It’s All About the Timing

The Planning Stage: My attempts to implement my innovation plan demonstrate perfectly that a plan’s success determines on the timing of the plan just as much as the quality of ideas behind the plan. When I brought my innovation plan to my organization, the timing was wrong. The pieces were not in place, and the ideas had no data to back them up. I had jumped the gun. This hasty move forced me to reevaluate my innovation plan and add steps in that would need to be accomplished before I went forward. Step one to getting back on track required me to display proof that my innovation plan would benefit the students in my organization. This data would be collected using an action research plan attempting to answer the following question: “To what extent will reading using digital resources affect a 9th grade student’s reading experience compared to reading using print resources?” More information including the purpose and methods of data collection can be found in the outline for my action research plan.

The Acting Stage: In attempt to prove that I had learned from my misstep in bad timing with my innovation plan, a timeline for my action research plan was created. My timeline for my action research plan reveals that at the minimum one year of data will be collected. Data will be collected a minimum of three times during that year. If data returns inconclusive results, another year of collection will be implemented.

The Developing Stage: The data collected within my classroom will determine how digital reading affects a 9th grade student’s reading experience. This data will determine the scope of my action research plan. The research documented in my literature review foreshadows that students will display different sets of skills and opposite experiences when reading using digital and print texts. The results of my data could determine that ELA teachers need to adjust their curriculum to include the honing of each set of skills. This  will open up my research plan to include all 9th grade teachers within my organization. This will allow the students to be used as the control. Teachers can focus each of their classes on digital text comprehension through a number of lessons and print text comprehension through a series of different lessons. More data will have to be collected to determine which reading skills are growing and the rate they are growing at. This data will be collected alongside the implementation of effective professional learning of blended learning models.

The Reflecting Stage: Once the data has been analyzed and a conclusion has been drawn resulting in an answer to my research question, I will assemble a report and reflection on my action research. This report and reflection will be given to my administration. My schedule for my innovation plan, including the steps to implement effective professional learning of blended learning models, will have gained the ground needed to get back on track with support from using the station rotation model within my classroom and the data collected within my classroom.


The Research Behind the Plan

The development of my action research plan continues adapt itself as support for my innovation plan. If my innovation plan to implement the station rotation of blended learning in the classrooms of my organization, than I must collect data to support that the station rotation will be a positive impact on student learning. The aspect of the station rotation model that is essential as far as the rotation being a blended learning model demands students read using digital resources. I plan to determine if and how reading digitally will affect the reading experience of my 9th grade students. This literature review displays my research supporting my action research plan.