How did this study impact student learning and my teaching?
As a result of action research being conducted within our classroom this year, students had their voices heard and needs directly met. I observed a need in my classroom of my students not being strong or confident writers. I went to the research and looked for tried and true methods to increase not only student engagement and achievement but also their love for producing their own pieces. Student learning was impacted by taking a need and finding research-based and data-driven ways to meet my students where they were and giving them the tools they needed to excel. Through action research, I found strategies to assist my students throughout the entire process. Based on need, we made sure to remain flexible because some students needed more assistance during some weeks than others. Student learning was impacted because we came together as a class to work on something we all needed to improve.
My current teaching was deeply impacted as a result of action research. Before implementing this study, teaching writing seemed like a chore and I put lessons together last minute based on what I thought I should have been teaching. Prior to the study being conducted, I felt like all I did was ask students to write and they looked back at me confused. After researching, I learned that I needed to differentiate writing based on what writing skills my students lacked. I knew I had to differentiate instruction, but I did not know it went all the way back to the structure of the writing block. My current teaching was also impacted because I saw the impact of a clear structure. It did not seem rigid or generic like I worried writing time seemed like. Instead, students felt safe and comfortable because they knew what they could rely on… I also felt like I could breathe and trust the system we had set up.
Action research also impacted me professionally. I witnessed first hand the difference between a teacher-driven and a student-driven writing time. Professionally, I was reminded of the need for and importance of collaboration. The collaboration that stemmed from this research is threefold. One part collaboration came from the research and professional writing community, the information I found from them created my literature review to determine strengths and weaknesses of elements I wanted to embed into my classroom. Next, I collaborated with colleagues both within and beyond my school building. I asked teachers what their go-to writing lessons were and why they chose them. I inquired about what mentor texts to use for which concepts my students struggled with. This collaboration was one of the biggest that impacted me because it did not only remind me that it was okay to ask for help, I got a lot of feedback from other teachers that it reminded them to reach out for new resources instead of always doing what they were used to. Finally, and in my opinion, most importantly, I collaborated with my students. They were the voice behind the decisions I made and the strategies I sought after. Professionally, I grew because I saw the growth my students could make after stopping the continuous cycle of not-so-great that was occurring in my classroom for the first half of the year. Yes, it was easy to continue doing what we were doing. But because I stopped, asked my students what they needed to be better writers, how they truly felt during writing time and really analyzed their writing engagement and achievement I felt like I grew immensely as a teacher of writing.
What I learned and questions that still remain
Overall, I learned that it is never too late to stop what you are doing especially if there is an inkling that it could be improved. I learned that the process of conducting action research benefits more than just me as the educator. If done correctly, action research can impact many other stakeholders that are attached to your classroom. As a result of my learning, I wonder how much more I could have impacted my students if we had started this study at the beginning of the year. I would also like to know how much growth had to do with the study and the natural progression of students learning and becoming better at skills and strategies after practice and time. Finally, I wonder how this study might have impacted my students if they had to be in charge of collecting their own data throughout the research--if they would have had any additional ideas or input after learning how to analyze and examine their engagement and achievement.
As a result of action research being conducted within our classroom this year, students had their voices heard and needs directly met. I observed a need in my classroom of my students not being strong or confident writers. I went to the research and looked for tried and true methods to increase not only student engagement and achievement but also their love for producing their own pieces. Student learning was impacted by taking a need and finding research-based and data-driven ways to meet my students where they were and giving them the tools they needed to excel. Through action research, I found strategies to assist my students throughout the entire process. Based on need, we made sure to remain flexible because some students needed more assistance during some weeks than others. Student learning was impacted because we came together as a class to work on something we all needed to improve.
My current teaching was deeply impacted as a result of action research. Before implementing this study, teaching writing seemed like a chore and I put lessons together last minute based on what I thought I should have been teaching. Prior to the study being conducted, I felt like all I did was ask students to write and they looked back at me confused. After researching, I learned that I needed to differentiate writing based on what writing skills my students lacked. I knew I had to differentiate instruction, but I did not know it went all the way back to the structure of the writing block. My current teaching was also impacted because I saw the impact of a clear structure. It did not seem rigid or generic like I worried writing time seemed like. Instead, students felt safe and comfortable because they knew what they could rely on… I also felt like I could breathe and trust the system we had set up.
Action research also impacted me professionally. I witnessed first hand the difference between a teacher-driven and a student-driven writing time. Professionally, I was reminded of the need for and importance of collaboration. The collaboration that stemmed from this research is threefold. One part collaboration came from the research and professional writing community, the information I found from them created my literature review to determine strengths and weaknesses of elements I wanted to embed into my classroom. Next, I collaborated with colleagues both within and beyond my school building. I asked teachers what their go-to writing lessons were and why they chose them. I inquired about what mentor texts to use for which concepts my students struggled with. This collaboration was one of the biggest that impacted me because it did not only remind me that it was okay to ask for help, I got a lot of feedback from other teachers that it reminded them to reach out for new resources instead of always doing what they were used to. Finally, and in my opinion, most importantly, I collaborated with my students. They were the voice behind the decisions I made and the strategies I sought after. Professionally, I grew because I saw the growth my students could make after stopping the continuous cycle of not-so-great that was occurring in my classroom for the first half of the year. Yes, it was easy to continue doing what we were doing. But because I stopped, asked my students what they needed to be better writers, how they truly felt during writing time and really analyzed their writing engagement and achievement I felt like I grew immensely as a teacher of writing.
What I learned and questions that still remain
Overall, I learned that it is never too late to stop what you are doing especially if there is an inkling that it could be improved. I learned that the process of conducting action research benefits more than just me as the educator. If done correctly, action research can impact many other stakeholders that are attached to your classroom. As a result of my learning, I wonder how much more I could have impacted my students if we had started this study at the beginning of the year. I would also like to know how much growth had to do with the study and the natural progression of students learning and becoming better at skills and strategies after practice and time. Finally, I wonder how this study might have impacted my students if they had to be in charge of collecting their own data throughout the research--if they would have had any additional ideas or input after learning how to analyze and examine their engagement and achievement.
Going forward!
In the future, I hope I will be able to implement the process of action research again on a scale that depends on what my classroom needs. After being through the whole process, I now know what it looks like to complete all of the steps from researching for best practice, determining a purpose and support why the study is necessary, drafting up a plan of action, collecting data before, during, and after as well as analyzing what the data shows, and finally reflecting on the whole process. Going forward, I can adjust the process based on needs shown in my classrooms. In the future, I hope to be able to implement the process sooner and with students tracking and keeping their own data. During the course of this study, I kept all of the data and anecdotal records and only shared them with students once or twice. If students were responsible for their data, they would have a deeper connection to why writing looks, sounds, and feels the way it does. Finally, going forward I would change the way the interviews were done. I would like to see all students respond to the questions in video format, possibly through an application such as SeeSaw, in order to connect to parents and invite them into the process. Videoing all students’ responses would also allow students to tangibly see their attitude about writing change over the course of the year.
When I am thinking about how to meet my students where they are at in the future, I will know to go to the research first. By going to the research first, I can gather what worked and what has not worked from others before acting on what I think is successful. When interacting with colleagues in the future I now have experience of going through the process to share with them. If they come to me wanting to collaborate about a need within their classroom, I can share the process of action research with them to help them develop their professional practice. Finally, no matter what educator role I end up in throughout the years, action research can be a cornerstone to propel my instruction to ensure I am using research-based strategies to support my students and their needs no matter who they are or what grade they are in.
My future teaching will have elements of action research woven throughout it because I have seen the growth my students and I have made together to increase writing achievement and engagement through the implementation of a structured writer’s workshop block with one-on-one conferences.
When I am thinking about how to meet my students where they are at in the future, I will know to go to the research first. By going to the research first, I can gather what worked and what has not worked from others before acting on what I think is successful. When interacting with colleagues in the future I now have experience of going through the process to share with them. If they come to me wanting to collaborate about a need within their classroom, I can share the process of action research with them to help them develop their professional practice. Finally, no matter what educator role I end up in throughout the years, action research can be a cornerstone to propel my instruction to ensure I am using research-based strategies to support my students and their needs no matter who they are or what grade they are in.
My future teaching will have elements of action research woven throughout it because I have seen the growth my students and I have made together to increase writing achievement and engagement through the implementation of a structured writer’s workshop block with one-on-one conferences.