rtl2 Assessment 3

Reasearch Teaching and Learning 2 Assessment Three
Liam Culhane 18361777

Martin Ainscough 19467359
Callum Lofts 19277194
Jessica Gibson 18504561
Presentation link:
https://www.youtube.com/watch?
v=5Num2JHR4CM&feature=youtu.be&fbclid=IwAR0zbX6SQAinpefgat9sHKIJsBHn25MitXIv
ADBaTwkR8J70hMmH1wR7cS4
Group Contribution Name: LIAM CULHANE 18361777
Explain your contribution to the group:
How did you contribute to:
 Identifying group and individual topics?

The initial group topic was started unanimously by reflecting on past assignments and
common themes within these, in addition to issues experienced in our previous
professional practice experiences. I encouraged and directed discussion to ascertain each
member’s specialized knowledge into varying student identities, and together with Jessica
Gibson led the construction of our group and individual topic. As I had research conducted
for assessment purposes on more than one topic, I purposefully suggested my group
members choose their desired topics first and took the individual topic of ‘low SES
students’ as the remaining topic. Additionally, I aided my team by sharing my relevant
academic research for their respective topics.
 Developing and implementing the intervention?

Together our group organized a Zoom meeting at 7am EST to connect with Callum who was
in New York during mid-semester break, in addition to attending two meetings during the
mid-semester break on campus. I was the contact person and facilitator of this meeting, and
together with my group pieced together our intervention by consolidating our individual
research using a shared Google Doc. We delegated our tasks and assigned personal
competition goals, and for my own goals I was accountable and on target.
 Collecting and analyzing preliminary data?

I used my university and professional practice contacts to engage with both part time and
temporary teachers currently hired or on bloc at Western Sydney low SES high schools, in
order to collect and analyse my preliminary data. This data was shared with all of my team
members on our Google Doc, so that everyone had access to the same information in order
to create a streamlined and targeted presentation.
 Developing the research presentation?

Callum and Martin entrusted Jess and I to divide the slides equally among our team, and
allocate time stamps to ensure we covered relevant content within the allotted 15 minutes.
We arranged the sldes, and I recorded my audio using VoiceMemo on my iPhone, before
sending it to Jess to collate. We all communicated regaulalry using WhatsApp to develop
this presentation.
How did you interact with the other group members?

In addition to edits on the Google Doc, the entire team actively used WhatsApp to keep in
contact, especially while Callum was present in New York. We also used Zoom on occasion
when breaking down and grasping assessment requirements.
Fill out the following rubric for each of your group members:
Group Member: Martin Ainscough
5 – Excellent, 4 – Good, 3 – Fair, 2 – Poor, 1 – No Contribution
5 4 3 2 1
Took leadership
role when
needed
Contributed
ideas and
knowledge
Polite and
respectful to all
members
Completed
individual tasks
Completed
tasks on time
Explain scores of 1, 2, or 3.
Group Member: Jessica Gibson
5 4 3 2 1
Took leadership
role when
needed
Contributed
ideas and
knowledge
Polite and
respectful to all
members
Completed
individual tasks
Completed
tasks on time
Group Member: Callum Lofts
5 4 3 2 1
Took leadership
role when
needed
Contributed
ideas and
knowledge
Polite and
respectful to all
members
Completed
individual tasks
Completed
tasks on time
Artefact Analysis:
Artefact: Evidence of Fair Go Pedagogy Processes

PETAL Wand
Constructions
Topic:
Harry Potter/English
Student community of self- Student break down of each component suggests successful
reflection reflection on criteria, in addition to: evidence, analysis and
technique identification. The expectations for this are
reflected in planning document.
Community mapping Does not demonstrate mapping of external community but
does demonstrate planning that maps the classroom
community – kinaesthetic and visual learners engaging in
analysis in a way that engages their social and cultural capital
(generational understanding of Harry Potter and magic).
Teacher feedback Markings in additional coloured pen suggest teacher
feedback was given to redirect student focus to success
criteria.
Teacher inclusive The responsiveness toward student needs suggests inclusive
conversations collegial discussion.
Student self-assessment Accommodation requires students to reflect on their own
understanding of individual components of a successful
paragraph, and how to construct a successful paragraph
Common themes identified  High expectations
 Kinaesthetic and visual activities

 Class connectedness
 Explicit instruction
 Scaffolding
FAIR GO PEDAGOGY ENGAGEMENT MARKERS

ACCOMMODATIONS AND
LITERATURE
HIGH Including low SES students in Kinesthetic activity engages
COGNITIVE knowledge building combats the students in thematic discussion
(DRIVES growing divide in student perceptions and analysis in response to close
LEARNING of content relevance, due to learning reading.
CURRICULUM being framed around their needs and Reading and viewing enhanced
CONTENT) interests. This improves low SES by student creativity, supported
student’s willingness to engage as by explicit instruction.
their belief in their ability to succeed Activity designed to make
improves and is aligned to their content accessible to students.
cultural capital (Karimshah et. al.,
2013; Zammit, 2011; Zyngier, 2017).
HIGH Zammit (2011) and Callow and Activity is an accommodation to
AFFECTIVE Orlando (2015) insist that the delivery build analysis but also writing
(NURTURES of pedagogy, curriculum and skills through group
CLASS AS A assessment imbued with engaging experimentation and discussion
LEARNING messages may be utilized to support and confirms student success in
COMMUNITY) literacy practices such as reading and front of learning community.
writing in ways that challenge the Builds student agency using
typical “top-down” writing and analytical models.
literacy skills development approach. Activity is planned in
responsiveness to needs of
learning community.
HIGH Teacher-facilitated critical framing Scaffolds content and curriculum
OPERATIVE through scaffolding is highlighted to knowledge, writing and analysis
(SCAFFOLDS guarantee the ‘how’ of skills practice skills in an activity that engages
LEARNING) is supported, to improve confidence students visually, verbally,
and self-regulated independence kinesthetically and logically
which traditionally alienates low-SES

students from success and
engagement (Callow & Orlando,
2015; Zammit, 2017).

Landing at Anzac Cove
Topic:
WWI/History
Student community of self- Students reflect on information from sources, how this
reflection information is relevant to paragraph content, and their
paragraph structure
Community mapping Activity does not link to community or familial involvement
in war, but does seek to identify learning community ability
Teacher feedback Scans were made before feedback was given, however
accompanying lesson plan highlights this activity is verbally
consolidates through class discussion.
Teacher inclusive This lesson acts as a pre-test introduction to Gallipoli, and
conversations while it does not demonstrate any existing accommodations
based on past teacher inclusive conversations, there is
potential for such conversations to occur based on these
samples.
Student self-assessment No self-assessment of own skills is present in these samples,
only self-reflection on content for the purposes of writing –
however accompanying lesson plan demonstrates class
discussion functions as verbal self-assessment for each
question as a learning community.
Common themes identified High expectations
Class connectedness
Explicit instruction
Scaffolding

ACCOMMODATIONS AND
LITERATURE
HIGH Literacy practices should have a high The artefact is content focused
COGNITIVE intellectual and analytical focus to while normalising source
(DRIVES access various forms of information analysis skills through scaffolded
LEARNING (Callow & Orlando, 2015). essential questions
CURRICULUM
CONTENT)
HIGH High affective practices should Activity is assessing what
AFFECTIVE promote respect and community content gaps exist within student
(NURTURES building within the classroom and learning to be addressed, so all
CLASS AS A school. Callow and Orlando (2015) students can achieve success.
LEARNING list turn-taking skills and caring for Group discussion affirms
COMMUNITY) class property as examples of these, community identity.
which are relevant to the class
discussion that takes place.
HIGH High operative strategies like the Activity scaffolds relevant

OPERATIVE linking and scaffolded explicit information in tandem with
(SCAFFOLDS instruction implicit in the white board visual displays on board to
LEARNING) configuration, visual presentation and ensure student access to
student worksheet combination is successful extended responses.
seen to scaffold confidence and
independence in learning (Callow &
Orlando, 2015).
Data Analysis – Professional and Student Artefacts


Creation of a myth – Exam
conditions
Topic: Myths and
Legends /English
Student community of self- Task is premised on student reflection on unit of work, which
reflection requires them to critically and creatively reflect their
learning.
Community mapping There is no evidence of community mapping or reference to
broader community engagement.
Teacher feedback Teacher feedback in the form of annotations, directed at
spelling and grammar and with a final mark present. These
comments were not supplied at the request of the Head
Teacher, but can inferred based on rubric and extensive
comments section attached to assessment coversheet
Teacher inclusive While not evident in the student or professional source, it is
conversations inferred that this assessment in week 6 will inform teacher
inclusive conversations.
Student self-assessment Student self-assessment not targeted in this exercise, solely
focussed on teacher-based assessment.
Common themes identified - Creation from self-refection
- Teacher-focussed feedback

ACCOMMODATIONS AND
LITERATURE
HIGH Low-SES student alienation from Task focused on summative
COGNITIVE school manifests at the institutional assessment of learning, where
(DRIVES level, when current high stakes-based students demonstrate their
LEARNING agendas dictate assessment. The understanding of appropriate
CURRICULUM artefact tentatively teeters between content, form and language.
CONTENT) valuing the engagement of low SES Student direction allows
student’s cultural capital and demonstration with student
imagination, and excluding their expression.
appraisal of their learning and
knowledge (Sullivan, Johnson,
Owens & Conway, 2014)
HIGH Active and authentic student Task was completed in Week 6

AFFECTIVE participation in assessment is a key and allows for further guiding of
(NURTURES affective issue when considering a student learning as a community,
CLASS AS A healthy learning community. The but does not demonstrate this in
LEARNING response and reflection from students the task alone, aside from student
COMMUNITY) and teachers after this exam would expression during the student-
have either made this an authentic directed nature of the task.
high affective learning experience, or
one that further constructed content as
irrelevant (Callow & Orlando, 2015).
HIGH Scaffolding is not demonstrated

Callow and Orlando (2015)
OPERATIVE within the structure of the task
emphasise that for students to be
(SCAFFOLDS itself. However, the completion
engaged, they need to be self-
LEARNING) of the task, illustrated through

regulated learners that actively
varying performance, does
demonstrate understanding – which
demonstrate scaffolded learning
the responses in this assessment
regarding narrative structure and
demonstrate success to some degree,
myth/legend writing style has
but need to be further supported.
taken place.
References
Callow, J., & Orlando, J. (2015). Enabling exemplary teaching: a framework of student engagement for
students from low socio-economic backgrounds with implications for technology and literacy
practices. Pedagogies: An International Journal, 10(4), 349-371.
Karimshah, A., Wyder, M., Henman, P., Tay, D., Capelin, E., & Short, P. (2013). Overcoming adversity
among low SES students. Australian Universities Review, 55(2), pp. 5-15.
Sullivan, A. M., Johnson, B., Owens, L., & Conway, R. (2014). Punish them or engage them? Teachers’
views of unproductive student behaviours in the classroom. Australian Journal of Education,
39(6), 42-56.
Zammit, K.P. (2011). Connecting multiliteracies and engagement of students from low socio-economic
backgrounds: Using Bernstein’s pedagogic discourse as a bridge. Language and Education,
25(3), 202-220.
Zyngier, D. (2017). Left numb and unengaged. (Re)conceptualsing risk: What (seems to) work for at
-risk students. Social Sciences, 6(1), 1-17.

Group Contribution Name: Martin Ainscough
In the initial brainstorming stages my suggestions on classroom engagement were taken on

board by the group and eventually were incorporated into the group and individual topics.
Although, this was a collaborative effort I believe that my contribution was beneficial to the
group dynamic as a whole. Especially in relation to the classroom engagement of
differentiated learners from a language background other than English (LBOTE).
In the development and implementation of the intervention the group had a lot of
crossovers as we had similar KLA’s, and so we needed to compromise and be creative with
our choices. It seemed that classroom engagement would be ideal for the collective
experiences of LBOTE, Indigenous and low SES students that we had experience of.
Given the low SES nature of the school that I was doing my practicum at, the choice of
classroom observation seemed ideally situated for this occasion. The collection of the data
over three lessons involved one full class observation and two individual student
observations, that was discussed with the group beforehand.
The development of the research presentation was a collaborative effort, this was the
culmination of a group discussion conducted by zoom. Each team member was allocated a
role and a part to play in the research presentation after we collectively agreed to the
format. Unfortunately, a face to face meeting was not possible due to one member being in
New York over the holidays and it was suggested that the allocation of specific tasks to
members of the group would suffice. I was tasked with data analysis and created a number
of Google Slides which were combined with a voiceover of over four minutes that I recorded
separately. The data analysis was a synthesis of all our findings and conclusions and
attempted to draw information from each study and refer back to each and how they
related to one another.
Initially, we interacted face to face at University. However due to travel constraints and
unforeseen problems with transport, it was suggested that we zoom our meetings and
create a Whatsapp in order for us to communicate more effectively as a group. This worked
extremely well and actually made the process a lot easier. For my part I thought the
interactions with the other group members were very successful.
Group Member: Liam Culhane
5 4 3 2 1
Took leadership Y
role when
needed
Contributed Y
ideas and
knowledge
Polite and Y
respectful to all
members
Completed Y
individual tasks
Completed Y
tasks on time
Group Member: Jessica Gibson
5 4 3 2 1
Took leadership Y
role when
needed
Contributed Y
ideas and
knowledge
Polite and Y
respectful to all
members
Completed Y
individual tasks
Completed Y
tasks on time
5 4 3 2 1
Took leadership Y
role when
needed
Contributed Y
ideas and
knowledge
Polite and Y
respectful to all
members
Completed Y
individual tasks
Completed Y
tasks on time
5 4 3 2 1
Took leadership Y
role when
needed
Contributed Y
ideas and
knowledge
Polite and Y
respectful to all
members
Completed Y
individual tasks
Completed Y
tasks on time
Dear Potential Participant:
I am working on a project titled How does non-hegemonic identity experience relate to
student engagement? for the class, ‘Researching Teaching and Learning 2,’ at Western
Sydney University. As part of the project, I am collecting information to help inform the
design of a teacher research proposal.
Our project is specifically designed to highlight how literacy levels amongst language
background other than English students (LBOTE) experiences relate to student
engagement. We will be conducting a number of class-based observations on how
students engage and their responses to do with different types of texts, books, pictures,
drawings, audio, visual etc. For this project to be a success we will also be seeking
consent from students to examine and use their previous work which will not be
identified with them individually.
By signing this form, I acknowledge that:
· I have read the project information and have been given the opportunity to discuss the
information and my involvement in the project with the researcher/s.
· The procedures required for the project and the time involved have been explained to
me, and any questions I have about the project have been answered to my satisfaction.
· I consent to participating and submitting samples of my work, also to be observed
whilst engaging with different types of texts in the classroom.
· I understand that my involvement is confidential and that the information gained
during this data collection experience will only be reported within the confines of the
‘Researching Teaching and Learning 2’ unit, and that all personal details will be de-
identified from the data.
· I understand that I can withdraw from the project at any time, without affecting my
relationship with the researcher/s, now or in the future.
By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time
university student who is 17 years old.
Signed: __________________________________
Name: __________________________________
Date: __________________________________
By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17
years old, and provide my consent for the person’s participation.
Signed: __________________________________
Name: __________________________________
Date: _________________________________
Data Analysis - Codes + Themes + Major Findings:
Martin: Martin: based on the data from student/teacher/classroom observations:
· Teacher/student relationship is the key determinant in active engagement of

EALD students in the classroom.
· Individual needs of students should be catered for through differentiation of

learning through modification of pedagogical instruction and curriculum.
· Risk and reward scenarios should be in effect and thoroughly understood by

all students (including EALD students).
· Evaluation of EALD student’s abilities should be considered when designing

lesson plans and activities.
· Clear and concise instruction at the start and end of each lesson through the
implementation of learning intentions and success criteria is important for active
engagement of all students.
· Creating a safe and secure classroom environment were EALD students are
encouraged to participate and be actively engaged.
· Active engagement of EALD students benefits from acknowledgement of

student’s cultural capital and specific knowledge base.
· Positive teacher/student relationships build rapport, trust, accomplishments

and self-worth. This can easily be achieved through teacher showing respect and
interest for EALD students cultural diversity.
A place-based whole school approach of community outreach and engagement can

also benefit EALD students active engagement in the school and classroom.
Field Notes
HSIE Lesson 1
Observation of EALD students and learning support during a History lesson that
covered the evolution of the human species. Lesson was visually orientated and
differentiated for learning.
0 min Teacher explains lesson intention and success criteria for today’s lesson.
Students are to watch a video that goes through the different stages of the evolution of
the human species. A close passage is to be projected on the whiteboard for
differentiated learning and scaffolded instruction.
10 min Students given scaffolded worksheet on evolution of man, teacher gives
Instructions for task. EALD students appear to require more scaffolded instruction and
help from learning support staff.
20 min Teacher plays video which goes through the different stages of evolution,
cloze passage is projected on whiteboard for differentiated learners. All students
including EALD students seem to be fully engaged with the visual nature of the lesson
and the availability of learning support staff to help with instructions and differentiated
learning.
30 min Teacher pauses video at each stage and writes name of stage
(Neanderthal) and relevant information, alongside projected worksheet on whiteboard.
Learning support pay particular attention to EALD students, seemingly spending more
time with them than other students.
40 min Teacher constantly scaffolding the lesson for EALD students. Teacher often
pauses the video and spells out words and writes on whiteboard names of stages that
students have difficulty with.
50 min Learning support gives much needed assistance to individual students
(LBOTE), often sitting next to specific individuals who require more scaffolding and
instruction.
55 min Teacher wraps up lesson with exit strategy – what we have achieved. All
students were fully engaged during the lesson given the differentiated nature of the
task, the visual nature of the lesson and the availability of learning support throughout
the lesson.
60 min Students exit classroom.
Field Notes
English Lesson 2
Observation of EALD student and learning support during an English test that covered
comprehension and literacy.
0 min Teacher explains learning intentions and success criteria for todays English test.
Learning support allocated to an EALD student for duration of test.
10 min Learning support helps EALD student with comprehension passage.
20 min Student is having great difficulty reading the comprehension passage, trouble
with words, pronunciation, phonetics, meaning, definition.
30 min Student is taking much longer to read the comprehension passage than other
students in the class. Other students have finished the comprehension questions and
are moving on to the next parts of the test.
40 min Learning support is trying to explain the meaning of words to the EALD student
by acting out the meaning, like a mime. This appears to have some success as the
student soon grasps the concept or idea behind the word and can move on with the
comprehension passage.
50 min EALD student is still working on the comprehension passage questions and
appears to have extreme difficulty spelling words and applying what they have just read
(active memory) to the questions. Student in writing responses will spell a word
incorrectly until learning support points out the word in the passage above.
55 min Student needs constant support during lesson, often copies words one letter at
a time from the comprehension passage in their answers. Other students in the class
have finished or are finishing their tests, but EALD student with learning support could
only manage to finish the comprehension part of the test,
60 min Teacher collects the tests and is very pleased with the amount of the test
completed by the EALD student and thanks the learning support for their help.
Field Notes
English Lesson 3
Observation of EALD student and learning support during an English lesson that
covered ‘my diary’ and diary/journal entries.
0 min Teacher explains learning intentions and success criteria for today’s English
lesson on ‘my diary’. Learning support allocated to an EALD student for duration of
today’s lesson.
10 min Teacher explains to class why people keep diaries and journals and the positive
attributes of keeping a diary. Learning support explains this to the EALD student
reiterating what the teacher has just said. Learning support has to ask student to copy
down what the teacher has just written down on the whiteboard.
20 min Learning support checks students work, student appears to be able to copy
words down quite well. However, if asked to rephrase the sentence or write a new
sentence themselves they clearly struggle with the concept, structure and general
grammar of a sentence.
30 min Teacher asks class to write a diary/journal entry of what they did yesterday.
EALD student struggles with the application of this task. Learning support scaffolds the
task by asking the student pertinent questions and breaking the day into stages; you
woke up, had breakfast, went to school… Student is encouraged by learning support to
write the diary entry like a list, which seems to work.
40 min Teacher then asks students to write the answers to certain questions written on
the whiteboard regarding diary entries. EALD student struggles with the concept of
organising thoughts into words to be written as answers to the questions. Learning
support breaks down the question into parts and shows student how to rearrange the
words in the question to give their answer. This seems to work and the student creates
a coherent and grammatically correct sentence from this process.
50 min Teacher asks students their responses from the questions written previously on
the whiteboard. Learning support encourages the EALD student to read the teacher and
class the answer that they have arrived at. Student reads the answer to the question,
receives positive reinforcement from the teacher, respect from the class, and feels a
new sense of self-worth and engagement with the class and the process of learning.
60 min At the end of the lesson student seems more engaged when handing in the
diary/journal booklet to the teacher and receives more positive reinforcement for what
they achieved in the lesson.
Group Contribution Name: Callum Lofts
Through collaborative discussions, zoom meetings and suggestions we came to a consensus

that we wanted to uncover how dominant identities impacted on student learning,
particularly because we all came from western backgrounds. I nominated myself to do
Aboriginal pedagogies and how this identity impacts on their learning. Through discussion
we nominated tasks and data collection protocols. I ended up doing teacher observations/
After collecting the data from my placement we came together and brainstormed how we
would create an intervention from our findings. I pointed out that a lot of our data spoke to
community consultation and respect the cultural identities of our students. Group members
concurred and so we decided to develop a school wide strategy. I syntheised our literature
reviews to help come to what we found and therefore how we would develop our strategies.
We then decided together on a school wide approach incorporating all our data collection
methods.
I did teacher observations over three key lesson events. My mentor teacher recorded the
data on the data collection protocol provided which included field notes and questions
reflecting engagement. From there I was able to make nodes and themes from the
qualitative data and colluded the use of aboriginal pedagogies with elements of narrative
and deconstruct reconstruct related well for students even outside of Aboriginal culture
however, still had a non-dominant identity.
I synthesized the data from our literature reviews and develops the slides and voice
recordings of our collective research. I also consulted and met my teams via Zoom.
We consulted on Whatsapp, Zoom, in person meetings and via emails regularly in order to
complete our assignment. Honestly, because of my group members, it was the easiest
assignment I’ve ever done as we worked well together and communicated clearly.
Group Member: ______Martin Ainscough__________________________________________
5 4 3 2 1
Took leadership
X
role when
needed
X
Contributed
ideas and
knowledge
X
Polite and
respectful to all
members
X
Completed
individual tasks
X
Completed
tasks on time
Group Member: _______Jessica Gibson_________________________________________
5 4 3 2 1
X
Took leadership
role when
needed
X
Contributed
ideas and
knowledge
X
Polite and
respectful to all
members
X
Completed
individual tasks
X
Completed
tasks on time
Group Member: _____________Liam Culhane___________________________________
5 4 3 2 1
X
Took leadership
role when
needed
X
Contributed
ideas and
knowledge
X
Polite and
respectful to all
members
X
Completed
individual tasks
X
Completed
tasks on time
Callum:
Student profiles:
 Student 1 identified as Afghani and is a refugee student at the school. They are an
EAL/D student and is positioned at the top end of the class in regards to student
achievement. No Naplan results due to being a new arrival.
 Student 2 identifies as Burmese is an EAL/D student and is positioned in the middle of
the class. NAPLAN scores for reading and writing were 7 and 6 respectively.
 Student 3 is Australian and home language is English. Student 3 requires significant
adjustments due to cognitive and socio-emotional impairments. A learning support
teacher comes into class to support their learning.
Findings:
 Narrative: Across the three lessons using story sharing as a way to engage students
proved effective. It was most effective at the start of a lesson whilst introducing a topic.
The most significant finding was that by allowing students to share their own stories in
relation to the class topic, students were able to make personal connections to the
subject matter increasing the relevancy of their learning. However, in order to achieve
this, a safe classroom environment had to be established. This was developed through
high expectation student-teacher relationships. Observing this, the most significant
engagement was achieved in the third and final lesson. Both student 2 and 3 engaged in
the story sharing component however, student 1 remained reserved.
 Deconstruct/Reconstruct: The use of deconstruct/reconstruct developed step by step
scaffolds for class activities and clear, explicit instructions and expectations. The detailed
breakdowns of whole activities rose engagement of the class significantly as it was
observed that students understood clearly the success criteria and learning intentions of
the teacher. The deconstruct/reconstruct model seemed to benefit EAL/D learners in the
classroom as it created clear explicit instructions for tasks. Coupled with story sharing,
the scaffolded content became relatable and therefore, for all three students more
interesting.
 1. How many students asked the teacher questions unprompted on the subject matter?
Initially, students either seemed disengaged or did not answer when the teacher
prompted for understanding. By lesson three students 2 and 3 contributed stories related
to the content matter or clarified teacher expectations when instructed to go on to class
activities.
 2. How many students and to what degree did students contribute to group tasks and
activities?
All three students at first did not contribute to group tasks or activities. It was observed
that student 2 began working on his own, however, was not engaged in class
discussions. As the three lessons progressed students were observed working to
complete most groups tasks. Through the combination of story sharing to create
relatable content and the use of deconstruct/reconstruct students began to hit the
success criteria for lessons.
 3. How many students were helping their peers or discussing the subject with each
other?
In most cases all three students engaged in peer learning when instructed to complete
group tasks after the deconstruct/reconstruct phases. Not all students in the class
engaged in discussing the subject matter. Perhaps more structured content for EAL/D
students is needed.
 4. What was the regularity that the teacher addressed off task, anti social and disruptive
behaviours?
For the three participants the regularity of of task and anti social behaviour was reduced.
For example, student 2 often got up out of his seat and moved around the room.
However, when expectations were stated and repeated as well as more structured
lesson implementation re story sharing and deconstruct/reconstruct model the student
began asking if they could move. For student 1 it was observed the passive
disengagement was reduced and student 3 began to complete more class work
however, not all.
 5. What was the regularity and in what proportion were students passively disengaged
e.g. on phones?
At the beginning of the three lessons many students were on their phones either very
obviously, or by hiding phones under their desks. Over the course of the three lessons,
phones were less visible however, some students still engaged in passive
disengagement. To counteract this restatement of explicit expectations and escalation
procedures proved most effective.
Conclusion:
 Using story sharing and deconstruct/reconstruct model is good practice and overlaps
with many other teaching strategies and frameworks such as the Quality Teaching
Model.
 Students are more likely to engage in content if it becomes personally relevant to them
and their lives. Story sharing became a useful way for students to make personal
connections to the content and a great strategy for the teacher to get to know students,
which in turn create high expectation relationships.
 Using the deconstruct/reconstruct strategy benefitted the EAL/D students in the
classroom as it created explicit instructions and clear expectations regarding success
criteria. The more students understood how to do a task through teacher modelling the
easier behaviour management became.
 The use of story sharing and deconstruct/reconstruct strategies supported other
elements of best practice. For example student-teacher relationships improved, this
developing rapport helped behaviour management in the class. High expectations were
also established as students began to understand what was expected of them. More
understanding of students' lives and their concerns developed adaptive, relevant content
in the classroom context.g.
 Using elements of 8 Ways can engage students of diverse backgrounds as it overlaps
with best practice strategies for teachers. Implementing this research with ATSI students
would further benefit understanding.
Field Notes
Date 23/09/2019 Time 12:30pm Class 9EN3 Students: 1,2,3,Teacher/Subject English
9:00 -Teacher instructs class to come in, take hats off, bags on floor, phones away
-Teacher informs class of today’s learning intention: to read novel and pick relevant
themes
-Late comers come to class (3)
9:10 -Teacher asks class to make personal connections with the protagonist
-Students reflect
-Some students on phone
9:20 -Teacher shares personal story on the question asked. Talking about when there was a
time he did something wrong and was afraid of the consequences, similar to the
protagonist
-Some students talking, teacher quiets them
- Teacher asks the class to share some stories that the character of the novel reminds
them of/moments of their life they felt challenged
9:30 -Some students share stories (Student 2)

-Observe maybe there is some reluctance dues to the personal nature of sharing stories
-Teacher reminds class to be respectful and listen to others
9:40 -Teacher asks students to keep in mind the thoughts and feelings of the protagonist as
they read through the novel with the audiobook
-Reading
-Silence
9:50 -Reading, students quiet while reading

-Teacher pauses recording and writes up and quote from the chapter
-Teacher informs students that they are going to analyse the quote together
-Teacher models deconstruct/reconstruct approach
10:00 -Class deconstructs the quote together

-Most students (including 1.2.3) are writing down answers
-Bell rings, teacher did not complete deconstruct approach
Please Answer:
 How many students asked the teacher questions unprompted on the subject matter?
Students initially seem timid when prompted with questions. Student 1 did not answer
any teacher questions. Student 2 responded well to story sharing component and shared
their own. Student 2 was observed doing work during deconstruct/reconstruct segment.
 How many students and to what degree did students contribute to group tasks and
activities?
Some students contributed but many did not indicate engagement. Story sharing
segment saw more student engagement. Student 2 was happy to share their story.
Some students who are usually disruptive seemed to engage positively with story
sharing and were more engaged then usual.
 How many students were helping their peers or discussing the subject with each other?
Story sharing segment saw the most discussion of the subject matter. Many but not all
students seemed to enjoy talking about their personal lives and even if they didn’t know
it making personal connections to the text. Deconstruct reconstruct saw more students
engage in bookwork than usual perhaps because instructions were more explicit.
 What was the regularity that the teacher addressed off task, anti social and disruptive
behaviours?
Moderate engagement with off task behaviour, as students were on phones/ talking out
of turn and late to class. Students listened to the personal story the teacher shared and
therefore, off task behaviours were lessened. About 40% of the lesson the teacher
addressed off-task/disruptive behaviours.
 What was the regularity and in what proportion were students passively disengaged e.g.
on phones?
Passive disengagement was higher than off task behaviours. Some students had
headphones in and a smaller percentage did not complete class tasks. Student 1
seemed to engage in some passive disengagement and not contribute to class
discussions however, it was observed they completed all class tasks. Students 2 and 3
were observed to be mostly engaged completing classwork.
Date 25/09/2019 Time 10:00am Class 9EN3 Students: 1,2,3,Teacher/Subject English
9:00 -Teacher welcomes students to class and instructs students to ready themselves to learn
-Students late (4)
-Teacher shares a story to class about an experience and how it affected him
-Teacher then links his story to the novels themes of change and maturity and asks
students if there has been a time in their life that they feel comfortable talking about that
links to the novel’s themes
9:10 -Class discussion ensues

-Many students are feeding off each others’ responses and it has become a full fledged
discussion of the novel’s themes
-Teacher links back personal stories with questions about how the novel’s protagonist is
being affected by changed and maturity
9:20 -Students 2 and 3 have both contributed stories

-Student 3 is still reserved
-Teacher instructs students to get their books out and read along with the audiobook
-Audiobook plays, students read
-Teacher asks students to put phones away (3)
9:30 -Students continue to read

-Silence
-Some students talking
-Teacher warns student to stop talking or they will be moved
9:40 -Teacher pauses recording

-Teacher then informs students that they will now construct a PEEL paragraph around a
particular quote chosen from this segment and students need to identify lit techniques
-Teacher models on board using deconstruct/reconstruct technique
9:50 -Teacher writes down PEEL paragraph on board and students write in their books
-Most students are working, some students on phone or passively disengaged
_Student 1,2,3 are working on the task
-Teacher walks around the room to check progress student 1 and 2 have completed the
tasks.
-Student 3 is being assisted by the teacher
10:00 -Students are getting noisy

-Teacher instructs students to be quiet
-Bell Rings
-Students leave
Please Answer:
Especially during the story-sharing segment students began to contribute more and
more to the class topics. They weren’t necessarily questions but they were statements and
insights that were meaningful and helpful and contributed to the classes’ collective
understanding of the novel and its themes. This was edifying to see. Students who commonly
engaged in disruptive behaviour began contributing meaningfully to the class. Student 2 and 3
seemed to particularly enjoy this segment.
activities?
Students shared their stories and experiences in connection to the text. This rose
engagement and other students who perhaps could have been disengaged seemed to
listen as their peers shared their stories. Linking it to the themes of the novel help
student understanding which seemed to improve behaviour management.
Many peers encouraged each other to discuss the subject matter. Change and maturity seemed
to be a big concern for adolescents and many of them identified similar struggles to the
protagonists’. A safe and supportive learning environment seemed to emerge as peers were
listening and respecting each other’s perspectives. There may not have been explicit
encouragement but their most definitely seemed to be implicit encouragement as students
shared stories.
behaviours?
Lateness is still a problem and it can disrupt the lesson. For the most part it seems to be the
same core students. Some students were still on phones. A phone warning system has been put
in place. There was significantly less off task and anti social behaviour in class this lesson.
Starting the story at the beginning of the lesson proved effective. Further, using
deconstruct/reconstruct collectively as class writing how to create a PEEL paragraph on the
board saw more students engage in bookwork.
on phones?
Passive disengagement was again a lot less. Student 1 seemed again to be reserved however,
that does not they aren't engaged. They have completed all class work to date. Students who
usually are passively disengaged or quiet completed bookwork during the
deconstruct/reconstruct sequence. A combination of story sharing that leads into the deconstruct
reconstruct sequence engages both students 1, 2 and three 80% of the time. Whole class
engagement has increased as well.
Date 27/09/2019 Time 2:00pm Class 9EN3 Students: 1,2,3,Teacher/Subject English
9:00 -Teacher welcomes students to class

-Teacher informs students that they will continue reading the novel today examining the
relationships in the novel
-Teacher shares stories about the importance of relationships
-Students listen
9:10 -Teacher asks students to reflect on important relationships in their lives and why they are
important
- Student comes in late and is told to sit quietly
- Student 3 begins talking about how relationships are important and is using and
extending the example of the teachers’ story
- Students begin discussing relationships and the importance of having quality
relationships
-Some students confide what they want out of relationships (romantic/non-romantic
9:20 -Student 2 tells story about parent telling why that was an important moment in that
relationship
-Teacher informs students to get books out and read along with the audiobook
9:30 -Audiobook plays

-Students read
-Silence
9:40 -Students read

-Silence
-Teacher pauses audio recording asks students what passage in the book ---Read in class
suns up the novel’s idea about relationships
-Students debate
-Teacher chooses a quote and begins deconstruct/reconstruct sequence
9:50 -Students write as teacher states explicit instructs orally and writes on board
- Majority of students writing.
-Students 1.2 and three and completing their bookwork
-Teacher confirms this
10:00 -Teacher concludes lesson that from the passage you know this relationship is important
to the protagonist because of the use of truncated sentence in the dialogue
-Bell rings
Please Answer:
Students seemed to begin class discussions unprompted after the teacher shared their
story. Because of the story the discussion was mostly on topic and insightful. It seems
since the teacher has opened up students were also willing to open up. There was
eagerness in the room to enage with the novels materials.
activities?
Students asked questions for clarification, were silent when doing book work and for the most
part willing to contribute to class discussions. It seems making personal connections to the text
were effective in engaging students. The deconstruct/reconstruct response saw students able to
complete work as tasks were broken down step by step.
During story sharing or after the fact students contributed their own insights and conveyed their
own values about relationships. The teacher guided discussion back to the novel allowing
students to create links between ideas they were discussing and ideas in the novel. It seemed
to deepen understanding form some students particularly 2 and 3.
behaviours?
Off task and anit social behaviour was minimal. A routine has been established with both story
sharing and deconstruct/reconstruct that students have come to expect. Student 2 for example
doesn’t’ get out of their chair anymore.
on phones?
Passive disengagement was present but again minimal. Through assessment student 1 is
engaged however introverted and shy around class discussions. Student 2 and 3 are more
eager around class discussions however need some assistance with bookwork. Some students
were still on phones and one student in particular withdrew when questioned about work
however, on the whole all students completed their class tasks to a better degree and quality
then was anticipated.
Group Contribution Name: Jessica Gibson (18504561)
Identifying group and individual topics?

Initially we started with our research question and broke it down by allowing each group
member to pick their individual topic for assignment 1. For this assessment, we used the
results of the literature review and data analysis to identify common findings: student-
teacher relationships, community links and accommodation for student learning needs.
Based on these we broke down the presentation into the relevant action research proposal
sections and divided them up accordingly, with an emphasis on these findings. We used
Google Docs to put our information on so everyone could see our individual work.
Developing and implementing the intervention?

I was involved in an online Zoom meeting that we conducted where we shared the results of
our individual literature reviews and data analysis. Once we all shared, we each identified
the key thing that needs to be targeted in the intervention based on our findings, such as
student-teacher relationships and learning content. Once we discussed the elements of our
intervention, I helped put together a Gantt chart to demonstrate the timeline for our
project.
Collecting and analyzing preliminary data?

I collected data from the surveys that I conducted on the opinions of teachers and student
learning support officers. I then coded the results for to identify consistent categories and
themes that appeared from the results, to determine key themes for the overall survey
results. For the Likert-scale items of the survey, I reported on the mean score and identified
the results which had the highest percentages. For demographic questions, I wrote I
evaluated them for any differences in results and wrote a few sentences on what the results
demonstrate.
Developing the research presentation?

I assisted in creating, sharing and putting together a Google Slide for our group to work out
of. Using this we each put in information that related to our individual aspects of the
presentation that we were working on and downloaded the slides in a PowerPoint to use in
our final video.

We met up in person a few times, as well as having regular Zoom meetings where we
discussed the plan and information for our video. We also used email and WhatsApp to
communicate about the assignment and send across our data that we collected via our
individual research protocols. Finally, Google Docs was also used over the course of the
assignment to show the work we had completed, in order for each member to read it
provide any relevant feedback or ideas for modification, and to achieve an overall
transparent process.
Group Member: Liam Culhane
5 4 3 2 1
Took leadership
role when
needed
Contributed
ideas and
knowledge
Polite and
respectful to all
members
Completed
individual tasks
Completed
tasks on time

5 4 3 2 1
Took leadership
role when
needed
Contributed
ideas and
knowledge
Polite and
respectful to all
members
Completed
individual tasks
Completed
tasks on time
5 4 3 2 1
Took leadership
role when
needed
Contributed
ideas and
knowledge
Polite and
respectful to all
members
Completed
individual tasks
Completed
tasks on time
Consent form (survey) – Jessica Gibson

Data Analysis – Jessica Gibson 18504561
Question 1. 1. 25% - Pre-service Demographic Even split amongst pre-

Which of the teacher service, graduate and
following best 2. 25% - graduate proficient teachers with
describes your teacher only 2 SLSO’s returning
current status of 3. 25% Proficient the survey
employment? teacher
4. 16.7 % - SLSO
5. 8.3% Highly
accomplished
teacher
6. 0 – Lead teacher
Question 2. 1. 75% - Demographic Most of the respondents
What type of Behavioural worked with students
students with disability with behavioural,
additional needs 2. 66.7% - psychiatric, learning
do you work psychiatric disabilities regularly, with
with regularly? disability half working with

3. 66.7% Learning students with intellectual
disability disabilities. Some of the
4. 50% - Intellectual respondents worked with
disability gifted and talented,
5. 33.3% - gifted and students and students
talented students with sensory disabilities,
6. 25% - Sensory while only 1 worked with
disability either physical disabled
7. 8.3% - Physical students or EAL/D
disability students.
8. 8.3% - EAL/D
students
Question 3. To 1. 91.7% strongly Median = Strongly Strongly agree – 1
what extent do agree agree Agree – 2
you agree or 2. 8.3 % agree Neither 3 –
disagree that it Mean = 1.08 Disagree – 4
is important to Rest is 0 Strongly disagree - 5
consider the
individual needs
of students?
Question 4. In 1. 75% Yes Median = Yes Yes – 1
planning for, or 2. 25% Sometimes Sometimes – 2
working with Mean = 1.25 Uncertain – 3
students with Rest is 0 No – 4
additional Not applicable - 5
needs, have you
been
deliberately
considering the
individual needs
of these
students?
Question 5. Do 1. 66.7% is yes Median = Yes Yes – 1
you provide 2. 33.3% is Sometimes – 2
differentiated Sometimes Mean = 1.33 Uncertain – 3
instruction for No – 4
students with Rest is 0 Not applicable - 5
additional
needs?
Question 6. Codes: Association: Theme:
What kinds of  Visual stimulus/  Altering  Differentiation
accommodations instructions instruction  Accommodating for
have you made  Audio instructions  Altering work student learning
for students  Scaffolds  Type of needs
with additional
needs  Graphic activities  Accommodating for

organisers  Considering student interests
 Computers student
 Larger font interests/
 Differentiated learning needs
tasks
 Simplified text
 Modifying tasks
 Close passages
 Seating
 Routine
 Rewards for
positive
reinforcement
 Students interests
 Slower speed
 Collaboration/
group work
 Extension
activities
 Breaks in the
lesson
Question 7. In 1. 58.3% is Median = Sometimes Always – 1
you experience, sometimes Usually = 2
how often are 2. 33.3% is usually Mean = 2.75 Sometimes – 3
students with 3. 8.3% is rarely Rarely – 4
additional needs Never - 5
engaged in Rest is 0 (Always and
class? never)
Question 8. In 1. 54.5% student- Demographic Over half of the
your opinion, teacher respondents think the
what has the relationships biggest impact is student-
biggest impact 2. 27.3% the type of teacher relationships. 3
on the work believed the type of work
engagement of 3. 18.2% Internal had the biggest impact on
students with influences engagement and 2
additional needs 4. 0% peers selected internal
in the influences. None of the
classroom? respondents believed that
peers had the biggest
impact.
Question 9. Codes: Theme:
Based on your Internal influences  Student emotions
previous answer,  Emotions and effect engagement
why do you feelings dictate  Positive student-
think this has interactions/ teacher

the biggest engagement relationships help
impact on the Student-teacher students feel
engagement of relationship supported
students with  More willing to  Lack of engagement
additional engage due to due to challenging
needs? positive work
relationship
 Improve moods
and attitudes
 Feel considered
 Likely to listen
 Respect
 Feel supported
 Feel they belong
 Act out when
negative
The type of work
 Work is too
challenging/
difficult
 Not interesting
 Simplified work
 Adjusting work to
their needs
Question 10. In 1. 41.7% neutral Median = Neutral Very positive – 1
your experience, 2. 33.3% negative Positive – 2
what are the 3. 25% positive Mean = 3.08 Neutral – 3
attitudes of 4. 0% for very Negative – 4
peers towards negative and very Very negative - 5
students with positive
additional
needs?
Question 11. To 1. 66.7% Agree Median = Agree Strongly agree – 1
what extent do 2. 33.3% Strongly Agree – 2
you agree or agree Mean = 1.67 Neither 3 –
disagree that Disagree – 4
peer attitudes Rest is 0 Strongly disagree - 5
and social
interactions
affect the
engagement of
students with
additional
needs?
Question 12. In Codes: Association: Theme:

your opinion,  All yes  Positive  Enabling students to
does developing  Respect formed relationship feel supported and
a positive  Students feel  Students sense respected through
relationship valued of belonging or positive student-
with students  Students willing value teacher
with additional to engage  Student support relationships
needs have an  Increased  Developing
impact on participation trust
student  Care on personal
engagement? level
Why or why not?  Develop trust
 Rapport
 Take teachers
seriously
 Students feel
more confident
 Asking questions
 Seeking support
What do you  Tailor to student  Altering the  Differentiating to
think you interests work address student
personally could  Tailor to student  Motivating individual needs
do to improve needs students and interests
the engagement  Collaborative  Building  Developing positive
of students with activities rapport student-teacher
additional needs  Build positive  Supporting relationships
in the connections students
classroom?  Create supportive  Altering
environment/ activities
relationships
 Differentiation
 Extension tasks
 Educating about
diversity and
difference
 Team building
activities
 Encourage
engagement
 Adjusting
material
 One on one time
 Personal interests
 Visuals
 Bigger font
 Fun/ creative
activities
What do you  Extra support  Staffing  Providing more
think your  Professional  Additional support for students
school could do learning support  Creating an
to improve the  Inclusive  Professional inclusive
engagement of environment development environment
students with  Workshops  Engaging  Engaging in
additional needs  More SLSOs parents professional
in the  More staff  Engaging with development
classroom?  One on one work students
 Staff training individually
 Frequent check in
 Parents and
students
Overall the main themes that arose concluded:

- Providing additional support through SLSOs would be most beneficial to engage students
with additional needs in the classroom.
- Teachers need to focus on developing positive student-teacher relationships with
students, as these were found to be the most important factors effecting student’s
engagement in the classroom.
- Accommodating for student learning needs and interests can improve student engagement
so that students learning the content in a way that is tailored and accessible to them
individually.
Survey results – Jessica Gibson 18504561

6. What kinds of accommodations have you made for

students with additional needs?
12 responses
Providing visual stimulus and aids where possible, using

collaborative activities and scaffolding the work. Also, I find
graphic organisers to be beneficial as well.
Use of computer (typing and speech to text)
Dyslexic, or students suffering from some form of reading
impediment, either present the reading in larger font. Use of visual
to illustrate main point, etc.
visual and audio instructions
Varied instructions, differentiated tasks to suit level of
understanding
Larger writing, simplified text, adding pictures, coloured paper.
Provisions, modifying assessment
Ongoing modification of lessons.
Scaffolds for assessments. Cloze passage style worksheets in lieu
of taking large chunks of notes. Special arrangements for seating
and how the whiteboard is used. Visual reminders and cues,
routine, positive reward for behaviour
Increased student engagement (discuss personal life, strategy for
various life situations), slower learning within a period, additional
learning materials, introduction of various learning strategies to
meet student's skills (visual learning, tactile learning etc.)
Scaffolding the work to break it down for them, using graphic
organisers and activities that require collaboration and group work
For gifted and talented students, I like to provide extension
activities. For students with disabilities, visuals are always good
to use to present content or materials. Also having some breaks in
class helps them to break up the lesson and helps with their
engagement in class.
9. Based on your previous answer, why do you think this

has the biggest impact on the engagement of students
with additional needs?
10 responses
Because in my experience, student emotion and feelings seem to

dictate how they interact and engage in the classroom. Not just
with the work but with the teacher and other students.
In my experience, usually students will be more willing to engage
for teachers who have developed a good relationship with them.
Either the work is too challenging for them, or the work itself does
not interest them.
By having a good teacher-student relationship, it may improves
students moods or attitudes, which result in better learning
When the student feels like they are being considered, they seem
more engaged
If the teacher student relationship is poor, very little is achieved
for the student. Students also are influenced by other students.
They work better when work is simplified. If the task is difficult,
they become disengaged.

Adjusting work to suit their needs
Because when students have a good relationship with the teacher
stye are more likely to listen to them and respect them, which
effects the effort they put in class.
Positive student-teacher relationships help students to feel
supported and like they belong within the school and the
classroom. however, when this is negative then students can act
out and not participate with the class work.
12. In your opinion, does developing a positive

relationship with students with additional needs have an
impact on student engagement? Why or why not?
12 responses
Yes
Yes because when there is a positive relationship between
teachers and students, then respect starts to form and the
students feel that they are valued within the classroom.
Yes, in my experience, usually students will be more willing to
engage for teachers who have developed a good relationship with
them.
Yes, it shows them that you care on a personal level.
Yes because they would want to be there and not feel like an
outcast
Definitely, if they feel acknowledged then they will often show
increased levels of participation
Yes. They develop some trust in the teacher and are more willing
to engage.
Ongoing modification of lessons.
Yes it does. Most respond well to teachers they have a good
rapport with.
Yes, creating a positive relationship and relating to the
experiences of students encourages students to engage in the
lesson. Students are more likely to take you seriously and identify
the purpose of the lesson.
Yes because positive relationship lead to developing respect for
one another which leads to greater effort and participation in
class. Also it helps standouts feel more confident in seeking
support and asking questions.
Yes the more positive the relationship, the more likely the student
is to engage in the class.
13. What do you think you personally could do to improve

the engagement of students with additional needs in the
classroom?
12 responses
Tailor the learning activities to the particular interests of the

students and utilise collaborate activities where students are able
to engage with students and the teacher, building positive
connections within the classroom and facilitating a supportive
environment.
Differentiate and build a supportive relationship with them.
Provide extension tasks that target their interests specifically.
Educating students on diversity and differences along with team
building activities
Know my students and try to structure work so that it is appealing
to them (if possible)
Seek their interests, understand their needs and incorporate them
into the work provided.
Modifying their work, provide one on one assistance,
communication with parents.
Build positive relationship to encourage engagement.
Further effort in adjusting material
Better identify moments to bring the attention of the student back
to their task.
Make sure to take some time in the lesson to see how they are
individually progressing and make sure to take their personal
interests into account.
Use visuals more often, bigger font, and use fun/ creative
activities that draw on student interests.
14. What do you think your school could do to improve

the engagement of students with additional needs in the
classroom?
12 responses
Have extra support available for these students and conduct

positive team building workshops where students get to engage
with their peers to develop positive relationships.
PL about building teacher-student relationships.
Promote a engaging school environment that encourages learning
on all levels.
Inclusive
Workshops to introduce/ suggest different classroom practices
that teachers can incorporate in their teaching.
More funding for more LaST and SLSO support to better cater to all
the various needs that exist.
More staff to work with students- one on one.
Extra teacher support in most KLAs
Additional LaST/SLSO support
More support staff and training.
SLSO's and professional development to gain ideas and strategies
to help students.
More SLSOs available would be good to help students with the
work. Also, frequently checkin in with the student to see how they
are progressing, as well as checking in with the parents as well to
address any of their concerns or ideas they may have to assist the
student.

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Reasearch Teaching and Learning 2 Assessment Three

Liam Culhane 18361777

Group Contribution Name: LIAM CULHANE 18361777

Explain your contribution to the group:

How did you contribute to:

 Identifying group and individual topics?

 Developing and implementing the intervention?

 Collecting and analyzing preliminary data?

 Developing the research presentation?

How did you interact with the other group members?

Group Member: Martin Ainscough

5 – Excellent, 4 – Good, 3 – Fair, 2 – Poor, 1 – No Contribution

Group Member: Jessica Gibson

5 – Excellent, 4 – Good, 3 – Fair, 2 – Poor, 1 – No Contribution

5 – Excellent, 4 – Good, 3 – Fair, 2 – Poor, 1 – No Contribution

Artefact: Evidence of Fair Go Pedagogy Processes

 Kinaesthetic and visual activities

FAIR GO PEDAGOGY ENGAGEMENT MARKERS

which traditionally alienates low-SES

Artefact: Evidence of Fair Go Pedagogy Processes

FAIR GO PEDAGOGY ENGAGEMENT MARKERS

HIGH High operative strategies like the Activity scaffolds relevant

Data Analysis – Professional and Student Artefacts

Artefact: Evidence of Fair Go Pedagogy Processes

FAIR GO PEDAGOGY ENGAGEMENT MARKERS

HIGH Active and authentic student Task was completed in Week 6

HIGH Scaffolding is not demonstrated

LEARNING) of the task, illustrated through

practices. Pedagogies: An International Journal, 10(4), 349-371.

views of unproductive student behaviours in the classroom. Australian Journal of Education,

backgrounds: Using Bernstein’s pedagogic discourse as a bridge. Language and Education,

-risk students. Social Sciences, 6(1), 1-17.

Group Contribution Name: Martin Ainscough

Explain your contribution to the group:

How did you contribute to:

 Identifying group and individual topics?

In the initial brainstorming stages my suggestions on classroom engagement were taken on

 Developing and implementing the intervention?

 Collecting and analyzing preliminary data?

 Developing the research presentation?

How did you interact with the other group members?

Group Member: Liam Culhane

5 – Excellent, 4 – Good, 3 – Fair, 2 – Poor, 1 – No Contribution

Group Member: Jessica Gibson

5 – Excellent, 4 – Good, 3 – Fair, 2 – Poor, 1 – No Contribution

Group Member: Callum Lofts

5 – Excellent, 4 – Good, 3 – Fair, 2 – Poor, 1 – No Contribution

Group Member: Martin Ainscough

5 – Excellent, 4 – Good, 3 – Fair, 2 – Poor, 1 – No Contribution

Dear Potential Participant:

I am working on a project titled How does non-hegemonic identity experience relate to

design of a teacher research proposal.

background other than English students (LBOTE) experiences relate to student

engagement. We will be conducting a number of class-based observations on how

identified with them individually.

By signing this form, I acknowledge that:

information and my involvement in the project with the researcher/s.

· I consent to participating and submitting samples of my work, also to be observed

whilst engaging with different types of texts in the classroom.

· I understand that my involvement is confidential and that the information gained

identified from the data.

relationship with the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time

Group Member: Martin Ainscough____________________________________

Group Member: _Jessica Gibson___________________________________