Running Head: ACTION RESEARCH IMPLEMENTATION REFLECTION

Action Research Project Action Research Implementation Reflection

Mandi Urgo
University of Saint Mary

2
ACTION RESEARCH IMPLEMENTATION REFLECTION

Action Research Implementation Reflection

I chose to explore an area of 21st Century Skills: Problem-Based Learning.
Throughout my Gifted Endorsement education, I have learned that Problem-Based Learning is
a significant aspect when planning and implementing instruction in the gifted classroom. PBL
allows students to focus on an open-ended question or task, apply original ideas to content
application, and to analyze content independently.
The purpose of this statement is to identify the effects of Problem-Based Learning in
the curriculum area of science, which will increase comprehension throughout science
instruction. After the implementation of PBL in the curriculum area of science, I plan to
employ PBL in to all curriculum areas.
The next step for my focus statement is to implement it into my classroom during the
2015-16 school year. Before implementation, I would share my action research with the two
gifted teachers I work with. I would ask their opinion to see if they agree that there is need for
this type of research. I would also ask if they had any other ideas about how to effectively
implement the research and other ways to collect data.
In my classroom, during the 2015-16 school year, I will follow the action research plan
that I have developed to effectively implement problem-based learning. After implementation, I
will collect data from the pre-test and post-test. I will compare the results of both assessments.
This will demonstrate the effectiveness of problem-based learning in the subject area of science.

3
ACTION RESEARCH IMPLEMENTATION REFLECTION

If implementation of my intervention is successful, student comprehension will increase

after the use of Problem-Based Learning in the curriculum area of science. In my classroom, I
would see students learning through the use critical thinking by applying their knowledge of
skills to solve a real-world issue.
To better meet the needs of students, I will implement the action research project multiple
times throughout the year during mathematics instruction. Additionally, I would implement
problem-based learning in different subject areas as well to further the evidence of the
effectiveness of problem-based learning.
Based on my findings, if I chose to not pursue Problem-Based Learning, I would be
restricting my students by not allowing them to reach their full potential in present and future
education. An obstacle that I could face would be if the student is not pushing themselves to
think critically and/or creatively about a problem or solution. At that point, I would need to
address the situation by asking the student appropriate higher-order questions to reinforce the
students ability to critically and/or creatively construct a solution to the given problem. PBL
would be beneficial to all students in my classroom, due to the advancement of society and the
necessity to be knowledgeable in the area of 21st Century Skills.
As a teacher, this intervention would bring about understanding and knowledge,
concerning how students comprehend instruction. I would also grow as an educator because I
would be able to share my findings with other colleagues. This would allow me to build upon
what I have experienced in the classroom from this intervention through further exploration and
ideas from others.

4
ACTION RESEARCH IMPLEMENTATION REFLECTION

According to the University of Saint Marys Conceptual Framework for Graduate

Programs, the purpose of the Knowledge in Action conceptual model is to help educators identify
and advance their areas of interest within their classroom. The goal is to impact student learning
by improving classroom instruction.
Problem-Based Learning is a key factor in the graduate program at the University of
Saint Mary. As stated in the Conceptual Framework for Graduate Programs, The education
unit incorporated the problem-based inquiry method into the curriculum for the graduate
programs for implementation in fall of 1999. In revising materials for fall 2003, the graduate
faculty added the steps of the problem-based inquiry method to the cyclical process of the
practical argument as illustrated in the Knowledge in Action. Thus the graduate programs
promote synthesis, integration, interpretation, and critical analysis of new knowledge through
rigorous, problem-centered, scholarly study.
The Conceptual Framework for Graduate Programs also states that the bases for the
programs are for teachers to demonstrate knowledge as listed in the National Board Professional
Teaching Standards (NBPTS) Core Propositions and the principles of the Interstate Teacher
Assessment and Support Consortium (InTASC).
My area of focus directly relates to the USM Graduate Program Outcomes, which are
stated in the Conceptual Framework for Graduate Programs. Through my area of focus
statement, I drew from my knowledge of education theory and research to undergird the formal
and informal education processes that impacts P-12 students learning and the learning
environment, demonstrated knowledge of diverse learners, and created instructional
opportunities that meet the needs of all learners, critically reflected on ethical and moral

5
ACTION RESEARCH IMPLEMENTATION REFLECTION

implications of actions as they relate to all learners, and applied my knowledge of curriculum
content and design to support learners construction of knowledge.
During the 2015-16 school year, I will implement appropriate instructional models,
strategies, and technologies to enhance the learning of all students, utilize measurements and
evaluation accurately and systematically to monitor and promote learning, apply quality
principles of leadership, including skills of effective communication, collaboration and
motivation to shape change and improve the learning community, and demonstrate the ability to
be a reflective practitioner by identifying a problem, examining research, advocating solutions,
implementing a plan, and measuring and evaluating outcomes.

6
ACTION RESEARCH IMPLEMENTATION REFLECTION

References
Fenstermacher, G.D. (1986). Philosophy of research on teaching: Three aspects. In M.C.
Wittrock (ed.), Handbook of research on teaching. (3rd ed.). New York: Macmillan.
National Board for Professional Teaching Standards, www.nbpts.org
University of Saint Mary, Conceptual Framework for Graduate Programs, www.stmary.edu