Action+Research


 * Research Pieces that will be driving inquiry and data collection:**


 * Galileo: **

1) **Inquiry Rubric** - []  The first is for designing inquiry-based learning and addresses the following items: Authenticity; academic rigor; assessment; beyond the school; appropriate use of technology; active exploration; connecting with expertise; and elaborated communication. This rubric is a great lens to be used to assess how we, as educators, are designing inquiry-learning that empowers and engages student //in// learning.

2) **Evidence of Learning in the 21st Century Classroom: Classroom Observation Rubric to Guide Leadership for Learning by Instructional Leaders** - [|http://www.galileo.org/initiatives/publications/21st_century_classr...]  This classroom observation rubric gathers information about the task, assessment, learning environment, role of the teacher, and publicity. In the learning environment section, the following items are assessed: Physical learning environment is conductive to learning, resources meet learning needs; learning is engaging; students are self-directed; and relationship/learning community.

These rubrics may be instruments that can be used to help guide and inform how learning is designed and facilitated to foster greater student engagement.

3) **Guide to Assessing Critical Thinking** - @http://www.galileo.org/tips/rubrics/ct_rubric.pdf They provide the following definition of critical thinking: "Critical thinking is the art of analyzing and evaluating thinking with a view to improving it. Critical thinking is self-directed, self-disciplined, self-monitored and self-corrective thinking. It requires rigourous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism. (Paul and Elder, 2006)" (Galileo Educational Network, 2008).

4) **Guide to Assessing Teamwork and Collaboration** - @http://www.galileo.org/tips/rubrics/t-c_rubric.pdf They define both teamwork and collaboration. Teamwork is defined as "the concept of people working together toward a common goal" (Galileo Educational Network, 2008). "Collaboration is a structured, recursive process where two or more people work together toward a common goal—typically an intellectual endeavor that is creative in nature—by sharing knowledge, learning and building consensus. Collaboration does not require leadership and can sometimes bring better results through decentralization and egalitarianism" (Galileo Educational Network, 2008).

** Metiri Group: **

**Intrinsically Engaged Learners**

 * Student sees the activity as personally meaningful.
 * Level of interest is high.
 * Task is challenging.
 * Student's emphasis is on optimum performance.

**Tactically Engaged Learners**

 * Official reason for the work is not the reason the student does the work - she subtitutes her own goals.
 * Subtituted goals are instrumental - grades, class, rank, college acceptance and parent approval.
 * Focus is on what it takes to get the desired personal outcome (not the nature of the task).
 * If the task doesn't promise to meet the extrinsic goal, the student will abandon it.

**Compliant Student**

 * The work has no meaning for the student.
 * There are no substitute goals for the student.
 * The student seeks to avoid confrontation.
 * Emphasis is on minimum requirements.

**Withdrawn Student**

 * Student is disengaged from classroom activities and goals.
 * Student feels unable to do what is asked (or is uncertain of what is being asked).

**Defiant Student**

 * Student is disengaged in classroom activities and goals.
 * Student creates her own means and goals.
 * Student's rebellion is usually seen in acting out.

These levels of engagement and student descriptions is challenging as I think we all are trying hard to help students become intrinsically engaged learners. However, as stated in the Metiri booklet, schools that focus only on cognitive/intellectual engagement neglects other aspects of student engagement (and are doomed to fail a percentage of their students). Although compliancy can be nice in a classrom, it is not highly engaging to the student. As I continue reseaching personalized learning and student engagement I do believe they are interdependent. I keep thinking about the innocence of Kindergarten students. They come to our schools with curiosity, creativity and are actively engaged in their learning. What happens to these same students in middle school or high school? Are educators not offering opportunity for intellectual engagement? I know that I want to instil high impact learning in my classroom - I am just seeking ways in how to do this.

Metiri Group. (2008). Booklet on student engagement. Retrieved from @http://www.metiri.com/ALBERTA-PDFS/Booklet-Engagement.doc

The Metiri Group developed a Student Engagement Book in which they offered tips and techniques of engagement (based on their research):

__ Cognitive Engagement: __

 * 1) Tap into student interests and prior knowledge related to the content.
 * 2) Encourage students to set learning goals.
 * 3) Provide feedback to students as to the level and quality of effort expended in making progress towards their learning goals.
 * 4) Model the process of inquiry and deep learning.
 * 5) Assign products that require students to demonstrate their learning in authentic ways.

__ Social-Emotional Engagement: __

 * 1) Create opportunities for students to work collaboratively.
 * 2) Establish intellectually safe learning cultures that foster positive relationships (teacher-student, peer-to-peer, and student-expert relationships).

__ Behavioural engagement: __

 * 1) Provide opportunity for students to participate in extracurricular and in class activities.
 * 2) Discuss and set common standards for school-related behaviours.
 * 3) Discuss, reflect and influence group and individual behaviours.

Metiri Group. (2008). Booklet on student engagement. Retrieved from @http://www.metiri.com/ALBERTA-PDFS/Booklet-Engagement.doc

References Metiri Group. (2008). Booklet on student engagement. Retrieved from @http://www.metiri.com/ALBERTA-PDFS/Booklet-Engagement.doc Newmann, F. M., & Wehlege, G. G. (1993). Five standards of authentic instruction. //Educational Leadership, 50//(7), 8 - 12. Willms, D., Friesen, S. & Milton, P. (2009). //What did you do in school today? Transforming classrooms through social, academic and intellectual engagement//. Full first year report will be available in April 2009. Summary of full report is available at Canadian Education Association ( [] )