INQUIRY WRITTEN REPORT

CAN LONG TERM AND SHORT TERM GOAL

SETTING POSITIVELY EFFECT STUDENTS’ SELF-
REGULATION?

CATHERINE SPEAR
BACHELOR OF PRIMARY AND MIDDLE EDUCATION.

School of Education
Division of Education, Arts and Social Sciences
University of South Australia

OCTOBER 2019
 CONTENTS
i. Forward.

1 Introduction

2 Literature Review

3 Methodology

3.1 Action research

3.2 Case study
3.3 Research questions
3.4 Participants
3.4.1 Case 1
3.4.2 Case 2
3.5 Data Collection
3.5.1 Data methods and sources
3.5.2 Ethical considerations
3.5.3 Analysis

4 Findings
4.1 Case 1
4.2 Case 2
5. Discussion

6 Conclusion
 i. Forward

Foregrounding the Context of the Site: Site Demographics.

Parafield Gardens Highschool is a public, category three school located in the northern suburbs of
Adelaide. The school is year 8-12 with full time studies. Unofficially, attendance is a major issue at
this school; often up to half a class can be absent. The school is located in Northern metro Adelaide and
the land is traditionally owned by the Kaurna people (AIATSIS, 2019). Parafield Gardens High School
(PGHS, 2019) state their school works closely with outside Aboriginal community organizations to
support the school.

Quickstats Census Data (2016) records that the median household weekly income in Parafield Gardens
is $1142 and the median weekly rent is $260. Majority of families attended public primary and
secondary schooling, only 13.4% have received university education. 18% of Parafield Gardens
population have received their year 12 certificate, 13% have received their cert III qualification and
only 11% hold a bachelor degree or above. Within Parafield gardens, 58% of residents were born in
Australia, other countries were Vietnam (5%), India (5%) and England (4%). However 50% of residents
had both parents born overseas while only 34% had both parents born in Australia. 27% of residents
are non religious, 20% are catholic and 7% are Anglican.

ACARA (2019) rates the school’s ICSEA value at 946 out of 1000. My school (ACARA, 2019) also
states that 5% of school enrolment are Indigenous and 39% of students have a language background
other than English.

Quickstats Census Data (2016) stated that only 13% of Parafield Gardens residents have received
university education; this is concerning as it suggests many students wont have any reference of what
it takes to get into a university degree or the work required to make it through said degree. This data
also stated that only 53% of residents are employed full time. These who factors in combination may
lead to lower standards and expectations in school results from parents and guardians.

Appendix A: Map of the school/preschool (highlighting relevant structures/resources)

Foregrounding the Context of the Learners: Class/Group Demographics. Dot point what you know about
your class/group below.

Class of focus are year 12 students ranging from 16-18 years of age. There are 13 students in this visual
arts class; 8 girls and 5 boys. Four students are special needs, two are on modified curriculums, two
international students, one ATSI and one refugee. Socio economically some of these students come
from challenging backgrounds ranging from unstable homes and families to taking on a carer role within
their own homes- or not even having a home. Students in this class generally want to graduate year 12
with a good ATAR but are struggling to see the connection between this and the work it takes to get
there. Attendance in this class is a major issue (appendix I)

Appendix B: photographs of the classroom/preschool environment

1. Introduction
The area of the school is generally a lower socio economical area. Many of these students have home
lives that will distract or prioritize over their school work. This is an exciting opportunity to work with
students with the new concept of ‘goal setting in the classroom’. Students are about to leave high school
and enter the real world and it is important to provide them with the skill of self efficacy as it can be
translated into so many other facets in life.

Working alongside challenging homelives will be difficult. A challenge I will face is getting students
to be motivated to work at a faster pace and in their own time. Another challenge I have found within
the visual arts learning area is spacing out of due dates. Generally visual arts have less assignments than
other disciplines however the few assignments are worth more and have more spaced out due dates.
The spaced out due dates seem to be the issue as it leads to visual arts often taking a back seat.
2. Literature Review

Ewing et al (2014) states that engaging students in setting goals for a unit along with developing the
criteria to assess if these goals have been reached encourages student responsibility for their own
learning. Students are not only active participants in creating their own intrinsic goals but it is also
important for students to be able to track the progress of those goals and assess once they have been
reached. This is backed up by Woolfolk and Margetts (2013) who discuss the importance of goal
framing. Student goals must be framed for personal reasons rather than the benefit of others. Linking
activities to extrinsic goals of meeting someone else’s expectations promotes rote learning rather than
deep understanding.

Dinham (2011) highlights the value of Visual Art education as skills from art can be generalized and
used in other areas; problem solving, self initiating, setting goals and using feedback. This inquiry
project will investigate the value of this statement by Dinham (2011) and to what degree students can
become self efficient in the space of a few weeks.

Woolfolk and Margetts (2013) are clear in that goal setting requires feedback. Feedback encourages
students to realize the difference between where you are, where you want to be and then develop an
accurate perception of how far you have to go. This statement is confirmed by Pendergast, Main and
Bahr (2017) who discuss the importance of using open communication and goal setting to develop
resilience and self efficacy. The general consensus of the readings is that self efficacy naturally leads
to effective goal setting.

The ability to self regulate and set goals impacts positively on student learning. Self efficient students
demonstrate agency in a cycle of four main stages; analysing the task, setting goals, devising plans,
engaging in learning and analysing their approach to learning Woolfolk and Margetts (2013).
Zimmerman et al (1992) undertook a study surrounding goal setting and found that students who
perceived themselves as capable of regulating their own activities strategically are more confident about
mastering academic subjects and generally attain a higher academic performance. This proves that goal
setting, resilience and self confidence are effective tools to have as a learner and to work with as a
teacher. Zimmerman et al (1992) concluded the research stating that efficacy to achieve motivates
academic achievement- this can be directly or indirectly influenced by personal goal setting. Self
efficacy and goals in Ewing et al (2014) as a combination contribute to subsequent academic attainment-
much like the discussion from earlier in Dinham (2011).

I have experienced first hand the advantage of knowing students abilities and then putting them to use
and setting long term goals to structure learning activities. This was most apparent in my most recent
placement; my class of students were largely varied in learning abilities which meant working towards
an individualized goal with each student. Lovegrove (2018) stated that I observed her class in order to
understand the complexity of students within the class. These observations were used to gain an
understanding of each student, their abilities, their socioeconomic backgrounds and in turn, establish
successful relationships with each individual. Spending time with students and overseeing small groups
and learning tasks developed my understanding of how students learn (Lovegrove, 2018). The main
challenge with this was finding time to get to each student in a class of 30. However with this action
research project I feel more positive as it is a class of thirteen and I am only closely observing two.

AITSL (n.d) provide a document about goal setting in the classroom. However this document is aimed
towards goals teachers set for their classrooms. The intended outcomes being a rotation between
 reflection and goal setting, professional practice and learning and ongoing feedback, reflection and
review. The document recognizes the importance of specific goal setting and applies the structure of
SMART goals; Specific, Measurable, Achievable, Relevant and Time phased. This makes for an
effective guide for students to think critically about their own goals.

Finally, working in a lower socioeconomic school it is important to consider Maslow’s Hierarchy of

Needs when teaching (Woolfolk and Margetts, 2013). The Hierarchy of needs is a pyramid of needs
that need to be met in ascending order. In that order from the base upwards the needs are biological/
survival, safety/ security, social/ love, esteem/ respect and at the top being/ personal growth. Woolfolk
and Margetts (2013) state that the individuals can’t address the needs of intellectual achievement until
the needs of love and belonging are met.

3. Methodology

3.1 Action research

McAteer (2013) explains that action research is the only research approach where the primary purpose
is to improve practice. It is fitting that improving teaching practice will involve some kind of assessment
of quality in the process. Action research enables teachers to assess the quality of information they are
observing and use insight to improve teaching.

3.2 Case study

My particular case will involve observing students in the naturalistic environment (Diamond, 2019) of
their regular classroom setting. This will give me better insight to normal behaviours and patterns in
learning. AITSL (2019) discussed using the SMART goal setting technique and I will work with my
students to establish goals using the same technique. The method of data collection will involve
discussing with each student where they’re at and what they still have to do in their visual arts folio
(Woolfolk and Margetts 2013 method). This will establish what exactly we are planning goals for and
create a big long term goal. Once this is done it becomes a process of breaking this long term goal down
into shorter, more achievable goals; ‘by the end of the week I will have done…’, ‘by the end of tonight
I will have done…..’, ‘by the end of this lesson I will have done…’. Having these short and long term
goals explicitly worked out will demonstrate to students the timeline they need to follow in order to
get everything done. After lessons it will be important for students to reflect on why the goals weren’t
met; was the goal too hard, was the student distracted, ect. Or if the goal was met it is still important to
reflect; was this goal too easy, can I push myself harder.

3.3 Research questions

The focus of this inquiry is to observe goal setting as a tool to promote and positively effect student self
regulation. The guiding question of this action research plan is ‘can long term and short term goal setting
positively effect students self regulation in a visual arts learning space’, taking into account the different
assignment submission schedule seen between visual arts and other mainstream subjects. Key questions
in this research are; is self reflection a useful tool in guiding future goals? Are students capable of
critically analysing an overall goal and breaking it down into smaller parts? How can I balance setting
goals to complete work out of school hours when working with students who come from challenging
homes?
 3.4 Participants
3.4.1 Case 1
Case 1
Name (pseudonym): Elisse
Age:17
Significant relationships: Close friends with peers in the class and often comes into the art room
in free time with friends to do work.
Significant learning information: Responds well to critical feedback. Often asking for guidance
with final painting and often asking how she can improve her grade and make her work better.
Potential focus for learning/teaching: Still taking time to set goals and establish where her
learning is at rather than taking comfort in that she is ahead of the class (but still about 5 weeks
behind the course content).
Related teaching strategies: Self directed work. Lots of close reading of the annotated
comments and discussing how to improve. Teaching ways to look at own art critically.

3.4.2 Case 2
Case 2
Name (pseudonym): James
Age:17
Significant relationships: Family has split up and is GOM student. Fosters with another family
from the school. Has close relationships with peers in the class.
Significant learning information: Easily distracted by friends and phone. Has lots of ideas about
where his folio and practical will go but is slow at putting these into practice. Will take ideas
from me for his folio and do them but again- slow execution. About a term behind the course
content.
Potential focus for learning/teaching: Working with this student to start fostering him to
become self motivated and develop his own learning goals. Lots of assistance to catch him up.
Related teaching strategies: Heavily contributing to work and guiding what is happening each
lesson. Work with student closely to set goals and make sure they happen.

Appendix C: Analysis of what you have learned about/from case 1 & 2

Appendix D: Anticipatory planning web (mind map/brainstorm) for case 1 & 2

3.5 Data Collection

3.5.1 Methods and sources
Goal setting templates (appendix e);
Initially discussing with each individual student where they are at with their assignments. This will
lead to filling out the 3- part long term planner. Once this has been made, we can break these goals
down into week by week and fill out the weekly planner. The weekly planner doesn’t have to be totally
filled out from the start, more of a guide of when things need to be finished. After this the weekly
planner can be filled out. The student will set a goal for what needs to be finished by the end of that
lesson- collectively these smaller goals will complete the weekly goal. There is a space for reflection
each week for the student to reflect on what did/ didn’t work and how they will need to alter their future
goals moving forward.

Observation of Engagement tally (appendix e)

This is a tally to track the amount of time spent on task each lesson. This is a reference for me to get to
know students work ethics, and if their work ethic improves with a steady plan of study in place. This
tally will be taken at three points; week 1, week 3 and week 5.

Photos of student work.

I will be taking photo evidence of student work alongside how long it has taken for the student to
complete this piece of work in week 1 and in week 5 of the research. I wont strictly be looking for
quality in this work, more for efficient use of time in week 1 compared to week 5.

Appendix E: Data collection method templates

3.5.2 Ethical considerations
Data collection method ideas were taken from Diamond’s (2019) lecture. These methods are a mix of
qualitative and quantitative and will easily allow for anonymity of students. McAteer (2013) brought
up an interesting ethical issue; ‘what is right for me, may not be right for you’. This is a complex point
because there is a possibility that students may work better without goals- however the research heavily
suggests against this. Another ethical issue is the age group of the students I am working with and the
development of self efficiency. In a way, planning all of this for the students is taking away their right
to direct their own learning. Because of this it will be important to closely observe each student
individually and monitor how they react to the heavy planning
3.5.3 Analysis
When collecting data, I will be using the individual goal setting templates to look for evidence of
learning and change in student work. To find this I will be comparing the filled out goal setting templates
against student work and examine them in relation to realistic time frames, self efficacy and reflective
ability. To compare my two students against each other I will track their work patterns in lessons
throughout the unit. I will be looking for an improvement in self efficacy demonstrated by time spent
on task and organisation in the classroom.

Menter et al (2011) discusses the link between writing a narrative and writing up data, as writers it is
natural to feel the need to make what we’re writing more exciting for the reader. However what discerns
this as research rather than novel is the rigour and honesty in the data presented, this is a major
consideration to remember when recording data and writing the report. Menter et al (2011) also
discusses the importance of being aware of ‘data processing error’. I will do this by re checking my data
for it’s accuracy, making sure my records are organised and comprehensive and that when transforming
data to the report it is consistent and realistic.
4. Findings
4.1. Case 1
All evidence used from case one (Elisse) in appendix G.
From the beginning, Elisse was enthusiastic and invested in the goal setting practices. In the first goal
setting lesson the student was already able to think critically and realistically about the goals set. The
long term goal template sets three clear benchmarks for what is still needed to be complete this semester
and as proven by the daily goals; her initial long term goals were time realistic. The weekly goals gave
Elisse a chance to go more in depth regarding the specific work that had to be completed each week.
The student was even able to incorporate things like specific artist names to research and the amount
of experimentation pieces they wanted to aim for. The student was able to use prior knowledge from
completion of folio one when creating goals for working on folio two. This was also followed closely
in the daily goals. The As a result of critical and realistic goal setting the student was able to not only
finish her final practical a week earlier than expected, but also scope and develop a plan for the
remainder of her second folio. Unintentionally, Elisse’s goals meet the criteria of SMART (AITSL,
n.d.) goals in that her goals were specific and clear, they were achievable, relevant and realistic.

There is a very clear connection between Elisse’s first final practical completion and the relative goal
setting surrounding this completion. The completion of her first practical pieces was one of the
underpinning themes of the goal setting. The way this student worked on her final practical was really
interesting. She had set a goal for the finalisation of the first practical by the end of the term. Then
proceeded to not work on the practical for the first few weeks of the investigation. When the student
was setting her initial weekly goals the intent was to work on the painting small bit by bit over the rest
of the term. In real time, it got to week 9 of the term and the student realised they had a lot of work to
go if they wanted to finish the painting in the time frame they wanted. The photos show the progression
of the final practical in the timeframe I was at the school. The student finished this painting in the space
of one week- all while using small goals for herself. Her daily goals for this week are very vague
however verbally she was able to tell me exactly what she wanted to achieve each lesson with sentences
like ‘I’m working on x accessories today’. The progress of her final practical really highlighted her
confidence in the goal setting process and determination to stay on her pre determined goal timeline.

At the start of the unit, Elisse’s second folio was all over the place with no clear, predetermined plan
of artist references or media exploration. The student had completed a brainstorm, found some visual
references and started one media exploration. The student’s weekly goals concisely explain exactly
what they will achieve each week in the folio. I observed Zimmerman’s theory of perception of self in
relation to goal setting very clearly in this student. Elisse had already completed her first folio and a
visual study; scoring an A in the visual study. These prior achievements installed confidence in Elisse’s
capabilities as a student and she was consistently motivated as she believed she was capable of the
task. So much so that by the end of my visitation unit the student had planned out her entire folio and
knew what was going to be on each page. The positive impact of goal setting in Elisse’s folio was
confirmed by the supervising teacher at the end of the unit- making clear links between the students
folio progress and the goals set. Taking this even further, the student verbalised to me at the end of the
unit that they were surprised and proud of all the work they had achieved under the goal setting plan.
4.2. Case 2
All evidence used from case 2 (James) in appendix H.
James was chosen for two reasons; he had consistent attendance in the class (Appendix I) which was
not shared by many students, and his work process so far was not on the recommended track so I
thought his work had potential to benefit from structured goal setting. At the start of the unit James
had completed his visual study (C- grade), was half way through his first folio (20 pages due at the end
of term 2) and had made a start on his first practical (also due end of term 2/ start of term 3). The
student was about a term behind the class content. James actually withdrew from the class in week 8
of the term, two and a half weeks into my study- therefore my findings are limited here.

James’ goals were brief from the beginning. In reference to his long term goals template, he has used
minimal language here and vague goals without much thought to realistic timeframe. In hindsight,
looking back onto his weekly goal setting it has become clear that this student was so behind in the
work he had lost sight of exactly what needed to be done to complete the course content. For example,
the student had set himself the goal of completing his first final piece of art in the space of one week
and to have his entire first folio complete by the end of week 8. Considering he has taken nearly two
terms already on the first folio and practical, these goals are unrealistic as they would require a massive
turn around in work ethic and completion.

It is important to discuss Maslow’s Hierarchy of needs in relation to James’ educational setting. James
has spent his life in different foster care homes and is severely lacking stability. As James’ home life
is lacking in affection and security this has led to the student feeling unable to keep on top of his work
load at school. The student decided to withdraw from art in order to pass his other subjects and
complete year 12 over two years.

If you analyse the progress on James’ first folio it is very scattered. The first folio is lacking artist
references, has minimal media exploration and no clear progression in work. An unorganised folio can
only contribute to James becoming overwhelmed with the expectations in visual arts. Seeing that this
student was struggling with the first folio, I took it upon myself to utilise Woolfolk and Margett’s
(2013) theory of the relation of feedback to goal setting. I worked with this student and provided
feedback about his folio to develop the daily goals for this student. The focus was getting the first
practical complete while creating content for the first and second folio. The daily goals had a lot of
potential for the student however their work ethic was absent. I actually recorded the students work
habits at three points in the unit (appendix I) which really highlights the pace this student worked at.
If you refer to the ‘additional pages complete before withdraw’ title in appendix H there are four pages
that the student completed in the two and a half week si was present in the class for. These pages were
heavily guided by me using even smaller and very explicit goals like; ‘lets just give writing a miss
today and focus on media exploration. Use ink and varnish to create a possible background’. This was
successful if I was there directly helping the student complete tasks.

The student’s attitude towards work was summarised by the supervising teacher surrounding self
efficacy in learning. The supervising teacher directly said that lots of students in the art class (James
included) have issues with taking risks in their learning and working with the unknown. This is what
art is as a subject; taking risks and exploring new ideas. James’ low self efficacy in art was the cause
of his lack of engagement with the subject and eventual withdrawal.
5. Discussion

The structure of this goal setting unit aligns closely with the theories of Main and Bahr (2017) and Woolfolk
and Margetts (2013). Main and Bahr (2017) discussed the use of open communication when goal setting
in the classroom. This combination will lead to developing resilience and self efficacy. In the classroom I
used a variety of communication techniques to deliver the goal setting content to students. This was
efficient in case one (Elisse) but not with case 2 (James). I strongly believe if James was in a better place
mentally and achieving higher on Maslow’s hierarchy of needs (Woolfolk and Margetts, 2013) the student
would have had much more potential in the classroom. The student worked the best with one on one
intervention (appendix H) which encouraged lots of open communication between us, however It was the
student’s lack of efficacy in learning that made the art assignment and goals set challenging and unrealistic.

Ewing et al (2014) states that reaching prior set goals encourages student responsibility in own learning. It
is important for students to be able to track their progress of their goals and assess once a goal has been
reached. Woolfolk and Margetts (2013) support this statement and mention that linking goals to personal
value rather than extrinsic reasoning promotes deep understanding. Centring my inquiry unit around these
theories I found that Elisse was genuinely invested in the goal setting activities. Her goals were reasonable
and logically laid out (appendix G). Because of this she was able to assess her progress through the goals
and experience the satisfaction of goal completion. This is supported by a comment between her and the
supervising teacher where she stated that she was surprised and proud of all the work she was able to do
under the goal setting system. However in the case of James, his goals in visual arts were purely extrinsic.
The student just wanted to pass the subject to get an ATAR but had no personal investment in visual arts.
This became an example of rote learning (Woolfolk and Margetts, 2013) and predicably was an
unsustainable way to complete year 12.

A consistent in my unit was feedback to the students regarding their work and where it can go and feedback
on their goal setting and progress through goals. Woolfolk and Margetts (2013) state that providing
consistent feedback to students reminds them where they are, where they need to go and how to get there.
This was a major underpinning factor in my task and I found that providing cohesive verbal feedback to
students was an excellent tool in not only tracking student progress in class but it made the students aware
of exactly how far they had to go in their folios, a ‘reality check’. During my discussions with students I
found that the students who were more confident in their artistic abilities generally were more motivated
in the task and able to engage with the learning more efficiently. This supports Zimmerman’s (1992) theory
of students who perceive themselves as capable generally achieve more. This is why feedback systems
(Woolfolk and Margetts, 2013) are so vital in the classroom environment- to build that confidence in
students so they can achieve more.

Finally, Zimmerman (1992) states that efficacy to achieve motivates student achievement- indirectly or
directly through goal setting. My findings from this inquiry report supported this statement. Elisse’s goals
directly impacted her progress through the subject and her motivation to succeed. However James’s goals
did not directly effect his achievement within the subject, it was his goal to pass year 12 this year that
pushed him to stay in the subject for so long. A goal he was not aware that he had.
6. Conclusion

In answer to the inquiry question ‘can long term and short term goal setting positively effect
students self- regulation?’, yes it can. The research and evidence gathered over this inquiry
project suggests that if the student is in a position where they are ready to learn and achieve
their goals (referring to Maslow’s Hierarchy of Needs, Woolfolk and Margetts, 2013) then
there is huge potential for students to be using goal setting to develop responsibility and self
efficacy in their own learning. However the goals are more likely to be effective when they
are developed for personal gain rather than extrinsic reasoning.

This inquiry project highlighted the importance of being aware of student backgrounds and
surrounding circumstances when developing goals in class. Not all students have the same
support networks available to them in school and as a classroom teacher it is important to be
aware and supportive of this. Students require consistent feedback (Woolfolk and Margetts
2013) to cohesively develop not only their goals but to also confirm positive perceptions of
their learning abilities (Zimmermann, 1992). The role of a teacher to take these individual
circumstances into account and provide individual assistance to each student. Using open
communication (Main and Bahr, 2017) and goals as a vehicle to do this was effective as it
embedded with student’s individual learning; where they were, where they were going and
how much further they had to go (Woolfolk and Margetts, 2013).
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(ACARA). Australian Curriculum Assessment and Reporting Authority. (2019). School profile | My
School. [online] Available at: https://www.myschool.edu.au/school/49608 [Accessed 16 Aug. 2019].

(AIATSIS)Australian Institute of Aboriginal and Torres Strait Islander Studies. (2019). Map of
Indigenous Australia. [online] Available at: https://aiatsis.gov.au/explore/articles/aiatsis-map-
indigenous-australia [Accessed 16 Aug. 2019].

(AITSL) Australian Institution for Teaching and School Leadership (n.d.). Goal setting guide. AITSL.

Diamond, A 2019, Lecture 2: Methodology and Methods, lecture notes, Professional Experience 4:
Teacher as an inquirer EDUC4206, University of South Australia, delivered 10th August 2019.

Dinham, J. (2011). Delivering authentic arts education. 2nd ed. Melbourne: Cengage Learning, p.90.

Ewing, R, Le Cornu, R & Groundwater-Smith, S 2014, Teaching Challenges and Dilemmas, Cengage
Learning Australia, London.

McAteer, M & British Educational Research Association 2013, Action research in education, SAGE,
Los Angeles.

Menter, I, Elliot, D, Hulme, M, Lewin, J & Lowden, K 2011, A Guide to Practitioner Research in
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Quickstats Census data. (2019). 2016 Census QuickStats: 5107, SA. [online] Available at:
https://quickstats.censusdata.abs.gov.au/census_services/getproduct/census/2016/quickstat/POA5107?
opendocument [Accessed 16 Aug. 2019].

Lovegrove, A. (2018). Professional Experience 3 Final Report. Adelaide.

Pendergast, D., Main, K. and Bahr, N. (2017). Teaching middle years. 3rd ed. Crows Nest NSW:
Allen and Unwin, p.108.

PGHS. (2019). Aboriginal Education. [online] Available at: http://www.pghs.sa.edu.au/Aboriginal-

Education [Accessed 16 Aug. 2019].

Woolfolk, A. and Margetts, K. (2013). Educational Psychology. 3rd ed. Frenchs Forest, NSW:
Pearson, pp. 356, 363, 371.

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Appendix A
Appendix A: Map of the school/preschool (highlighting relevant structures/resources)
APPENDIX B
Appendix B: photographs of the classroom/preschool environment (*NB you may not include
children/staff in photographs. Site must not be identifiable
Appendix C:
Analysis of what you have learned about/from case 1 & 2

CASE 1 (Elisse)
Elisse (pseudonym) is a student who moved with her family to this country at the age of 8. Her
country of birth is the Philippines. She moved after her mother re married and the family moved to
Australia because of her step father. She says her mother said there was more opportunity for their
family in Australia and that is why they moved. Before moving, Elisse’s grandmother would teacher
her the English language. This meant that when she eventually moved here she was able to go straight
into the schooling system with minimal EAL/D support.

Elisse is a student who has demonstrated a strong work ethic and the ability to take responsibility for
her work and work alongside deadlines. She is ahead of the rest of the class with her visual art folio,
however she is still behind in regards to the amount of work that should have been done verses where
the class is at now.

Class behaviour. Elisse is a supportive class member who works closely with another classmate who
is also from the Phillipines. She is bilingual and taking 3 other subjects in year 12. She can work
independently and is also able to seek guidance in class if needed, and responds well to constructive
criticism. Often switches between English and her home language when talking with her peer from
the same country.

CASE 2 (James)
James (pseudonym) comes from a very challenging home life. James grew up in Port Lincoln in an
unstable house hold. His family had split up entirely and James was brought to Adelaide to become
part of a foster care family. Since then he has been moved around in the fostercare system again and
again. Currently, the student is living with the family of another student at the school and has no
contact with his birth family. He is under Governing Of the Minister.
Understandably this student faces lots of challenges at school. The main challenge is engagement in
class and taking responsibility to finish work on time. Student has a difficult time understanding the
quantity of work required in year 12. I choose to focus on this student because I feel like they could
really use the extra support, also if the goal setting activities are successful it only stands to benefit
him.
Appendix D.1:
Anticipatory planning web (mind map/brainstorm) for case 1 & 2 (this is the step prior to you creating
your unit plan and should reflect your thinking that led to the development of your unit plan. It should
highlight the differentiated learning experiences planned for your case studies)
Appendix D.2. Preliminary planning timeline.

Week 1 Data Collection Data Analysis Reflection on Reflection on

children/student practice
learning
Who will be Explain goal Note the
involved and setting to entire understanding
what action class, work with behind goal
will they take? students to figure setting and
out a general student reactions.
timeline of when Store goal setting
things need to be sheets so students
finished by. wont loose them.
Introduce daily
goal planner.
Student
engagement
tally.
Take photo of
work students
complete in one
lesson.
When will this Introduction to Lessons 1-3.
take place? goal setting in
lesson one.
Lesson two
introduction to
daily planner.
Lesson 3 student
engagement
tally.
Lesson 1 work
photo.
Where will this Visual arts Visual arts Visual arts Visual arts
happen? classroom. classroom. classroom. classroom.

Week 2 Data Collection Data Analysis Reflection on Reflection on

children/student practice
learning
Who will be Daily goals and
involved and weekly
what action will reflection
they take?
When will this Lessons 1-3
take place?
Where will this Visual arts Visual arts Visual arts Visual arts
happen? classroom. classroom. classroom. classroom.

Week 3 Data Collection Data Analysis Reflection on Reflection on

children/student practice
learning
Who will be Daily goals and
involved and weekly reflection,
 what action will Student work
they take? photos,
Student
Engagement
tally.
When will this
take place?
Where will this Visual arts Visual arts Visual arts Visual arts
happen? classroom. classroom. classroom. classroom.

Week 4 Data Collection Data Analysis Reflection on Reflection on

Student daily children/student practice
goals and learning
weekly
reflection
Who will be
involved and
what action will
they take?
When will this
take place?
Where will this Visual arts Visual arts Visual arts Visual arts
happen? classroom. classroom. classroom. classroom.

Week 5 Data Collection Data Analysis Reflection on Reflection on

children/student practice
learning
Who will be Daily goals and
involved and weekly reflection
what action will Student work
they take? photos
Student
Engagement tally
When will this Lessons 1-5
take place?
Where will this Visual arts Visual arts Visual arts Visual arts
happen? classroom. classroom. classroom. classroom.

*NB It is anticipated that your planning above will change as action research is an iterative process.
Appendix E:
Data collection method templates

Goal Templates
Daily Goal Template
Student A
Lesson 1 Lesson 2 Lesson 3
Goal (what do I
want completed
by the end of this
lesson?

Goal achieved? Yes □ No□ Yes □ No□ Yes □ No□

Weekly Goal:
What work do you want to complete by the end of the week?

Reflection:
Did you complete what you set out to? What adjustments do you need to make?
Weekly Goal template
WEEKLY GOALS
Week 6

Week 7

Week 8

Week 9

Week 10

Holiday Week 1

Holiday Week 2

Week 1

Week 2

Week 3

Week 4
Two folios complete. Two practical pieces complete. One research piece complete.

Long term goals template

By the end of this term I will have finished:

Over the holidays I will finish:

I will have these items left to do in term four:

 On Task Observation Tally Sheet.
Week 1 Week 3 Week 5
Student A Student B Student A Student B Student A Student B
APPENDIX F
Time line (adjusted to reflect actual)

Week 1 Data Collection Data Reflection on Reflection on

Analysis children/student practice
learning
Who will Explain goal setting to Note the Students had I tried my best to
be entire class, work with understanding mixed reactions work with students
involved students to figure out a behind goal to the first goal with low motivation
and what general timeline of setting and setting levels and highlight
action when things need to be student intervention the importance of
will they finished by. Introduce reactions. lesson. Some the goal setting task
take? daily goal planner. Store goal were excited to for them.
Student engagement setting sheets have some
tally. so students structure in their I also found that I
Take photo of work wont loose learning and had to work really
students complete in them. others felt it was hard with James as
one lesson. unnecessary. he was so behind.
Often I would
Use single lesson to literally be making
create side by On task his goals for him.
tracking observation
sheet (appendix I)
When will Introduction to goal Lessons 1.
this take setting in lesson one.
place? Lesson two introduction
to daily planner. Lesson
3 student engagement
tally.
Lesson 1 work photo.
Where Visual arts classroom. Visual arts Visual arts Visual arts
will this classroom. classroom. classroom.
happen?

Week 2 Data Collection Data Reflection on Reflection on

Analysis children/student practice
learning
Who will Daily goals and Make sure Students are getting Its hard because I feel
be weekly reflection. you are used to the idea of goal like I should be doing
involved receiving setting. However more for those
and what Provide feedback the weekly attendance in this class students who don’t
action will to students about goal is s hige issue so I’m turn up to class
they take? the goals getting schedules. finding that the goals however these
set and updates on are most effective for students are nearly
their the regular class adults and they need to
achievements so attenders but not so learn the hard way to
far. Are these much for the others. take responsibility for
goals realistic?? their own learning.
When will Lessons 1-3
this take
place?
Where Visual arts Visual arts Visual arts classroom. Visual arts classroom.
will this classroom. classroom.
happen?
Week 3 Data Collection Data Analysis Reflection on Reflection on
children/student practice
learning
Who Daily goals and I will continue Students are reacting One of my
will be weekly reflection, providing verbal well to the goal observation students
involved Student work feedback to setting. Again it’s the withdrew from the
and photos, students to students who are course this week. It
what Student maintain regular attendees that is hard not to take
action Engagement tally. positive learning are having a more this personally as I
will environment. successful time with have spent so much
they Mid way goal Use the tally to this. Lots of students time with this
take? intervention. track student are having doubts student establishing
engagement and about their abilities goals and trying to
progress- has it in art so im working build the folio. But it
improved? my hardest to re was the best decision
establish their skills. for him
When Mid way
will this intervention L1.
take Student
place? engagement tally
L2. Daily goals
and reflections
throughout
Where Visual arts Visual arts Visual arts Visual arts
will this classroom. classroom. classroom. classroom.
happen?

Week 4 Data Collection Data Analysis Reflection on Reflection on

children/student practice
learning
Who Student daily goals Analyze Lots of the class have I feel like
will be and weekly reflection understanding of backed off with their students would
involved goals achieved goals so far which is have responded
and Assist students and and what still okay- they have lots of better to more
what provide feedback on needs to be work to do. Students visual forms of
action goals, checking over done. have already filled out goal setting;
will they what has been Discussion with their weekly goals so maybe I should
take? achieved so far and mentor teacher this can still act as an have considered
how far they’ve about this. arching guide rather a graphic
come. than the daily goals. organizer.
When Throughout the
will this week. Help students
take with folios and
place? rescue what you can,
Where Visual arts Visual arts Visual arts classroom. Visual arts
will this classroom. classroom. classroom.
happen?
 Week 5 Data Collection Data Analysis Reflection on Reflection on
children/student practice
learning
Who Daily goals and Analyze and Students were pretty I’m pretty happy
will be weekly reflection provide impressed to look with this unit. The
involved Student work feedback about back on all the work final intervention
and photos achievements they achieved this lesson where we
what Student and what semester. Even the reflected on
action Engagement tally students still ones who weren’t as everything the
will need to do strict with their goal students achieved
they Final intervention before the end setting were was really rewarding
take? with goal setting of their year 12. impressed with their for me to watch as
lesson. Students achievements. they could
reflect on what Observe cohesively see
they’ve achieved improvement Kept on reinforcing exactly how the
so far and what with Elisse’s on positive dispositions goals impacted on
they still have to task tally. with student skills. their learning.
do.
When Observation tally
will this lesson 2, learning
take intervention
place? lesson 1,
Feedback and
daily goals
throughout week.
Where Visual arts Visual arts Visual arts Visual arts
will this classroom. classroom. classroom. classroom.
happen?

*NB It is anticipated that your planning above will change as action research is an iterative process.
APPENDIX G
CASE STUDY 1 “ELISSE”
1. Case 1 evidence- students/child’s feedback.

Daily Goals
Student A week 6
Lesson 1 Lesson 2 Lesson 3
Goal (what do I Dean Crouser writing Hohn Olser
want completed
by the end of this Jen Buckley analysis and printing complete experiment. (water
lesson? complete- print photos colour, paint and
and write Catch up on Jen Buckly crayons)

Goal achieved? Yes □ No□ Yes □ No□ Yes □ No□

Weekly Goal:
What work do you want to complete by the end of the week?
Jen Buckley and Dean Crouser analysis complete
John Olser media experimentation complete.

Reflection:
Did you complete what you set out to? What adjustments do you need to make?
I completed what I wanted to. I had to take my work home to get back on track.

Student A. week 7
Lesson 1 Lesson 2 Lesson 3
Goal (what do I Finish yellow and water paint experiment Acrylic paint
want completed
by the end of this black frog, start colour experiment.
lesson? pencil experiment.

Goal achieved?Yes □ No□ Yes □ No□ Yes □ No□

Weekly Goal:
What work do you want to complete by the end of the week?
4 new experimentation pieces by end of week from artist research in week 6.

Reflection:
Did you complete what you set out to? What adjustments do you need to make?
I was actually on track this week. I completed 5 new frogs I had enough time to do another
acrylic paint experiment on Friday
Student A week 8
Lesson 1 Lesson 2 Lesson 3
Goal (what do I Print out artist research Get folio up to date Work on final one-
want completed
by the end of this for frog experiments. with printing and paint 2 accessories
lesson? sorting

Goal achieved? Yes □ No□ Yes □ No□ Yes □ No□

Weekly Goal:
What work do you want to complete by the end of the week?
Printing and experimentation up to date in folio 2- sticking things in as I go.

Reflection:
Did you complete what you set out to? What adjustments do you need to make?
Yes I did. I even found time to work on my final.

Student A week 9
Lesson 1 Lesson 2 Lesson 3
Goal (what do I Paint prac piece Paint prac piece Paint prac piece
want completed
by the end of this
lesson?

Goal achieved?Yes □ No□ Yes □ No□ Yes □ No□

Weekly Goal:
What work do you want to complete by the end of the week?

FINISH PRAC PIECE 1 BY END OF THE WEEK

Reflection:
Did you complete what you set out to? What adjustments do you need to make?

Its done!! I had to come back in a few lunch times to get it done.

Student A. week 10
Lesson 1 Lesson 2 Lesson 3
Goal (what do I Update folio 1 with Start practitioners Finish practitioners
want completed
by the end of this progress pics statement statement.
lesson?

Goal achieved? Yes □ No□ Yes □ No□ Yes □ No□

Weekly Goal:
What work do you want to complete by the end of the week?
Folio 1, prac 1 and practitioners statement complete.

Reflection:
Did you complete what you set out to? What adjustments do you need to make?
Yep. And I had time to keep working on my frogs and folio 2.
 2. Case 1 evidence (students/child’s feedback.

Weekly Goal template

WEEKLY GOALS
Week 6
Jen Buckley and Dean Crouser analysis complete
John Olser media experimentation complete.
Week 7
4 new experimentation pieces by end of week from artist research in week 6.
Week 8
Printing and experimentation up to date in folio 2- sticking things in as I go.
Week 9
Folio 1 complete. Start developing concept for practical two. Folio 2 at least half done.
Week 10
Practical one Painting complete. Practitioners statement for piece 1 done.
Holiday Week 1
(In school workshop)
Use holiday workshop to start on practical piece two.
Holiday Week 2
Work on folio 2.
Week 1
Folio nearly done. Keep working on folio two. (tak ng progress photos).
Week 2

Week 3
Practitioners statement for piece two done.
Week 4
Two folios complete. Two practical pieces complete. One research piece complete.
 3. Case 1 evidence (students/child’s feedback.

“I didn’t realise how much I did in 5 weeks, that’s cool to look at”. Feedback received after final goal
setting intervention in week 10.
 1. Work Samples

PREVIOUS WORK. Visual study A grade. 3 sample pages from 20 page document.
2. Work Samples - Progress on prac 1
 3. Work Samples

FOLIO PROGRESS
SAMPLE 1= FOLIO 2 AT START OF UNIT
SAMPLE 2: FOLIO 2 AT END OF UNIT
 1. Feedback From Supervising Teacher

30/8/19
ST: ”Elisse is one of the better ones in the class. She’s missed hardly any lessons all year and is really
good at organising herself. She’s a really independent worker but I think she takes comfort in the fact
she’s ahead of the class- she’s still behind the schedule”.
2. Feedback From Supervising Teacher

Conversation record. 16/9/18

Supervising teacher grading student visual studies (work sample 1). Discussing grades received by
students.
ST: “Elisse and Roji are the only two to receive an A this year”.
Me: “Why not an A+ they both have really successful folios?”
ST: “its their writing that is holding them back. They both have really successful visual work and
experimentation but their analysis and reflection statements aren’t deep enough”.

3. Feedback From Supervising Teacher

“Elisse has actually responded really well to the task. When discussing her folio shes been referring to
her goals” Discussing with mentor at end of unit.
 1. Planning + Evaluation Of Planning

This is the slideshow and notes I used to introduce students to the logic behind goal setting. I only
introduced the idea of long term goals and weekly goals in the first lesson.

EVALUATION: This lesson went pretty well, most students were feeling good about setting long
term goals. Some students showed minimal to no interest with their plans which was frustrating. Case
student 1 was responsive to the task and took the planning seriously. They were clear with their goals
and knew exactly what needed to happen and when.
 2. Planning + Evaluation Of Planning

Student didn’t spend too long on this part of the assignment. Students had been regulating their goals
each week under my encouragement so this intervention half way through probably wasn’t necessary.
 3. Planning + Evaluation Of Planning

When discussing with the student and looking back over all of their progress, they were really proud
of everything they had achieved and felt motivated for the holidays.
“I didn’t realise how much I did in 5 weeks, that’s cool to look at”. Was the feedback received.
Student Profile
APPENDIX H
CASE STUDY 2 “JAMES”
1. Case 2 evidence- students/child’s feedback).

Daily Goals
Student B. Week 6
Lesson 1 Lesson 2 Lesson 3
Goal (what do I Garbage bag on final 1 Garbage bag on final 1 Garbage bag on final 1
want completed
by the end of this
lesson?
Goal achieved? Yes □ No□ Yes □ No□ Yes □ No□
Weekly Goal:
What work do you want to complete by the end of the week?
Finish first major drawing.

Reflection:
Did you complete what you set out to? What adjustments do you need to make?
I only got the garbage bag done. It took me longer than I thought

Student B. Week 7
Lesson 1 Lesson 2 Lesson 3
Goal (what do I Guitar exploration- Guitar exploration- Guitar exploration-
want completed
by the end of this colour pencil charcoal/ acrylic watercolour/ acryllic
lesson?
Goal achieved? Yes □ No□ Yes □ No□ Yes □ No□
Weekly Goal:
What work do you want to complete by the end of the week?
Paint guitars in different mediums.
Finish final 1

Reflection:
Did you complete what you set out to? What adjustments do you need to make?
I got the guitars finished.

Student A. Week 8
Lesson 1 Lesson 2 Lesson 3
Goal (what do I Draw rest of outfit Draw tv and table Draw background.
want completed
by the end of this
lesson?
Goal achieved?Yes □ No□ Yes □ No□ Yes □ No□
Weekly Goal:
What work do you want to complete by the end of the week?
Final 1

Reflection:
Did you complete what you set out to? What adjustments do you need to make?
Withdrawn form course 11/9/19. Had only completed the tv table and rest of outfit.
 2. Case 2 evidence (students/child’s feedback).

Weekly Goal template

WEEKLY GOALS
Week 6
Finish first major drawing.
Week 7
Paint guitars in different mediums.

Week 8
Annotate folio= folio 1 complete.
Week 9
Artist research for prac 2
Week 10
Artist experimentation for prac 2.
Holiday Week 1

Holiday Week 2

Week 1
Build Folio
Week 2
Start final 2
Week 3
Work on final 2
Week 4
Two folios complete. Two practical pieces complete. One research piece complete.

3. Case 2 evidence (students/child’s feedback).

 1. Work Samples

PREVIOUS WORK. Visual study C- grade. 3 sample pages from 20 page document.
 2. Work Samples

PROGRESS ON FINAL PRAC THROUGH UNIT

 3. Work Samples

FOLIO 1 PROGRESS START OF UNIT

FOLIO 1 PROGRESS: ADDITIONAL PAGES COMPLETED BEFORE WITHDRAW
 1. Feedback From Supervising Teacher

Record of conversation 27/8/19

ST= supervising teacher
Discussion about where certain students in the class are at with their folios.
Me: “How about James, he hasn’t even finished his first folio”
ST: “yeah hes one of our at risk students. He has a lot going on at home. He also tends to be pretty
lazy in class- just comes in and doesn’t do any work”.
2. Feedback From Supervising Teacher

Record of conversation 13/9/19

After finding out from my supervising teacher that James had withdrawn from the course, we were
talking about how this could have happened. This is before I went to visit the year level coordinator.
Me: “It’s a bummer cause they’re my observation student but I noticed they weren’t doing super well
in class and are still weeks behind the course work”.
ST: “Yeah its really frustrating to watch as a teacher too. This class has a lot of issues building self
efficacy in learning.
Me: “like resilience when learning?”
ST: “exactly. Lots of these students are lacking in problem solving skills- their reaction to learning
things they don’t know about isn’t resilient or positive. Its all about the ability to respond to the
capabilities in the curriculum and being able to navigate learning obstacles. Lots of this class isn’t at
that point which is why we have so many at risk students”.
 3. Feedback From Supervising Teacher

Notes from meeting with year 12 Coordinator after finding out that James had dropped out of the class
13/9/19.
 1. Planning + Evaluation Of Planning

This is the slideshow and notes I used to introduce students to the logic behind goal setting. I only
introduced the idea of long term goals and weekly goals in the first lesson.

Evaluation: Case study two took a lot of encouraging to come up with when things need to be done
by and didn’t have a clear concept of what was expected in the folio. Aspects of the long term goal
sheet are just my own writing.
 1. Planning + Evaluation Of Planning

Student re read through his original goals and seemed disengaged. I asked student about this and his
answer was “I guess I can try and get this all done, feels like Im not getting anywhere with this stupid
folio”. Student was unenthusiastic all lesson.
 2. Planning + Evaluation Of Planning

Student had withdrawn from course by this point.

Other evidence
Student Profile
APPENDIX I
General Class information
Attendance record:
 On Task Observation Tally Sheet.
Time Week 1 (Friday Lesson) Week 2 Week 5
Student A Student B Student A Student B Student A Student
B
10:15 Late Late Arrive/ says hello Late enters class

WITHDRAWN
10:20 Arrives, unpacking Late Go through folio Enters class Sitting doing work
bag
10:25 On phone. Also Enter class Collect printing Chatting, getting out seeking guidance from
mixing paint outwork teacher. Explicit
instructions, sketching in
class.
10:30 Talking to classmate Flipping through folio- Start media exploration Looking at artwork gathering water colours
while painting talking to table
10:35 Using phone as animal Talking to table Discussion with teacher Getting out paper half way through painting.
reference about connection Put it aside for drying.
between experiments Book with artist reference
and final is open for guidance.

10:40 On laptop Using lead pencil to 1 media exploration Looking at media seeking feedback from a
sketch garbage bag complete- seeks teacher exploration peer about ideas for final.
feedback
10:45 Collecting printing Talking to table, pencil in Working on second Walking around class- Waiting for painting to dry.
(media reference) hand experimentation finding materials Going through folio to see
if anything missed
10:50 Painting Has sketched about 1/3 - Finalizing first adding paint layer on top of
of the bag exploration now dried work

10:55 Painting Instruction from me- use Working on third Starting second media still painting. Discussing
light box to get garbage experimentation while exploration process “nearly done just
bag lighting right 2nd dries have to add the frog”

11:00 On phone- music Flipping through folio Adjusting third Working on second beginning frog part of
experimentation exploration, chatting painting.

11:05 Painting Packed up ready to leave Still adjusting third Chatting and packing 11:05: still painting frog.
experimentation up.
Recess. Pack up. Stayed back to finish
painting during recess.