<\/h2>\nHow did working together allow you to deepen your learning?<\/b><\/h2>\n Melanie:<\/strong> Let me be honest with you, when we sat down with those review articles it was like watching paint dry. So, the fact that we were able to\u2026 it was hard to like\u2026 the lit review often was regurgitated, not regurgitated information but a lot of the different articles said the same thing, but they used different case studies. Reading through that really, pulling out what was the most relevant of the information was difficult. So having the two of us divide and conquer made a tedious process much faster. And for clarification and comprehension purposes we were able \u2026 I had a sounding board. I had somebody to reflect with. <\/span><\/p>\nMollie:<\/strong> We were able to ask each other questions and problem-solve on the spot, and even when we sat down to do it, both of us taking this task which I also feel is not very exciting, but working together and just powering through it and being organized. One person was the writer, one person was the finder of the information that we highlighted. So, it was just really nice. It was great teamwork. It was great. <\/span><\/p>\nDid you learn anything outside of your focus area that surprised you?<\/b><\/h2>\n Mollie: <\/b>I don\u2019t consider myself very techie. And so, to work through this and figure out, problem solve, how to create this web site was very empowering I thought, to piece it all together. Because we worked hard throughout this entire year to gather all this information. Then to sit down and we problem solved, and we put it in. And really \u2026 once it was all done to see how much work we\u2019ve really done. Because I think you go through the year and you don\u2019t really realize all the things that you do until you go back and look. And so, it was very satisfying. I don\u2019t know.<\/span><\/p>\n\n
<\/path><\/path><\/svg><\/button><\/div>\n<\/div>\n <\/p>\n
Melanie: <\/b>I would agree. And I actually \u2026 to that I actually think about it from the lens of my students and what they feel like when they\u2019re sitting in math class, and just can\u2019t figure something out. So, like that problem-solving piece, but on top of that that perseverance piece. And I just remembered those days sitting either on my couch or in your chairs and just like going rounds on this computer and this web site because we couldn\u2019t figure it out. Through the perseverance we did, and look at our site. We have a published site. <\/span><\/p>\nAnything else to say about how action research has impacted your practice?<\/b><\/h2>\n Mollie:<\/b> I will honestly say that getting some of these systems setups for kids, if that\u2019s where they\u2019re at. Using the tools myself is makes planning super easy. It\u2019s really nice because it\u2019s all just organized, it\u2019s all right there. You get into this flow and this routine. It\u2019s almost as if you\u2019re using the system along with the student. It makes it really nice and organized because it\u2019s just cut and dry and everybody knows what the plan is, and you\u2019re able to do. And that\u2019s it. \u2026 I think that that predictability creates a sense of comfort in kids. \u00a0<\/span><\/p>\nMelanie:<\/b> That\u2019s key. I think like with this, like the structure I use here I don\u2019t work with some of the intensity, the intense cases that Mollie does.<\/span> But the kids that I work with this has become empowering because I could do this at night. This is like basically, essentially my lesson plan, right. Everything they need is a live link, right. They just click on it and boom, they\u2019re materials are there. So, that alleviates the material management piece for a lot of our kids with executive functioning issues is a nightmare, it\u2019s a disaster, right. So, everything they need is right here for them. I could share this will all of my students. One student or a multitude of students. <\/span><\/p>\nThey could work on this not only during their delivery service time with me but during study hall when they\u2019re sitting there with nothing to do and want a game or something like that. The teachers know, \u201cNo, I want you to look at your tasks from Ms. Zima.\u201d The most empowering thing I taught them how to do, and maybe I\u2019m overthinking this because I love crossing things out, but I taught them to cross things out on a task list. <\/span><\/p>\nI have seen it boost kids\u2019 academic confidence. A student said to me just yesterday: \u201cWow I finished my first math assignment in two years.\u201d He was in tears two days ago about math but with structure he is feeling successful now.<\/span><\/p>\nMollie:<\/strong> Yes it\u2019s super empowering.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"A tale of research-driven change Last year two educators at Crossett Brook Middle School undertook an amazing action research project that directly improved their interactions with students. Mollie Burke-Bendzunas, speech pathologist, and Melanie Zima, special educator, took a three-day class together during the summer. The class focused on structured teaching as a strategy for working … <\/p>\n
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