Action Learning:A powerful PD strategy

Jan Turbill

University of Wollongong

What is ‘action learning’?

Action learning is a means of collaborative workplace learning through which people learn with and from each other (Ewing 2004).

Action learning is a professional process encouraging reflection, social support and action to address personal and group learning needs

Action learning values the expertise of its members.

What does it involve?

Teams of up to 5-6 come together to learn with and from each other.

Time to learn together

A shared focus for learning

A commitment to action, reflection and change

A supportive and risk free learning space

Clear goals for learning set by team

My knowledge & theory about ..

My knowledge & theory in practice

Knowledge & theories of others

Knowledge & theories of others in practice

collaborating sharing

reflectingaction

How does action learning work?

© Turbill 1994

Qualitylearning

Enacting the action learning model

structures

processes

language-in-use

relationship building

Leumeah PS2005

Focus on the Teaching of Writing Using the NSW Quality Teaching

Framework

Introduce a framework (a structure) for classroom observations:

The Three Ps

Introduce a framework (a structure) for classroom observations:

The Three Ps

What is happening now?

Framework for viewing settings

Observed Purpose (why is this here? Why does this happen?)

Paraphernalia

Participants

Programs (routines and sequence of episodes)

Adapted from work of Brian Cambourne KBC program UOW.

Academic partner observes K writing (a structure)

Academic partner and teacher sharing classroom observationsAP noted what was happening using 3 Ps frameworkShared notes with teacherTeacher talked about why she did what she did in lessonLinks made to QTFNote: teacher release needed.

Academic partner demonstrates writing strategies as teachers use the 3Ps FW (another

structure)

ALT released to observe, take notes using 3P FW,

discussion followed with AP

Buddy System (a structure with many structures within) Buddy system began within the ALTs.

Buddies worked with each other’s writing tasks

Teachers observed each other teaching writing using the 3Ps FW. Teacher release used for discussion.

ALT came together in staff meetings to share

Links made to Quality Teaching Framework

List of ‘good teaching practices’ for writing created

Teachers keep a journal: Key things I learned, one confusion, what I am going to try with my class

Key structures used

School literacy team manage overall program• Reflective journals • Action learning teams (K-6 mix)• Buddy teams• Time - 5 min writing - Observing and reflecting- Input at staff meetings with Academic partner- Jigsaw reading articles on writing assessment of

writing

Each structure led to certain processes

Lots of sharing, reflecting, reviewing, observing, critiquing . . .

Each led to certain language use

Each designed to build trusting learning relationships