Team Members: Kathy Cassidy, Keith Silversides, Alan Stange, Marilyn Pavier, Sophie Rosso, and Roger Morgan.
Community: Canadian Community Year 1, 2010-2011
Five teachers, teaching between grades one and ten, are interested in using video to capture learning in their classrooms. They all want to be able to use video in some form to capture the learning of their students. The work flow to make this happen in their classrooms varies greatly because of their different teaching styles and the ages of their students. As students gain mastery they (and their teachers) discover new goals for themselves. This project is constructivist in nature and therefore is continually evolving.
This is one first grade student’s video demonstrating an addition strategy:
- Problem, Issue, or Possibility
- Objectives and Assessment
- Implementation Plan
- Evaluation and Results
- Find the most effective process for video workflow at each grade level
- Meet regularly, debrief and learn from each other’s experiences
- Involving the students in the process
- February: Assessed the current skill set of our students.
- March – April: Challenged students to explore the use of video to demonstrate their own learning.
- February – May: We as a team met face to face frequently, debriefed and learned from each other’s experiences. We encouraged each other through words and example to continue to explore this issue.
- You need a network. It is difficult to do this on your own.
- The video does not simply record the learning–it IS the learning.
- Action research is difficult. You need to be able to critically reflect.
We are all using video in some form to help us assess student learning in our classroom and we are all continuing to learn more about this and adjust our implementation. The merits of this are incredible. We feel that we have only scratched the surface of what is possible and look forward to continuing it.
About Action Research Projects
Action research is a process in which Powerful Learning Team members collaboratively examine their own educational practice systematically and carefully. Action research is:
- Disciplined inquiry into a problem or possibility within the school or classroom
- Collaborative and usually takes place in a community of practice
- Meaningful, positive, and reflective
- Data-driven, action-based, improvement-focused
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