Written by Dr. Emily Freeland and Allyson Apsey
(PDF of this article is linked here.)
One of our favorite questions from a teacher recently was, “So, we should teach like scientists?” And, the answer was a resounding, “YES!”. The question came from a group of New York high school teachers who were learning about the benefits of working in Professional Learning Communities (PLCs). The deep level of collaboration in PLC teams results in improved instruction, aligned rigor and increased student achievement. It also allows teachers to find fulfillment because they see immediate results based on the collaboration around effective instructional strategies.
Whether you have actually taught a science course or have been a student in a science class, one universal concept that is addressed early in the year is the scientific method. Just as a refresher, you may remember that there are five steps typically described in this process of experimental inquiry. Those steps – make an observation, define the problem, form a hypothesis, perform the experiment, and draw a conclusion- are almost always shown as a linear progression, but real science is messier than that. The process of identifying a problem, experimenting to find a solution, and evaluating the results is a powerful way for teachers to attack learning challenges in their classrooms. And, just like with science experiments, it can be messy and nonlinear.
So, how can we teach like a scientist? We start by identifying a learning challenge as evidenced by student data. When we say “student data” we are not just referring to standardized achievement tests or end of unit assessments. Data can come in the form of exit tickets after a lesson, teacher observational data, or quiz results. After using the data to define a learning challenge, we implement a strategy to address that challenge. And, just like scientists, we next draw a conclusion by looking at the results to see if it worked. These three steps – challenge, practice, results – provide a simple way to engage in action research that changes learning for students. Just as top medical professionals draw on scientific research and processes to elevate their practice, so should we as the professionals in our classrooms. We can do this through the process of action research. Action research is designed to concurrently explore causes of and solutions to an issue. In short, research is conducted and actions are taken at the same time (T. George, 2023). Decisions are made in real-time as needs arise and are addressed.
Action Research:
- Is highly adaptable – it allows the researchers to focus their investigation to specific students needs and implement targeted practices to address those needs.
- Provides an immediate and actionable path forward – it provides a structure for addressing challenges in real time, rather than only suggesting longer-term solutions that require over-complicated data analysis.
- Is empowering – it informs change and allows participants to effect that change in meaningful ways within their classrooms and schools.
- Is not clinical research – it doesn’t require the use of control and treatment groups and includes all students.
- Allows for innovation – teachers are encouraged to experiment with various teaching practices to address student needs. Even when the strategy does not work, we learn more about what our students need during the process.
Action research also allows for us to draw direct lines between the strategies used in the classroom to the results achieved by students. Students benefit even when the strategy doesn’t work as intended because we learn so much about them and what they need along the way. One way to create a ripple effect across schools and districts is to employ an idea developed by Dr. Douglas Reeves that he calls an adult science fair. Dr. Reeves states, “Many high-performing districts make the science fair part of an annual tradition in which each school year ends with teachers demonstrating how specific professional practices had a significant impact on student achievement in their schools.” (Reeves, 2023, p. 76) Linking the results and the actions leading to those results connects teaching practices and student learning, thereby measuring impact. By sharing those results through an adult science fair (trifold boards and gallery-walk presentations), the evidence needed to replicate success is captured and celebrated.
PLC Teams Benefit from Action Research
In working with teacher-based teams across the country, we frequently encounter teams who are embarking on the journey to become Professional Learning Communities (PLCs). They have embraced the concept of PLCs as an effective structure for collaboration, but most have not yet maximized the impact PLCs can have on teaching and learning. They use this time to organize and plan lessons, discuss activities they may utilize, and peruse resources, but they fail to examine student data and collaboratively score student work. Coordinating lesson plans and activities are important, but they are not the focus of PLC collaboration. PLC teams instead engage in analyzing just-in-time student data that is aligned with current instruction and share instructional strategies that work right now for their students.
Fully functioning PLCs focus on questions to drive the work of their teams. Those questions are:
- What do we want students to learn? (standards)
- How will we best teach? (strategies)
- How will we know if they have learned? (assessment)
- What will we do if they don’t learn? (support)
- What will we do if they already know? (extension)
The answers to these questions provide a roadmap to drive collaboration and discussions and help to make the connections between the student results (effects) and the teacher actions that led to those results (causes). When we make the connections between causes (teaching) and effects (learning), we are better able to measure our impact and replicate our successes.
We relate this to something we heard in 2008 from the late Rick Dufour, where he shared in a keynote related to Professional Learning Communities (PLCs) that the teaching profession shares similarities with the medical profession. He asked the audience members to consider if they would seek services from an eye doctor who utilized antiquated treatments (i.e. radial keratotomy vs Lasik) instead of the most up-to-date researched and tested procedures. Of course, everyone in the audience agreed they would never seek out antiquated medical care. Those at the top of the medical profession are elevated because they constantly research new ways to better diagnose and treat the ailments of their patients. They continually consult with their colleagues across the world as they question, problem-solve, and experiment with cutting-edge cures. They focus on the practices of scientific inquiry to drive them to solutions for their patients. So why, then, do we as educators not also hold ourselves to the process of scientific inquiry as we diagnose and treat the learning needs of our students?
Action research is not just for scientists, it is for educators too. This approach to professional learning and collaboration emboldens teachers to try new things, to let student achievement lead the way, and improves learning.
References:
- George, Tegan (2023, January 27). What Is Action Research? | Definition & Examples. Scribbr. https://www.scribbr.com/methodology/action-research/.
- Reeves, Douglas.(2023). Fearless Grading: How to Improve Achievement, Discipline, and Culture Through Accurate and Fair Grading (p. 7 and 76). Archway Publishing.
About the Authors:
Dr. Emily Freeland has over 30 years of experience that includes administrative positions at the state, district, and school levels, as well as teaching science. Much of her work has been concentrated in schools that were identified as underperforming and targeted the implementation of school turnaround principles, the effective use of data, closing achievement gaps, and increasing graduation rates. She currently serves districts and schools across the nation as an Instruction and Leadership Coach. Emily’s book, From Ghost to Graduates: An Educator’s Guide to Identifying and Reconnecting Disengaged Students, highlights her expertise as a certified National Dropout Prevention Specialist and focuses on strategies that address the causes of the disengagement, including the context of pandemic learning and its impact on students who were previously not at risk of dropping out.
Allyson Apsey has been an award-winning school leader for nearly 20 years, leading all levels from elementary to High School after teaching elementary and middle school students. She is the author of several books—including best-sellers Lead with Collaboration, Leading the Whole Teacher, and The Path to Serendipity. Her greatest joy comes from working with dedicated groups of educators to support them in taking care of the whole child and the whole educator by implementing research-proven practices. Allyson’s TEDx Talk can give you an insight into her passion. She currently serves districts, schools and organizations throughout the country as a keynote speaker, professional learning provider, and an Instruction and Leadership Coach. Connect with her on social media at @AllysonApsey or visit her website at allysonapsey.com.
