Action Plan

WHAT I IMPLEMENTED

I implemented the Productive Group Work Model, which consists of six main components that foster effective collaboration. The six principles are positive interdependence, face-to-face interaction, individual and group accountability, interpersonal and small-group skills, group processing, and a meaningful task. I used the productive group work model to build a culture of engagement and community among my students which lead to increased student achievement. For the study, students worked collaboratively with their peers through content in the Introduction to Food and Nutrition course to encourage engagement and eliminate distractions. Throughout the study, students worked in familiar small and large group structures that helped enhance their learning through well-designed and intentional interaction with others.

KITCHEN LAB ROLES:

PRACTICING POSITIVE INTERDEPENDENCE

During each lab day, students discussed and selected roles that rotated each time they cooked in the lab. The roles students had assigned them to specific jobs that they completed for the group to be successful as a whole. The roles students signed up for are shown below, with expectations that each of the roles followed.

In addition to signing up for lab roles, students were asked to complete lab reflections bi-weekly on how they were performing individually and as a group by completing a variety of questions on the back of the sheet. These questions covered how well they thought they worked in their role, and provided suggestions for improvement in future labs.

CLASSROOM COLLABORATION:

ENGAGING IN FACE-TO-FACE INTERACTIONS

In the classroom setting, students had opportunities for both independent and group activities. With independent work, students would either start, check-in, or conclude their process meeting with their group members and discussed or shared their work with one another.

With group activities, students had specific tasks and roles to complete so that the whole group was successful in learning the content. Students worked collaboratively on a daily basis, whether it was throughout the whole class, such as during labs, during classroom projects and activities, or through a general check-in, such as sharing their work or asking questions about the content.

ACTION RESEARCH CALENDAR:

TIME-FRAME AND DAILY DATA COLLECTION

Meeting Diverse Learner Needs

Throughout my study, I adapted many of the lessons to meet diverse learner needs. I provided options for students to select which way they would like to present information for projects, whether it was by creating a website, poster, video, and more. Students were also provided various forms of information during station activities. There were opportunities for students to watch videos, read articles, complete a web search, create a drawing, and more.

Fostering Equity and Accessibility

Considering that my school is one-to-one with technology, the students are consistently able to access content and information that we discuss during class time. During labs, there was a group that required more support than the others. Often times I would assist them through reading the recipe, finding correct equipment, and working through the cooking methods together. Occasionally, I would introduce students to multiple perspectives through a variety of culturally-rich recipes to enhance globally inclusive experiences.

Collaboration with Professionals

I found success in my action research through my consistent collaboration with professionals internally and externally. On a daily basis, I communicated with the four other FCS teachers. We collaborated to create stations activities for classroom days, and choice board projects where students can display information in a way of interest to them. On a weekly basis, I communicated with my cadre associate, cohort, and university professors in order to connect what I was completing in my college classes and take it into the classroom for my students.

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