In 2011, I did an action research study focused on creating a learning environment that increased student engagement and ownership.  The results were positive and set me on a path toward “reforming” the teaching and learning in my classroom. Action research will now become part of my yearly personal professional development plan and hopefully yours, too.  I’ll be  documenting this action research in a series of posts and would welcome any feedback or comments.

Rationale and Background Information

Officially, this journey started in December, 2011 but the topic of this inquiry – student engagement – has been a passion of mine for years.  Student engagement encompasses many elements but critical to this is learning and a passion toward learning.  I consider myself a learner and am very engaged by the energy and excitement of learning.  Learning is a passion of mine so naturally I want to create a learning environment where students feel the same.  School should be a place that children can’t wait to get to.  The focus needs to be on the individual learner and the true spirit of learning.  Unfortunately, our current system does not really support this type of environment and there is a steady decline in engagement, especially as our students move into middle school and high school (Marks 2000, National Research Council and Institute of Medicine, 2004).  In many instances, secondary school has become a system based on obedience and “jumping through the hoops” that often has very little to do with the true spirit of learning. We’ve communicated to our students that school is about excelling on the test, giving the “right” answer, and memorizing and regurgitating information. School must shift toward a user-generated learning environment with the individual at the center, instead of lock-step curriculum and pacing guides. Learning must be driven by students’ interests and passions, not teacher-dictated lessons, learning plans, and assessments.

It’s clear that our current system is focused on education—not learning. Learning is social and at its peak when learners collaborate, connect, and create. Learning should be purposeful and allow the learner to make a contribution. Learning is not simply about the transfer of knowledge from one individual to another; it’s generative, exciting, and inspirational. Such learning must be the norm for students—and adults.  This is truly the drive and motivation behind my wondering.

I really started to push myself to examine my instructional practices and research student engagement in the Fall of 2010.  About this same time, I was introduced to the Square One organization.  Square One’s mission is to positively influence K-12 youth toward their pursuit of Science, Technology, Engineering, and Math careers.  They support innovative ideas that are project -based, hands-on, and encourage student-led explorations through 3 year grants.  Initially, I planned on writing a grant for 1-1 netbooks for my class.  However, as I explored the purpose behind a networked learning environment I realized that my goal was not just simply to have the technology but to create a learning environment that engaged students and utilized technology to transform the learning opportunities. The grant focus shifted from technology to a STEM grant with student engagement, embedded technology tools and web 2.0 applications, and PBL units of study at its core.

Writing grants can be tedious and time-consuming, as was this one. It took me 2 months from start to finish. In this case, it was time well-spent.  As I wrote the grant, revised, and reflected with Square One, I was forced to really examine student engagement and clearly articulate my wonderings and vision.  The result was a 3 year grant proposal focused on the following:

 Vision:

The vision of this project is to engage and empower learners in an authentic learning environment using digital, interactive technologies. Learning will become more purposeful through mirroring the digital and global world, and providing opportunities to become critical thinkers, proactive citizens and creative contributors to the world.

Beyond the impact on students, the project is designed to provide opportunities to create a learning environment/model that can be replicated in other classrooms, schools, and districts that is reflective of our students’ future and high-level learning and engagement. Data will be collected and compiled to share with other schools, districts, and the community.

Focal Points:

• Creation of online personal learning networks to increase knowledge and skill in the STEM areas as well as their own personal learning goals.
• Activities that are meaningful and relevant to the students and have a positive impact on others or in their school and home community.
• Interaction with professionals in science and engineering. Learning opportunities that extend beyond the school day via online learning spaces.
• High-level questioning and inquiry.
• Critical thinking, collaboration, connections, and communication through face 2 face opportunities as well as virtual, online communities.
• Collaborative and individualized, student-driven learning opportunities to “replicate” the *80/20 Google “innovation time off” model.
• Daily opportunities for students to engage in project-based activities surrounding the concepts of force, motion, balance, energy, weather, and alternative energies.
• Reading, writing, and math concepts taught through the study of science and project-based activities when possible.
• Embedded technology and web 2.0 to enrich and expand the learning opportunities, knowledge, and resources.
• Experiencing the “energy” of learning, creating, and collaborating.

*Google engineers are encouraged to take 20 percent of their time to work on something company-related that interests them personally. This means that if you have a great idea, you always have time to run with it.

Three Year Action Research Statements/Questions:

• Development of inquiry, questioning, and critical thinking skills will deepen the levels of understanding and ability to grasp concepts at high-levels and make connections between disciplines.
• Opportunities to communicate, collaborate, & create using tech & web 2.0 apps increase student engagement.
• Embedded technology, use of WWW, and web 2.0 applications will enrich & expand the learning opportunities, knowledge, and skills and create a more student centric learning environment.

I was fortunate enough to receive a 3 year, 15,000 grant from Square One and started initial implementation in May, 2011 with full implementation of year 1 goals in September 2011.  So determining the focus of my wondering for the Galileo Inquiry project was a relatively easy process.  Student engagement is a critical element of student achievement and should be one of the driving forces in our conversations surrounding educational reform and schooling in the future.  The challenge arose when I had to narrow down the specific wonderings that I could tackle and effectively collect data on in a 4-6 week time period.  One of my strengths is the ability to understand the “big picture” and make connections and draw conclusions based on this.  Yet this also poses a problem.  Taking a systems approach and looking at the big picture is a critical piece of forward movement and change but conversation and thought need to shift to the reflection on why, how, and what will be done for action to occur.

The gentle push from my inquiry coach to narrow my wonderings resulted in a more powerful inquiry focus that could be accomplished with a short time-frame and resulted in a powerful shift in the learning environment for my students.  The overall wonderings are still focused on the optimum learning environment for high student engagement and achievement but ended up really looking closely at the impact of student-led learning opportunities and formative assessment under the STEM/PBL, embedded technology, and ownership of learning umbrella.  The following outlines the primary and secondary questions drove the inquiry, data collection and analysis, and conclusions:

Primary Question:

• What is the impact of formative assessment, the use of web 2.0 (to communicate, create, and collaborate their learning) and a STEM/PBL focus on student engagement and the achievement of first graders?

Secondary Questions:

• How might user-generated learning opportunities impact engagement and achievement levels?
• What is the relationship between student engagement and “ownership of learning” to achievement?
• What does it mean to “own learning” and can first graders demonstrate their understanding and evidence of “ownership”?
• What does student engagement look like?

When engaging in action research understanding the “why” of your wondering is as important as the design and results.  Clarity of purpose allows you to design an effective study that will yield answers and questions for continued growth and learning.

The Reflective Educator’s Guide to Classroom Research is an excellent resource on action research or teacher inquiry in the classroom. It’s highly recommended and provides a strong framework to follow.