Collaborative Action Learning Strengthening understandings of the action learning model

1. Collaborative Action Learning Strengthening understandings of the action learning model NSW Department of Education & Training NSW Public Schools – Leading the Way www.det.nsw.edu.au

2. Session outcomes Participants will: • review the purpose and nature of collaborative action learning • Understand Action Learning in the context of the project.

3. Collaborative Action Learning Collaborative action learning is a process which can be used by educators to reflect on their beliefs and improve their practices, through implementing a plan of action in collaboration with others in the workplace. (DET & ACER)

4. Collaborative Action Learning Participants in action learning work together to identify issues and develop processes for improvement. In education, action learning is a way teachers can improve both their own practice and their students’ learning outcomes. The central goal of action learning is positive educational change. (NSW DET Professional Learning and Leadership Development Directorate 2007)

5. Characteristics of action learning • integrated – part of normal teaching practice • reflective – alternating between implementation and critical reflection • flexible – methods, data and interpretation are refined in the light of understanding gained during the learning process • active – designed to generate change in small steps • relevant – meets the needs of teachers and students (NSW DET PL&LD 2007)

6. Action Learning Cycle

7. Action Learning Spiral

8. Collaborative Action learning Another way to understand collaborative action learning is to look at the concepts in its title: It requires ACTION It requires learning It is a COLLABORATIVE venture

9. Phases in an Action Learning Project

10. Components of an Action Learning Project

11. Plan • What is our context? • What is the data telling us? • What targets do we want to achieve? • What information/support can we access? • What is our learning question? • What methodology will we use? • What data will we collect? • How will we evaluate our project? • How will we share our findings?

12. Act

13. Consolidated conclusion Data Source 2 Data Source 1 Data Source 3 a word on data collection

14. Observe

15. Reflect

16. Quality teaching and protocols • Protocols are a powerful tool to assist in evaluating programs, classroom practice and assessment tasks • Protocols enhance opportunities to discuss the QT elements in a structured, respectful environment • The NSN protocols share theoretical origins with the NSW Quality Teaching model

17. Connecting with Quality Teaching • What do I want the students to learn? • Why does it matter? • What am I going to get the students to do/produce? • How well do I expect them to do it?

18. The action learning Effective action learning should: • reflect the context of the school/year/Stage/ class involved in the learning • respond to relevant data and syllabus outcomes • be collaboratively developed by the people involved in the learning • be manageable in terms of cohort, targets, methodology and data collection

19. Advice for using action learning • start with a small group and gradually widen the sphere of influence – reporting is critical • give all participants an equal say in decision making • keep the project as simple as possible • don’t overestimate what can be achieved • have a detailed plan and timeline • seek advice and information from a variety of sources

20. Advice for using action learning • data should be collected and analysed at all stages • make time for team building and teamwork • grow with the project as people’s data and analysis skills develop • there are no quick fixes or guarantees • be prepared to learn from mistakes and accept this as part of the project – this applies to everyone involved in the learning.