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Reflection
Challenges & Successes
Overall results from the study were very positive. Students were verbally using strong academic language when discussing inferencing and it was evident in their writing. Teaching inferencing skills had a direct impact on several other academic skills, such as reading comprehension, problem solving, making predictions, and developing conclusions. It was a success to witness and observe confidence grow in each student and the willingness to take on new challenges in the classroom. The data represented positive outcomes and tremendous growth by most of my students. The higher-order thinking that is required to inference made it difficult for a lot of students to automatically see a question and identify that they must infer, however I am hopeful this skill will improve with time and as students progress through their academic career. The amount of explicit teaching that was required was challenging and not expected. Initially, I didn't expect that the most difficult skill for students to master would be the ability to activate background knowledge. It was very challenging for students to think of their own prior experiences and how it would relate to the inference that they would develop. Another challenge I faced was time. I found it difficult to ensure that each small-group was practicing the skill and receiving the necessary repetition, but while also staying on pace with the curriculum. I attempted to overlap the curriculum and make as many connections as I could, but sometimes it felt as if I was just completing double the work for myself and my students.
Learnings from Action Research
As a result of the action research, I learned the importance of effectively using data to inform instruction. Time was spent analyzing MAP (Measures of Academic Progress) scores and identifying any correlations between findings in the classroom. Once I was able to make observations and triangulate informal qualitative and quantitative data from my classroom, it was evident that my students were not able to accurately develop an answer if it was not explicitly stated in the text. Action research helped me gain the ability to identify specific skills my students may struggle with by analyzing data and then finding the appropriate action that needs to take place in order for that student to gain proficiency or mastery. My school currently conducts new action plans every three weeks with a different group of students and skills. So, this action research helps me now accurately select groups of students and ensure I am providing supplemental instruction over the needed skills. I feel as if I am now completing my action plans more effectively and using data accurately. If I were to repeat this action research, I would ensure that I would plan for misconceptions and allot more time in my schedule for flexibility. If repeated, I would like to plan small-group applications more strategically and specified to the student group. Action research impacted learning, because my students and I were both held accountable. The skills reinforced from action research had to be built into guided reading groups and time had to be made for both action research skills and current curriculum skills. Prior to action research, I collected multiple forms of data, but did not ever use it or look at it again. I am now able to effectively analyze the data and make appropriate instructional decisions. In the future, I will ensure that the introduction of new skills is taught very explicitly. I plan to utilize graphic organizers as a visual as much as possible. In the future, I will begin to look at data more closely while staying current and focusing on specific academic skills. Next year, I plan to organize a data collection binder and organize it into sections based up on the data collection method. I plan to develop a chart to stay current on MAP assessment scores and findings.
Collaboration
Collaboration with my current grade-level team improved student learning, because other educators were able to communicate any trends that may have seen in the past with students and which skills students may find difficult to gain mastery. I had the opportunity to interview a veteran teacher who explained previous challenges or strengths that she has experienced with our current student body. She was able to communicate and share thoughts and ideas how to approach my action research. Data results were communicated with parents during parent-teacher conferences. Conferences were student-led, so students had the opportunity to share current learnings and results with their parents in student-friendly language. Time was spent collaborating with our instructional facilitator ensuring that I understood the data correctly and I was identifying accurate trends or findings. This impacted me as a teacher, because it is critical that I am able to accurately depict what data is telling me provide the necessary instruction and differentiation for my students. Various community members were brought into to our school to communicate their personal experiences and the process it took to become a professional in their field, such as the K9 Unit from the Omaha Police Department, a radio talk show host, the fire department, and professional authors. Hearing from other professionals outside of our school increased engagement and provided the opportunity for students to make real-life connections. Our third-grade students had the opportunity to take various field trips in the community and grade-level teams collaborated to ensure that the curriculum would line up with field trips to provide a more meaningful, engaging experience. While listening to the guest speakers and going on field trips, my students were able to infer over the different topics presented and make real-world connections.
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