F IRST G RADE E NGAGED A CTION R ESEARCH Stephanie Dulmage

S ESSION A GENDA Action Research Defined Inquiry Process First Grade Engaged Wondering Background Information Inquiry Design Procedures, Data Collection, Data Analysis Action Research Findings Conclusions and Next Steps Action Research Resources

A CTION R ESEARCH OR T EACHER I NQUIRY Teacher inquiry is defined as a systematic, intentional study of one’s own professional practice.

B ENEFITS OF I NQUIRY T EACHER I NQUIRY (A CTION R ESEARCH ) Teacher Inquiry positively impacts… Professional Growth Differentiated Instruction Data-Driven Decision Making and Progress Monitoring RtI (Response to Intervetion) Educational Reform or Shaping The Profession

EDUCATIONAL REFORMEDUCATIONAL REFORM Your individual engagement in teacher inquiry is a contribution to larger educational reform, a transformation of the teaching profession “ (p.17) Cochran, Smith, and Lytle (1993) claim that in any classroom where teacher inquiry is occurring “there is a radical, but quiet kind of educational reform in process.” (p.17)

I NQUIRY P ROCESS Teacher Inquiry (Action Research) Process Questions Wonderings Research Plan Collecting &Analyzing Data Reading Relevant Literature Making Changes in Practice Sharing Findings Conclusions & Further Areas of Inquiry Stages from Dana and Yendel-Hoppey, (2009 )

FIRST G RADE E NGAGED Primary Wondering: 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 Wonderings: 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?

L EARNING E NVIRONMENT Learning Team time & Formative Assessment STEM & PBL 1:1 netbooks and Web 2.0 Student Engagement

I NQUIRY D ESIGN 25 first grade students used 1:1 netbooks and engaged in learning and activities that were characterized by the use of web 2.0 tools (to communicate learning, create, and collaborate), formative assessment, user-generated learning opportunities, and STEM/PBL. Students interacted in virtual learning via Twiducate, SymbalooEdu, and Kidblog and used other technology (Ipods, digital cameras, FLIP videos etc) to communicate, create, and collaborate their learning and thinking. Formative assessment strategies were embedded throughout the day to monitor progress in specific curricular areas.

I NQUIRY D ESIGN C ONT ’ D Results of the formative (and summative/work samples) assessments were utilized during Learning Team Time to set personal learning targets, develop and execute learning plans (individual and team plans are written), reflect and graph progress, and provide evidence of a secure level of understanding. Weekly student reflections were posted on Kidblog and student PLNs were created on SymbalooEdu. During the study, the students’ overall level of engagement in school and for specific activities or instructional approaches was assessed. Student achievement data was collected for math and reading.

N ETBOOKS AND W EB 2.0 1:1 Netbooks Embedded and utilized throughout the day to enhance and extend learning Web 2.0 – SymbalooEdu, Kidblog, Twiducate, Google Surveys, PollEverywhere Ipod Apps FLIP and Digital Cameras

STEM/PBL You Are What You Eat Energy Great Bean Race

L EARNING T EAM T IME AND F ORMATIVE A SSESSMENT

I NQUIRY F INDINGS Student Engagement Claim 1: Student engagement is high with instructional approaches or activities that are student-led/user- generated and give the students’ voice and choice. Claim 2: Monitoring student engagement levels is a critical part of individualization and ensuring optimal learning. Claim 3: Using a PBL instructional approach and involving students in STEM activities, particularly science and engineering, produces high-levels of engagement Claim 4: Engagement levels can vary based on a student’s mood or comfort interacting with peers. Peer relationships and emotional state is an often overlooked but important part of engagement.

Student Achievement Claim 1: Increasing levels of engagement, voice and choice, ownership of learning, STEM/PBL activities, and formative assessment strategies (student generated learning targets) increases overall achievement. Formative Assessment and Learning Targets Claim 1: Giving students voice and choice on learning targets increases motivation and effort toward attainment of the goals. Claim 2: First grade students can generate effective, accurate learning targets, evaluate levels of performance (beginning, developing and secure) and provide evidence of attainment. Claim 3: It’s important to have a variety of work samples and assessments (formative and summative) for students to review to generate learning goals.

Claim 4: First graders can create learning plans but they need direction on how to write a plan to reach a secure level. Claim 5: First grade students can evaluate levels of performance (beginning, developing and Secure) and give evidence to support their decisions. Claim 6: Students with a growth mindset or that are very engaged find it easier to generate personal learning targets than those who don’t. Embedded Technology Claim 1: Web 2.0 and technology tools increase student engagement levels and are an effective tool for learning, communication, creation, and collaboration. Claim 2: Embedded technology and the use of web 2.0 tools increases independence in learning.

Ownership of Learning Claim 1: Ownership of learning increases when students are given voice and choice, are involved in the learning process (through formative assessments/learning targets), and are given opportunities to make a contribution, communicate their learning, and collaborate. Claim 2: This group of first graders understands and demonstrates ownership of learning.