Action research transcends constraints of poverty in elementary ...

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1) First, think through the whole process of doing one of theproblems we have done in the past couple of days. Thinkthrough reading/hearing the problem, understanding it, workingthrough the problem, any struggle you had and finally, getting toan answer. What part of that process did you like or not like.2) Second, think about what equipment in the room, whatphysically in the room helps you do your math and what doesnot. For example manipulative, the layout of the room, etc.3) Lastly, think about what I do or say that helps you understandand enjoy math or which makes you uncomfortable or unable tounderstand or enjoy math.You have two minutes to think by yourself. You may choose towrite your ideas down on your chartor just think for now.Turn to a partner and talk through your ideas please. Recordyour ideas on your charts.OK, let’s put out ideas down on chart paper. (Personal Journal,November 23, 2012)What followed this activity was a period of a few weeks in which theclass helped me decide on some action to take based on their feedback.Some of the action we were already taking but this time we were beingintentional and mindful of the effect on our learning. The actionincluded:1) Intentionally trying different ways of working with a partner. Forexample, a two heads, two papers approach to working with a partnerwhen problem solving. The idea is that the students will sit side by sideand have periodic discussions but each will record their ideas on theirown piece of paper. They then combine the ideas when presenting them.Often, this means each person is using a different strategy as many of thequestions ask students to find at least two ways of finding the solution.2) Intentionally trying different ways of me giving feedback. For example,individual versus small group, student led moderation of work (all of usgrading a solution to a problem using a rubric we have created together).In the video, I describe how the students began with many positiveexamples of what helps them enjoy math and learn. As soon as Iwelcomed an example of barriers to their learning by saying that theinformation would help my teaching, the list on that side of the chartbegan to fill rapidly. When relating what happened to Jackie and Liz, myexcitement at getting such rich feedback infects Jackie and Liz and isevident in my tone and body language. The fact that one student felt,
“being lectured one-on-one by teachers” made math less enjoyable forhim stunned me as I had never considered I might be speaking to thisvery able student in a manner that he found offensive. The studentsbrought up, “Theme after theme in their voices in the comments that Ineed to know about [to improve my practice]... but now it is explicit tothem.”From this introductory clip, the video moves onto examples of whataction I take as a result of the feedback. Not seen in the video is the dailyclassroom work in which we experiment with pairing with differentpartners, different ways of recording work (e.g. one scribe, two heads andtwo papers), ways of me giving feedback (one-on-one, in groups and withthe use of ipads to record student moderation sessions). These are notincluded because of difficulty making sure only students with permissionare included in the shots and difficulty in getting good audio recording ina class of students engaged in group work. However, you do see debriefsessions with students after they have viewed recordings of classroomsessions. Charles and Meghan share different opinions of how myquestioning practices affect them. With Meaghan, I suggest a new planof action based on her feedback. Interspersed in the video are clips of meexplaining to Jackie how the project is going. I give her additionalexamples of how I am acting on the student feedback.Finally, the video ends with a clip from a conversation between Jackieand Jack. Jackie explains how she sees me asking for feedback on myteaching which is helping to build an authentic, democratic co-learningenvironment community rather than an impoverished one. Jackarticulates that in showing how in responding to the feedback of mystudents I would be addressing a poverty within the research base interms of demonstrating the influence of these sorts of reciprocalrelationships over time.http://youtu.be/nbuQHRhqEOEBelow are a sample of student comments sorted by theme. The entiresort can be found in appendix ? accompanied by my reflections. is thisneeded?GROUPWORK vs WORKING ALONEExamples of when I learn wellYou get more ideas and support whenworking in a group.I like when you work in groups and youhave to pick the best answer of all of them.So you know your work is the best it canExamples of when I do not learn welI don’t like partner work because they usuall the work and I just sit there. I think betteown.I like working on my own so I can do whatI don’t have to argue.
Page 1 and 2: Action research transcends constrai
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Page 6 and 7: social issues in terms of the inter
Page 8 and 9: our influence in improving the soci
Page 10 and 11: understanding of the value-laden pr
Page 12 and 13: iii) How could I extend and deepen
Page 14 and 15: in improving practice and generatin
Page 16 and 17: was the space where I experienced b
Page 18 and 19: application and there is still much
Page 20 and 21: esearchers looking for alternative
Page 22 and 23: questions because I did not know ho
Page 24 and 25: of these things until I watched the
Page 26 and 27: influence on self, others, and the
Page 28 and 29: Then Cathy Griffin will share her l
Page 30 and 31: First and foremost, we wish to faci
Page 32 and 33: students to value our problem solvi
Page 36 and 37: e.I like competitive group work. (a
Page 38 and 39: OK, so because of the a voluntarily
Page 40 and 41: my enjoyment and engagement in scho
Page 42 and 43: I had a conversation with one boy w
Page 44 and 45: embodied knowledge. For education r
Page 46 and 47: DELONG’S RESPONSE TO THE FOUR VID
Page 48 and 49: fortunate to provide encouragement
Page 50 and 51: going to learn together about how t
Page 52 and 53: created a gateway for all of us to
Page 54 and 55: for the future of humanity, into ex
Page 56 and 57: ut perhaps comfortable explaining o
Page 58 and 59: conversations and writings that can
Page 60 and 61: http://www.aera.net/uploadedFiles/P
Page 62 and 63: Whitehead, J. (2008) Using a living
Page 64: This aim covers moral education in

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