Researching and Developing Engaging Pedagogies

2017 1H

Action Research Report

Enhancing motivation and engagement through dialogic practices and cooperative

learning.

1. Introduction and contextualisation of action research

1.1 Student engagement theory, research and practice

The MeE framework provides an understanding of students psychological and sociological

outlook on school and their education (Munns & Martin, 2005). It showcases how a students
attitudes towards their education and how increasing motivation and engagement can be of
benefit to the students and their overall development. The Fair Go Project (FGP), where the
framework was developed, was a research project conducted to focus on the educational
disadvantage of students and schools in low socioeconomic areas (Fair Go Project, 2006).
Teachers use the framework to reach out to students from low socio-economic backgrounds
and encourage them to engage within the school content and community. The underlying
premise of the framework is developed through individual and educational factors, where a
students perspective on their education can be positively influenced resulting in a higher
level of motivation and engagement towards their education (Munns, Lawson, OBrien and
Johnson, 2006).

There are three categories embedded within the MeE Framework; Motivation,
engagement and Engagement. Motivation refers to the complex psychological processes and
how students construct their views of education, based on the support provided to them from
within the school (Munns, Martin, and Craven, 2010). It highlights the negative thoughts that
impact pedagogical motivation (anxiety, fear of failure, lack of structure and agency) and
provides indicators how a supportive environment can influence a student (self-confidence,
focus on learning, valuing their education) (Deci, Vallerand, Pelletier, & Ryan, 1991). There
are two distinct differences between the e and the E. The e (short term engagement)
refers to what happens within the classroom, particularly the classroom practices and
experiences. The E (long term engagement) is the result of the joint connection of the
psychological (M) and sociological (e) working towards achieving a sense of acceptance and
understanding that school is a safe place for students to learn and grow.
 1.2 Innovative pedagogies

My practicum experiences have highlighted that the development of social skills and
cooperation with others is rarely taught but expected from students. Frequently students are
encouraged to follow the school Positive Behaviour for Learning matrix (PBL) which in this
case was Be Safe, Be Respectful, Be a Learner. However, through many discussions with
fellow kindergarten teachers and students, it was evident that the students in kindergarten did
not know what each category meant within different situations. Thus, leaving students to
figure out the socially accepted ways of behaving and in turn create negative habits which
can strongly influence their attitudes towards school and their education (Abu-Hilal, 2000).
I believe the MeE framework strongly supports the use of dialogic practices where
students can feel heard, respected and validated and in turn positively impacting their
motivation and engagement within the school and their education. Mercer (2008) explains
how children develop the use of language as a tool for thinking and communicating from
home and that the educational environment should encourage effective use of those language
skills through dialogic practices. Vygotsky also proposed social interaction and dialogic
practices influence the cognitive development and are socio-culturally determined depending
on the environment that person is surrounded with (Duncan, 1995). The Quality Teaching
Model encourages cooperative learning and dialogic practices to create an engaging and
socially supportive classroom environment and therefore are considered innovative
pedagogical practices (NSW Department of Education and Training, 2008).

1.3 Action research focus

The action research project was undertaken with an Early Stage 1, kindergarten class at
Bradbury Public School. I initially intended to research engagement through mixed ability
grouping however when I was placed within a kindergarten class, I realized this would not
necessarily be possible as their abilities were still being determined. Nevertheless, I observed
the classroom dynamics and noted that a strong influencer on students learning was their
social skills and ability to work in groups with people other than their friends.

It was evident that students were still developing their understanding of positive
social interactions and how to negotiate negative interactions. My action research project
focused specifically on increasing motivation and engagement (small e) through placing
students in cooperative learning groups where it was expected to promote positive student
interaction, build self-esteem and develop higher level thinking skills (Li & Lam, 2013). I
further supported this by implementing value based lessons that focused on creating a sense
of acceptance and belonging within the classroom through dialogical practices.

2. Methodology

2.1 Research context

I completed my action research project at Bradbury Public School, located in South West
Sydney. The school has an enrolment level of 615 students with 23% of students considered
as having English as an Additional Language or Dialect (EALD) and 7% of students who
identify as Aboriginal (ACARA, 2016). During PPP2 I was placed in an Early Stage 1,
Kindergarten class which consisted of 21 students. The class was considered a behaviourally
complex class as 4 students were diagnosed with mild autism, 2 students suffered from
separation anxiety, 1 student suffered from traumatic history and 2 students were not capable
of self-regulating their emotions and therefore struggled to understand the difference between
a small and a big problem. My mentor teacher was well trained in working with students of
various diagnoses and worked extremely hard to overcome the behavioural issues to
implement the expected curriculum to ensure the students would not fail academically.

The schools PBL matrix was evident in all classrooms and referred to when students
were not behaving in an expected manner. This tool was therefore used as a negative rather
than as a tool for highlighting positive behaviours that aligned with the school rules. Within
the classroom the expectation for students to be safe, respectful learners was upheld however
it was not explicitly taught, whereas a rule such as the 5Ls was explicitly taught and had
visuals around the room for students to refer to. As this was a class with very complex
behaviours, my mentor teacher had a strong belief to create a supportive and inclusive
environment where each student would feel valued and appreciated. It was encouraged that I
continue that belief, which fit easily with my personal teaching philosophy.

I found with kindergarten there was great freedom in delivery of the content provided
the students motivation and engagement were maintained throughout the lessons. My mentor
teacher allowed me the flexibility to create and deliver literacy and numeracy lessons as I
preferred provided it enhanced the students skills for that lesson. As a whole school
initiative, there was a strong focus on developing students literacy and numeracy and
therefore many of my lessons involved a think pair share and a follow up writing activity
or cooperative learning group work and a sharing circle to follow up.

2.2 Procedural description of the completed action research

This action research project was a cyclical process of observing, reflecting, acting,
evaluating, and modifying to identify the effects and changes in students motivation and
engagement. This process allowed me to review and reflect on my skills and abilities within
the classroom and adapt them to the needs of the students and the focus of the research
(McNiff, 2002).

Observing
Observations were made on a regular basis of both the current classroom practices and
behaviours of students. The purpose of these observations was to identify students levels of
engagement and what affects their socialisation skills had on them and the learning of others.
The observations considered the students learning abilities and specific needs required for the
content that was being taught.
Planning

I implemented literacy lessons that focused on developing students social behaviours which
would enable them to further develop their understanding of the schools rules and
expectations as well as enhancing their social skills. I also implemented cooperative group
work within numeracy lesson where students were not only mixed according to ability but
also to allow for the development of friendship and connection with other students, rather
than the current friendship groups that students chose to work in.

Acting

Literacy - I planned a unit of literacy lessons focusing on respect, forgiveness, citizenship,

differences and acceptance.

Students were encouraged to sit in a yarning circle (8 Ways of Learning, 2012) where each
lesson began with a definition of the topic and a variety of ways to exhibit this particular
value. Students would be split into 6 groups and given a card to review and discuss. Students
would then return to the yarning circle and each group would be given a few minutes to
present their answers in a range of creative methods (role play, drawings etc). Following this,
I would guide the class in creating a sentence on the Interactive White Board (IWB) and
students would their sentence writing on that topic. If a relevant book was available from the
library, this would be added to the lesson as an additional resource.

Numeracy -

Initially students were grouped as per friendships and levels of engagement and focus on task
were observed as well as the specific dialogue used by students. Following discussions with
my mentor teacher, reflection and further observations from other lessons, students were
grouped with other students that were not necessarily in their dominant friendship group.
Lessons would involve problem solving activities with hands on materials (dominoes,
counters etc) and their whiteboards for the working out. Students would be required to add or
subtract the numbers from the dominoes or use the counters to answer specific grouping
question (multiplication).

Reflecting

Reflections were carried out on a daily basis with my mentor teacher as to any changes in
behaviour by the students as well as the nature of each lesson. Each lesson was reflected to
determine if there were successes or failures. My mentor teacher aided in identifying subtle
changes in a students behaviour and assisted in ascertaining the cause behind this
(playground, home life, medical reasons etc). I also reflected with other kindergarten teachers
to gain insight to any changes they witnessed during recess/lunch or and suggestions they
may provide if I was struggling to overcome an issue within my class or research project.

I regularly reviewed of the MeE framework and revised the underlying principles in
order to determine if I was still on the right path. This helped to remind me that providing
high cognitive, operative and affective lessons I would be able to observe an increase in
positive behaviours, an increase in motivation to participate in maths lessons and an increase
in the engagement of the classroom through the provision of an insider classroom. I found it
hard to communicate with my focus group as we were all at separate schools and it was
difficult to explain certain aspects. I did, however, effectively communicate with a fellow
practicum student at the school who was able to observe me during my lessons and provide
feedback to me from a fellow students perspective. We continued to support each other with
our research and had several debriefing sessions to discuss any success or failures.
 2.3 Collection and use of student data in professional self-reflection

Evidence and date were collected in four forms; Observations, student work samples,
conversations and student self-assessments.

I observed behaviours exhibited from the students during literacy and numeracy
lessons, during developmental play and specifically following the lunch and recess breaks. I
took note of the school rules and discussed with my mentor teacher how these were enforced
during the classroom and learning activities. It was the aim of the observations to record any
behaviours that deviated from the teachers expectations and how the students responded to
this both socially and academically within the classroom. I took note on certain students
friendships and behaviours exhibited both through body language and conversations. This
enabled me to identify which students were actively engaged and which students were not. I
was also able to note which students appeared to be enjoying the tasks and which ones did
not. I asked my mentor teacher to observe if there were any changes to the students
engagement during the lessons I conducted.

Permission was granted from my mentor and the principle to take images of the
students work samples to determine if students were actively completing the tasks at hand.
This data was used, in conjunction with the observations, to evaluate if the students
understood the concept being taught and how engaged they were with the lessons.
Conversations were recorded between my mentor teacher and myself to discuss feedback
from lessons and changes in students behaviours. At the end of each lesson, students were
given an opportunity to discuss with the mentor teacher anything they enjoyed or found
difficult in the lesson. This was used as a modified exit ticket as the students writing skills
were not fully developed and they were stronger at verbalising what they liked/disliked.
These questions aided in addressing the levels of cognitive, affective and operative aspects of
the lesson that encourage motivation and engagement. This was later discussed with myself
and my mentor teacher.

3 Key findings and conclusion

3.1 Key findings

Throughout my practicum I developed a sense of a few areas of my teaching practice that

needed improvement. These included guiding creativity, prioritising unwanted behaviours (as
there could be several at once) and effective conclusions to a lesson. However, after many
discussions with my mentor teacher I was assured I was still on the right path with my
lessons and how I catered for the students needs.

While I had creative ideas for my lessons, it was evident in the first value literacy
lesson that students struggled to come up with creative ways of presenting the information
they discussed in their groups. As each lesson was presented I would provide a variety of
ways they could present their information on the IWB to minimise confusion and stagnated
discussions. Within the initial maths lesson, I found I would need to recall the students to the
main floor and revise what was expected of them for that lesson, otherwise this would result
in a few students stating, I dont understand or what do we do again? As each lesson
progressed, students levels of engagement increased highlighting that I was developing high
cognitive, high affective and high operative lessons. As pointed out by my mentor teacher,
the visual arts lessons I created (Spring flowers and How the Kangaroos Got Their Tales)
enabled all students to show high levels of motivation and engagement. This was also
indicated in the strength of the students work and abilities to work together in a chaotic and
messy environment (work samples shown below). This was particularly evident in the
students diagnosed with Autism and those who struggle to regulate their emotions and
behaviours.

The following images are annotated to show which lessons were for numeracy or
literacy and what concept was being taught. The annotations also show how the effectiveness
of cooperative learning groups within the classroom.
Observations

Initial observations conducted on

students baseline behaviours,
friendship groups and focus level on
tasks prior to and following a brain
break activity implemented by
mentor teacher.

Students identified are those with

known Autism diagnosis, separation
anxiety, lack of behaviour
regulation.

Initial observations made on

cooperative groups for maths
Students paired with those that are
not normally paired with.

Follow up observations conducted

after several cooperative learning
groups within numeracy and literacy
lessons.
Work Samples Cooperative Based Learning

Figure 1. Maths measurement lesson. Figure 2. Cooperative groups. Lesson on patterns.

Figure 3 and 4. Maths addition using dominoes (Cooperative groups)

 Numeracy -

Students N, E and U working together in

e We can do this together
Students were asked to answer
subtraction algorithms using
cards and friends of ten number
charts.
a cooperative group to complete the task.
Students not normally grouped together
as friendship has not developed due to
complex behavioural needs. Following
this, students began to work together
more often and more willingly.
MAe-5NA - combines, separates and
compares collections of objects,
describes using everyday
language, and records using informal
methods

MAe-5NA - combines, separates and

Student H initially engaged but lost focus
indicating lack of affective, operative and
cognitive aspect to lesson for him.
compares collections of objects,
describes using everyday
language, and records using informal
methods
Students L and S appear engaged however
upon closer observation discussion had
changed topic. Student R remained engaged
and focused on the task.

e I am capable Students were

asked to answer subtraction
algorithms using cards and friends
of ten number charts.
 Literacy
e We can see the connection and
create meaning; Character building
cards based on respect to encourage
group work and discussion.

Students L and G reviewing

letter mats to develop their
sentences on Respect.

ENe-2A - composes simple texts to

convey an idea or message

e We can see the connection and create

meaning; Character building cards based on
Student G work sample. forgiveness to encourage group work and
Sentence writing following discussion.
role play of how to show
forgiveness.

Mentor teacher feedback after

literacy lesson on forgiveness.
ENe-2A - composes simple texts to
convey an idea or message
Figure 5. Book used to discuss differences in people, friends and acceptance of these differences in
literacy lesson (Focused writing skills).

Visual Arts
3.2 Short- and long-term implications

I do not necessarily feel that I was able to achieve high cognitive, high affective and high
operative levels of engagement with all the students in every lesson, particularly as I was still
navigating my way through the complex behaviours and needs of all the students. However,
there were moments where it was clear that my lessons were making a difference. For
example, following a lesson on forgiveness a student was observed apologising to another
student for an action and being forgiven for that action without any need for a teacher to
intervene. Previously, this would have resulted in an emotional meltdown and would have
disrupted the class and the learning being conducted. Reflecting on my project, I believe I
would have felt more successful if this was conducted with a Stage 1, year 1 or 2 class as
their ability to self-monitor and self-regulate their emotions would have been better
developed than a kindergarten class, nevertheless I was open to challenging my teaching
practices and gaining useful experiences.

In the final week of my practicum, I realised just how far the students had come in
terms of behaviours and cooperative learning as well as their engagement within my lessons.
This was further supported by many students writing me goodbye messages about how much
they enjoyed my lessons as it was not just book work, which often done for ease of recording
work, but they felt acknowledged and appreciated in each sharing circle. Not only has this
project further strengthened my belief for implementing life skills lesson into the curriculum
but also opened my perspective to different ways of conducting lessons that allow students to
develop their intrinsic motivations and engagement within school. My future directions
would be to become more involved in developing and implementing a behaviour matrix with
lessons that support the schools expectations. This practicum has taught me that you cannot
expect someone to be respectful, show forgiveness, etc, if you do not teach it to them first. I
have also learnt that cooperative learning can allowing students to create friendships with
people they would not normally have been friends with and I feel this is a valuable lesson for
students to create meaning from their education and positively influence their future.
References

8 Ways of Learning Factsheet, Retrieved from

https://intranet.ecu.edu.au/__data/assets/pdf_file/0016/510073/8-Aboriginal-ways-of-
learning-factsheet.pdf

Abu-Hilal, M. M. (2000). A structural model of attitudes towards school subjects, academic

aspiration and achievement. Educational Psychology, 20(1), 75-84.

Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and
education: The self-determination perspective. Educational psychologist, 26(3-4),
325-346.

Duncan, R.M. (1995) Piaget and Vygotsky revisited: Dialogue or Assimilation?

Developmental Review, 15 (4), 458-478.

Fair Go Project. (2006). School is for me: Pathways to student engagement. Sydney,
Australia: Priority Schools Funding Program, NSW Department of Education and
Training.

Li, M. P., & Lam, B. H. (2013). Cooperative learning. The Active Classroom, The Hong
Kong Institute of Education.

Mercer, N. Developing Dialogues In Wells, G., & Claxton, G. (Eds.). (2008). Learning for
life in the 21st century: Sociocultural perspectives on the future of education. John
Wiley & Sons.

McNiff, J. (2002). Action research for professional development. Concise advice for new
action researchers. Retrieved November 4, 2017, from: http://jeanmcniff.com/ar-
booklet.asp
Munns, G., Lawson, J., O'Brien, M. and Johnson, K. 2006. Student engagement and the Fair
Go Project. In School is for me: Pathways to student engagement, Edited by: Fair
Go, Team. 714. Sydney: Priority Schools Programs, Department of Education and
Training.

Munns, G., & Martin, A. (2005). Its all about MeE: A motivation and engagement
framework. Paper presented at the Australian Association for Research in Education
Annual Conference, Parramatta, Australia, Retrieved from
https://www.aare.edu.au/data/publications/2005/mun05400.pdf

Munns, G., Martin, A. J., & Craven, R. G. (2010). Crossing the Great Divide: The Motivation
and Engagement Framework in Action. Retrieved from
file:///C:/Users/lcorb/Downloads/Crossing_the_great_divide_the_motivation_and_eng
ag.pdf

NSW Department of Education and Training. (2008) Quality Teaching to support the NSW
professional teaching standards Part A Linking the NSW professional teaching
standards and the NSW quality teaching model. NSW Department of Education and
Training. Retrieved from
http://www.kincumberp.schools.nsw.edu.au/documents/10079662/10085935/quality_t
eaching_framework.pdf
Appendix 1
Consent Forms
Appendix 2

Appendix 4
Overall feedback from Mentor Teacher
Appendix 5
Communication between focus group and fellow practicum student (completing practicum at same
school)
Appendix 6
Personal Reflection Diary
Date Lesson Personal Reflection
No lessons conducted. First day of prac.
28/8/2017
Observations of students idenitfied
autistic students and students with high
behavioural issues.
Some students eager to please and get to
know me, a few were a bit stand-offish.
30/8/2017 First lesson Sport
Students were rotated in class groups
every 15/20 mins.
Interesting to see the dynamics of the
other classes, teachers and students and
how they manage behvaiour in a sport
lesson.
1/9/2017 PPP2 unit lesson Healthy habits
Showed students short video on healthy
foods and unhealthy foods. Discussed what
everyone had for breakfast and if this was
healthy why/ why not.
5/9/2017 Literacy lesson Sentence writing. Used a
Story online for the students to watch and
we then discussed retelling the story.
Students had to write sentence about what
happened in the story.
Brain break of Go Noodle successful in
settling students.
Student engagement/motivation
observations
Behavioural meltdown Learning paused
for the time until the issue was sorted.
Students engaged in videos (numberjacks,
jolly phonics)
Hard to motivate student R does not
want to write or engage in task
Following sport, class was very unfocused
and unsettled. Hard to teach anything
heavy such as literacy or maths had
rotating fine motor skill groups and
reading groups.
Brain break of Go Noodle successful in
settling students.
Student were enagaged throughout the
video however some lost focus during the
discussions.
Behavioural issues - Student H struggles
to regulate emotions and over
exaggerates situations to be bigger than
they are.Discussed with MT how to
overcome or avoid issues as it disrupts the
class for learning session.
Student engagement in video story high;
no fussing, all students eyes on the board.
Students participated in the retell
discussion and spoke about favourite
parts.
Most students struggled to write more
than one sentence. Student R not engaged
in writing activity. Student L struggled to
focus (youngest of class).
 Observations on friendship during literacy
6/9/2017 lesson.
Student M very controlling over Student
C. Does not want others to work with
them. No real strong friendships with
student S or K
Student R and Student L very disruptive to
each other lots of negative behvaiours.
Student U and Student S work well
together, quitely and focused.
Student N and Student N Fight over
wanting to work with Student U. Both
become disruptive and disengaged.
8/9/2017 Maths lesson
Revision on friends of ten (addition and
subtraction)
Students were on tables with pre-set
groups (as per MT). Many students
disengaged with the task. Brought students
back to the floor and worked as a whole
class.
Teaching whole Implemented literacy and numeracy tasks
days with groups (set by me)
9/10/2017
Students worked well together in their
groups. Not all students could work
independently had to assist some groups
17/10/2017 Began literacy tasks on improving
behaviour forgiveness, respect etc.
Students reponded well and I feel they
understood what was being taught.
Need to guide creativity.
Majority of students engaged and on task.
Work sample review with mentor teach
shwed students had creative ideas for
their sentences.
Noticing student S must finish the task
before moving, becomes quite upset if he
cannot finish the task. Requires one on
one help to finish if struggling.
Brain break of Go Noodle successful in
settling students.
Students initially disengaged with the task
when working at their desks. Too many
students seen playing with the materials
rather than working their number line.
Brought students back to the floor to
rengage them and was more successful.
Brain break of Go Noodle successful in
settling students.
Students motivation for maths increased
compared to last lesson (not sure if this is
due to the holidays or something else
will need to monitor)
Many students proud of the literacy work;
wanting to share with the class. Was told
by Student A she really enjoed my lessons.
Students engaged feedback from
mentor teacher was really good,
particularly as some students needed to
learn specifics about certains behaviours
whats appropriate and whats not.
Sharing circle helped may implement a
talking ball to minimise too many chatting
at once.
24/10/2017 Lessons going well Still teaching whole
days.
Finding huge range of motivation and
creativity for visual arts lessons. Trying to
link them to literacy (animal stories,
Aboriginal stories) to keep motivation up.
27/10/2017 Day after excursion to Symbio.
Attempted doing literacy writing on
excursion students struggled to stay
focused when working independently.
Brought back to the floor to guide and
model through sentences.
30/10/2017 Lessons being implemented well. Getting
good feedback from MT and students.
MT has been asking students if they want
to tell her how they think my lessons are
going students like the videos and books,
dont always like the hard stuff (writing).
2/11/2017 Recapping with students over the
behaviour lessons students said they
liked using the flash cards and showing to
the class what they thought.
Enjoyed working in maths groups rather
than independently at desks. Student G
said he learns better when student H helps
him. Did not appear to be close friends at
beginning of prac, now they like to work
together sometimes.
Student friendship groups are expanding.
Student M now wants to work with
student K more often, less controlling
over student C.
Student R responding better when
working with other students more
engaged, more focused.
Students appear very frazzled and
restless. Possibly due to long day at
excursion and wet weather (unable to
expel excess energy).
Brain break of Go Noodle successful in
settling students for afternoon session.
Student N very unfocused and unsettled.
Attempted to work one on one with him
however he refused to work and wanted
me to do it for him.
Believe motivation and engagement is
hard to maintain for the whole class
particularly when there are several
influencing factors; weather, weekend
issues, playground issues, tiredness etc.
I do believe I have had some successes
with particular students showing more
motivation and engagement with lessons
however perhaps this would have been
better measured against an older grade to
get a true sense of changes without too
many influencing factors.