Action

Doesn't have to be a 'big thing'

Any change based on the learning that has taken place. Can be something that they have stopped doing, something that they have started doing, or a change of thinking.

Can be a process of reflection. Reflect on new skills, knowledge, attitudes, conceptual understanding and ask the children - Now What? What will they do with this new knowledge/skills, etc?

Hart’s Ladder of Participation - What does authentic action look like. Get teachers to list examples of action - then show them the ladder and plot where their ‘action’ should go. Also ask the children - what do you know? so what? what will you do with that new knowledge/skill/attitude? Display Action Cycle in classroom. Display Action throughout the year using action displays, trees, Hart's model etc. Difficult to assess. Also difficult to 'spot' sometimes - action may take place a long time after a unit - the unit may 'plant a seed'. A lot of action could also be taking place at home and, without effective communication, it won't always be documented. Need to involve parents in action and make this a new purpose for communicating with them. At the beginning of the unit send out a letter stating what the central idea is, lines of ideas and concepts are. Asking parents if they observe action fronm their child during the unit or afterwards to email/fill in the slip on the letter leting the teacher know what action their child took. Then printing these and displaying them as part of a class/and or school action wall.

WEBSITE - Motivating Action against the odds http://www.ayokaproductions.org/

This organisation is called Ayoka. “//Ayoka // is a not-for-profit organization whose mission is to give a voice and a platform to successful local NGOs and grassroots initiatives around the world through video production and distribution.” From site. They promote grassroots organisations. They produce and film the grassroots project for small communities. Thus giving them publicity and also allowing them to fundraise.