Analyze and Revise

By: Lexie Fichera

In my last post, I talked about getting started with action research in your classroom. If you missed it, you should definitely check it out before reading on!

   When you've spent some time reflecting on your practice and gathering entries into your researcher's journal, you will have enough information about your practice to analyze. But wait! Analyze?! Didn't we forget a few steps in the research process? Don't panic-this isn't our data yet. The purpose of the first exercise was to become a reflective practitioner. By doing so, we are able to know exactly what we want to study and where the "action" and "research" of our work truly come into play. Let me use my own research as an example.

In my last post, I discussed my researcher's journal. This journal was comprised of entries written over two months. You don't have to wait that long to start analyzing your reflections; however, you do want to make sure that you've collected entries that portray multiple aspects of your practice. For example, classroom management, differentiation, questioning, classroom culture – to name a few. Once you're ready, you can begin to do what I recommended previously — determine trends and patterns that you see in your reflections. I love to color-code things and, on recommendation from Jodene Morrell, I created a key that would help me see the trends in my own researcher's journal.

Then, I reread my entries from beginning to end and color-coded the trends that I saw. I ended up with something that looks like these pages:

From here, you can choose many different research paths. You may choose to continue to write in your researcher's journal, especially if you feel that you want to gather more information about your own practice. You may want to look across the entries at the trends that you highlighted and determine the trends that stand out to you the most. Finally, but not exclusively, you may decide to zoom in on one or two entries that stand out to you. What do I mean by "stand out?" For some researchers, technique becomes a focus. Those researchers build their research around one technique they use, or would like to use, in their classroom. Some researchers focus in the same manner on strategies, which are very similar to techniques, although famed educator, researcher, and coach, Doug Lemov, makes a valid argument for their difference[1]. Some researchers zoom out further and focus their research on entire unit plans. Whatever focus you choose, know that some of the best research comes from an itch—yes, itch—a feeling of something bothering you so much that you can’t ignore it. Maybe it’s that new curriculum that the students aren’t taking up yet or the student who isn’t participating in class discussion. Perhaps it’s the incessant bullying in your class or school, or perhaps you’re grappling with how to get parents involved in the curriculum. Could it be that you’re eager to open your students up to new possibilities in their learning—through sketchbooks or technology or explorations outside the classroom walls? Do you wish you could reach your higher and lower level learners at the same time, or that you could find a classroom routine that complements your teaching?

If any of these scenarios resonate with you, or if you have your own secret itch, then you will be pleased to read on from teacher researchers who have studied some of these very same problems—and who boldly scratched their itch! They have presented at conferences, written articles and chapters in books, been awarded grants, and made a valuable impact on education.

How far will you go from just a little itch? 

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[1] “To me, a strategy is a generalized approach to problems, a way to inform decisions. A technique is a thing you say or do in a particular way. If you are a sprinter, your strategy might be to get out of the blocks fast and run from the front; your technique would be to incline your body forward at about five degrees as you drive your legs up and out ahead of you.” Lemov, Doug. Teach like a champion: 49 techniques that put students on the path to college. Jossey-Bass.—1^st ed.

Research AND Teach? Where to Begin…

By: Lexie Fichera

When I first started teaching, I thought that there was NO way to do ANYTHING beyond the “call of duty” during the school year.  Planning, grading, administrative tasks (my nice way of saying, “paperwork, paperwork, paperwork”), professional development, continuing education courses…there wasn’t enough time in the day, week, 180-day-plus-vacation-and-weekend-time school year for that alone, never mind any activities beyond that.

 Sound familiar?

Flash forward to the end of my third year teaching.  After taking Dr. Jodene Morrell’s amazing course at Teachers College, “Literacy, Culture, and the Teaching of Reading,” as part of my graduate program, I could feel this need to stretch that seemingly impossible extra mile. The course, coupled with my classroom experience in a Title I middle school (where I taught at the time), shed light on the inequalities in education. The readings emphasized the importance of teacher influence and culturally-relevant pedagogy as part of bridging the opportunity gap. Suddenly, I realized the great importance of my role as an educator, an importance that transcends the walls of the classroom and the doors to the school building. And that’s when I asked, “What more can I do?” And Jodene replied, “Join LTI!”

In spite of my “Ah Ha! Moment,” I still did not know where to start in my research. So, I looked for patterns and disconnects in my classroom—I began to analyze what my students just did not understand and observe when they seemed disinterested. I would quickly jot down what I noticed and when I noticed it. In my second year of LTI, I did this first step with more intention and wrote in a research journal. As I sat on the train on my way home from work, I would reflect on something that stood out to me from my lessons that day. As I kept up with my journaling, I began to notice patterns in my reflections, such as writing about successful strategies  or “best practices,” class culture, student engagement, and areas of improvement, which I called, “ideas for future practice.”  

And that’s it!

But not all.

I promised you I would tell you where to begin…