• Summary
  • Contents
  • Subject index

Helping teachers engage K–12 students as participatory researchers to accomplish highly effective learning outcomes

Integrating Teaching, Learning, and Action Research: Enhancing Instruction in the K–12 Classroom demonstrates how teachers can use action research as an integral component of teaching and learning. The text uses examples and lesson plans to demonstrate how student research processes can be incorporated into classroom lessons that are linked to standards.

Key Features

Guides teachers through systematic steps of planning, instruction, assessment, and evaluation, taking into account the diverse abilities and characteristics of their students, the complex body of knowledge and skills they must acquire, and the wide array of learning activities that can be engaged in the process; Demonstrates how teacher action research and student action learning—working in tandem—create a dynamic, engaging learning community that enables students to achieve desired learning outcomes; Provides clear directions and examples of how to apply action research to core classroom activities: lesson planning, instructional processes, student learning activities, assessment, and evaluation

Lesson Planning
Lesson planning

This chapter focuses on lesson planning. It describes how to use an action research Look–Think–Act routine to prepare a lesson or unit of study:

Review instructional elements—student prior knowledge, student characteristics, community context, state standards (Look)

Select and organize appropriate instructional components (Think)

Construct a lesson plan (Act)

The chapter then describes how to apply this process within a direct instruction approach to teaching:

  • Preparation: Teachers describe lesson objectives and review existing student knowledge (Look), arouse student interest through reflection (Think), and report and clarify lesson activities (Act).
  • Presentation: Teacher input (Look), checking for understanding (Think), student perform/practice (Act)
  • Practice: Review/repeat (Look), reflect/check (Think), perform (Act)

The chapter then applies the process to the three phases of an inquiry learning lesson:

  • Exploration: Prior knowledge (Look), ideas and concepts (Think), record ...
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