Next Steps
The data gathered throughout Phase One proved indispensable when designing Phase Two of my Action Research project. As I have previously mentioned, I was disappointed with my ability to position myself as a learner in my 10th grade Humanities class. However, the collected data presented me with a number of avenues to pursue for Phase Two. From the feedback forms, students portrayed themselves as very reflective, and I was confident I could gather equally significant data in Phase Two. Students will continue to revise their scripts, leading right up to the night of performances, but the revision process will also apply to their performances as actors get into character and analyze their voice projection, word stress, and stage movement. As the plays are transferred from paper to stage, directors will observe what aspects are producible and how visual dynamics shape the presentation and impact characters and plot. Input from the audio and visual team will also require plays to be revised, and the prop and costume managers will be constantly reevaluating their contributions to ensure it is in-keeping with the setting of their play and a fair representation of the characters. Finally, the playbill group will spend a lot of time editing; creating a precise and succinct program containing historical context and brief summary of each play as well as designing attractive, and consistent posters.
After looking at the design of my project and analyzing data, I decided upon the following adjustments for Phase Two:
I will continue to monitor teacher-student interaction, as it will be of personal benefit to record what students expect from their teacher when they have been put in leadership positions. During rehearsals each group will be positioned in different areas of the school. My role will be to assist groups, providing feedback where necessary. I realize the importance of knowing when to observe silently, and when to assist in the development of their project. The onus is on the leaders to drive their plays forward, but I have a responsibility to offer my experience and expertise.
Based on my original questions, literature review, action and assessment plan and subsequent phase one data, analysis, and findings, I have developed the following questions.
How is student revision affected when students are positioned as leaders in my 10th grade Humanities class?
I will use a similar triangulation of data as in Phase One, using several forms of data collection tools to compare and collate findings.
After looking at the design of my project and analyzing data, I decided upon the following adjustments for Phase Two:
- Students as Leaders – I was still very much interested in discovering how student motivation and ability to revise could be increased in the classroom. At this stage of the school project, revision was a focal point as students were fully committed to rehearsals, editing their scripts and adjusting their stage performance based on their group’s, teachers’, and peers’ feedback. As explained in my Phase One Findings, some students had struggled collaborating with their writing partners, and often looked to peers they perceived as leaders. By moving from positioning myself as a learner, to positioning students as leaders it would be fascinating to observe how student ability and motivation to revise is affected, as well as collaboration and even teacher-student interaction, as student-leaders are placed on a more level-footing with teachers.
- What makes an effective leader? – Many students who had adopted leadership roles had approached me with concerns about their leadership skills. I would like to monitor their progress and their perception of what makes an effective leader. By providing feedback and assisting leaders in an informal manner, I will observe how their leadership skills develop throughout Phase Two. Using a triangulation of data (observation guides, teacher journal, and student feedback forms) I will determine whether there is a link between strong leadership skills and the ability and motivation to revise. It will also help my professional development by better understanding what students want from a leader/teacher.
- Student perception of themselves – As students adopt their new roles it will be interesting to measure how this affects their motivation and ability to revise. I wonder if students not in leadership roles will experience a decrease in their perceived ability and motivation to revise, and whether the opposite will be true for student-leaders.
- Student perception of their peers – Separating students into leadership and non-leadership roles has the potential to cause conflict. Students may be resentful of not having their play selected, and find it difficult to follow a peer. Developed from a sub-question of Phase One, ‘How is student perception of collaboration affected?’, I am interested in how their new roles will impact students’ perception of each other, particular as students adjust to having a peer as a leader, or having to lead their peers.
I will continue to monitor teacher-student interaction, as it will be of personal benefit to record what students expect from their teacher when they have been put in leadership positions. During rehearsals each group will be positioned in different areas of the school. My role will be to assist groups, providing feedback where necessary. I realize the importance of knowing when to observe silently, and when to assist in the development of their project. The onus is on the leaders to drive their plays forward, but I have a responsibility to offer my experience and expertise.
Based on my original questions, literature review, action and assessment plan and subsequent phase one data, analysis, and findings, I have developed the following questions.
How is student revision affected when students are positioned as leaders in my 10th grade Humanities class?
- How is student motivation to revise affected?
- How is student ability to revise affected?
- How is student collaboration affected?
- How is student perception of teacher affected?
- What is the impact on how students perceive themselves?
- What is the impact on how students perceive their peers?
I will use a similar triangulation of data as in Phase One, using several forms of data collection tools to compare and collate findings.
In order to measure my goals of Phase Two I will continue to use my teacher journal as a rich source of narrative. I have adapted my observation guide to reflect the changing dynamic of the classroom environment. I have separated students into their respective groups, and included those who are not part of a particular play, such as stage crew, lighting team, artistic director, and producers. The observation guide addresses a number of questions using the following codes:
OT – Off-task behavior PI – Peer interaction. Positive interaction with a peer. L+ – Positive interaction with a student leader. L- – Negative interaction with a student leader. T+ – Positive interaction with a teacher. T- – Negative interaction with a teacher. AQ– Asks Questions. Measures student motivation to revise. Asking questions indicates a student recognizes, and is willing to address a weakness. REV - Revise. Student shows ability to revise by tackling raised issue. The below table indicates how each element addresses a research question. |
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I have also adapted the student feedback form to address the new direction of Phase Two. It will be directed at all students, and asks slightly different questions depending on whether they are a leader. The chart below shows how questions in the new feedback form address my research questions, and can be viewed by clicking this link.
I will not be collecting students’ academic work, as this stage of the project does not involve any significant assessments. I will set certain benchmarks throughout the project, such as line memorization, blocking, scene changes, props, costumes, and playbill progress. However, I do not feel that this relates to the goal of my Action Research project.
I am looking forward to implementing my revisions for Phase Two. Click below to read how I implemented Phase 2, analyzed the collected data, and reached new findings.
I am looking forward to implementing my revisions for Phase Two. Click below to read how I implemented Phase 2, analyzed the collected data, and reached new findings.