bibliographic database—Endnote can be downloaded for a 30 day trial from http://www.endnote.com; Refworks is free through the library. ([|rubric] ) 

6. Narrative outline
This is an outline or plan of your report of the design project with explanatory sentences inserted at key places: > i) to explain in a declarative style the point of each section; > ii) to explain how each section links to the previous one and/or to the larger section or the whole report it’s part of. The object of doing a narrative outline is to move you beyond the preliminary thinking that goes into a standard outline or even a nested and connected table of contents. Insertion of explanatory sentences helps you check that your ideas and material really will fit your outline. ([|rubric] ) 

7. Project report
1500-2500 words, plus bibliography of references cited. Whatever form your report takes, make sure you explain why you have designed this evaluation or facilitation. You should also include material that conveys your process of development during the project and personal/professional development plans for the future. The report should not be directed to the instructor, but conceived as something helpful to readers like your CCT student colleagues. For the report to be counted as final, you must have revised in response to comments from instructor and peers on a complete draft. (The draft must get to the end to count as complete, even if some sections along the way are only sketches.) Allow time for the additional investigation and thinking that may be entailed. ([|rubric] )



Participation and contribution to the class process (27 items)
B. Building learning community (14 items) Prepared participation and punctual attendance at class meetings are expected, but allowance is made for other priorities in your life. I do not require you to give excuses for absence, lateness, or lack of preparation. Simply make up the 80% of participation items in other ways (C-G). ([|rubric] )  B2. In order to get oriented to the various course materials and mechanics, complete the "syllabus quiz" and submit week 2.  C. Summaries of Readings (3 items) Think of these summaries of issues raised by the readings in weeks 9, 10, and 12 as resources you are providing for other students (current and future), who might not have time to read the article OR who might need stimulation/guidance about what they decide to make time to read. You may edit an existing entry to improve its informativeness, but if you have a difference of interpretation, indicate that without censoring the previous authors' interpretation. ([|rubric] )  D. Personal/Professional Development Workbook (6 items) In your workbook and/or personal wikipage keep records or products of homework and Action Research tasks, preparation for assignments, weekly journal-type reflections on the course and classes, notes on readings, clippings, e-clippings. Explore, when appropriate, the relationship between, on one hand, your interests and possible projects and, on the other hand, the readings and activities. ([|rubric] )  D1. For each new tool that is introduced during classes, make an entry in your PPD workbook on possible applications of the tool to your project. Have this perused during the 1st conference or before the mid-semester break. If you are using the workbook effectively, it should convey your developing process of preparing to practice the tools and of critical thinking about course readings, activities, and discussions. Those of you who find it hard to make space for journaling/reflection should stay 10 minutes after class and write while your thoughts are fresh. When you first show me the PD workbook for perusal, I will let you know if you need to show more processing and organize the workbook better. D2. The worksheet submitted in week 6 will allow me to make further suggestions about your PD workbook and research organization. D3. During the last class I peruse the PD workbooks. Bind together pages with post-its or otherwise indicate which bits you do not want me to look at.  D4. (2 items) "Clippings" -- To keep up with current developments—and get you into the habit of this for your lifelong learning— look for articles related to educational, professional, and personal change in newspapers, magazines, journals, and websites. Include copies in your PD workbook; write the full citation on each article, unless it is already included. Use large post-its to add your own reflections on specific points in the articles you choose. Aim for one every 2 weeks. (3-5 postings makes 1 item; 6+ makes 2 items) For "clippings" you find on the web post the URL on the cct wikipage 693Clips09 with a brief annotation so others can judge whether they want to follow the link and read more. Include copies in your PD workbook (or links to the cct wikipage 693Clips09 if your worksbook is a pesonal wikispace. D5. Process review -- Before the last class, identify 4-6 examples that capture the process of development of your work and thinking about Action research for educational, professional, and personal change. Journaling, freewriting, drafts, etc. may be included, that is, not simply your best products. Explain your choices in a 250-500 word cover note (included also on your wikipage) and through annotations (large post-its are a good way to do this). Submit with your PD workbook, or extract into a portfolio or section of your wikipage.  E. Conferences (2 items) for discussion of comments on assignments (see Dialogue around written work), ideas for course projects, your PD workbook, and the course as a whole. They are important to ensure timely resolution of misunderstandings and to get a recharge if you get behind. ([|rubric] )  F. Assignment check-list (1 item) Please keep track yourself of your assignments and revisions submitted and when they are returned marked OK/RNR (=revision &amp; resubmission not requested). If you miss the due date for initial submission ask for an extension or skip the assignment/item—the intended learning rarely happens if you submit a stack of late work all at once. When you submit this for perusal in week 12, complete the completion contract if it applies to you. (Many students who are behind drag their feet on this and make the instructor take the lead on this, which is not a professional way to deal with shortcomings.) ([|rubric] )  G. Peer commentary (1 item) After the draft report is completed, you should comment on another student's draft. Send me a copy of your comments by email and/or include it in PD workbook. Keep Elbow, Writing with Power, chapters 3 &amp; 13 and [|Varieties of responses] in mind when you decide what approaches to commenting you ask for as a writer and what to use as a commentator. In the past I made lots of specific suggestions for clarification and change in the margins, but in my experience, such suggestions led only a minority of students beyond touching up into re-thinking and revising their ideas and writing. On the other hand, I believe that all writers value comments that reassure them that they have been listened to and their voice, however uncertain, has been heard. ([|rubric] )



Other Processes in the Course
Submission of Writing in a Professional and Instructor-friendly manner

Duplicate copies Students should submit two copies of all typed assignments because I want to give you one back with my comments so you have it when you read them. (I keep the other plus a carbon copy of my comments in a portfolio that I can refer back to.)

Email notification of significant additions ore revisions to your personal wiki or yoru entries on the course wiki (summaries &amp; clippings)

Dialogue around written work

Rationale for the Assessment system The different assignments are commented on then "graded" either OK or revise &amp; resubmit. An automatic B+ is awarded for 80% (approx.) of written assignments OK/RNR and participation items fulfilled. The rationale for this system is to keep the focus of our teaching/learning interactions on your developing through the semester. It allows more space for students and instructor to appreciate and learn from what each other is saying and thinking. My goal is to work with everyone to achieve the 80% satisfactory completion level. Students who progress steadily towards that goal during the semester usually end up producing work that meets the criteria in the syllabus for a higher grade than a B+. Use the Assignment Check-list to keep track of your own progress. To gauge whether you are on track for at least a B+, simply note whether you have submitted 80% of the assignments by the dates marked and attended 80% of the classes. If you are behind do NOT hide and do NOT end the semester without a completion contract. You are free to do more than 80% of the assignments and fulfill more than 80% of the participation items, but it does not hurt your grade to choose strategically to miss some in light of your other work and life happenings. Ask for clarification if needed to get clear and comfortable with this system.

Learning Community and email group/list Individually and as a group, you already know a lot about educational, professional, and personal change. You can learn a lot from each other and from teaching others what you know. The email group or list (i.e., emails sent to cct693@googlegroups.com) can be used to help the community develop.

Activities for "self-affirming" learning Students already know a lot. If this knowledge is elicited and affirmed, they are more able to learn from others. Activities such as freewriting bring to the surface students' insight that they were not able, at first, to acknowledge. Over the course of the semester, students are encouraged to recognize that there is insight in every response and share their not-yet-stable aspects. The trust required takes time to establish.

Tools for Action Research Process Each week introduces a different tool or practice for aspects of the Action Research process, which, in brief, involves evaluation and inquiry, reflection and dialogue, planning, and constituency building in order to get actions implemented, take stock of the outcomes, and continue developing your efforts. Handouts on the tools are linked to the course website and this wiki when they are ready. Tools that are introduced for > Evaluation: Critical Incident Questionnaire, Evaluation Clock, Basic logic of statistical analysis, +Δ Feedback (appreciation, thing to be developed); > Inquiry: Inquiry based on Q of KAQ; > Reflection: Freewriting, KAQ, Focused Conversation, Supportive listening, Strategic Personal Planning, Historical scan; > Dialogue: Wiki-based probing of KAQ, Small group process, Focused Conversation, Jig-saw discussion of readings, Historical scan > Planning: KAQ, Evaluation Clock, Strategic Personal/Participatory Planning

Guided freewriting

Think-pair-share

Taking stock //during semester ("formative evaluation")// > Through activities, such as the Critical Incident Questionnaire, I encourage students to approach this course as a work-in-progress. Instead of harboring criticisms to submit after the fact, we can find opportunities to affirm what is working well and suggest directions for further development.

//at end of semester// > This involves multiple angles on course evaluation, including written evaluations during class, Process reviews and planning for your ongoing PD. With the aim of: >> a) feeding into your future learning (and other work), you take stock of your process(es) over the semester; >> b) feeding into my future teaching (and future learning about how students learn), I take stock of how you, the students, have learned.