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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…
Then…
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
ActReflect
Observe
Identifying Informing organising
Trialling collecting questioning
Analysing reporting sharing
Evaluating implementing revisiting
Another diagram
Participants control the direction
Learning partnerships
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
Considerations
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• Self-awareness
Your Action Learning Project
• Happens in the workplace • Tackles the issues facing you in your school or
classroom• Is the centre of the learning process
Some advice
• Reg Revans suggest you ask yourself…– What are you doing?– Why are you doing it?– What will happen next?
A Learning Journal is used to...
To remember...
Final Thoughts
Quotes for thought…
Resources
• http://www.scu.edu.au/schools/gcm/ar/arhome.html
• http://www.learningplace.com.au/deliver/content.asp?pid=19632
• http://www.qtp.nsw.edu.au/ • https://www.det.nsw.edu.au/proflearn/research/ac
tres.htm
• http://www.curriculumsupport.education.nsw.gov.au/ict/index.htm
Questions?
