17701352-Assignment 2 RTL2

How do pedagogical strategies cater for differentiation to increase high school student

engagement and academic achievement?

Part A: Literature Review

For students to meet their academic potential, there needs to be a positive influence from

the teacher to guide them to it. For teachers it is imperative to provide a variety of

pedagogical teaching strategies to help students meet this potential. Standard 1 of the

Australian Professional Standards for Teachers (APST) ‘Know students and how they learn’

(AITSL, 2014) specifically requires teachers to develop pedagogies that cater for

differentiation and improving engagement and academic achievement. Mills et al. (2009)

recognises that an educational system (including pedagogy) that by combining high quality

with high equity the needs of the student can be met and improve not just academically but

also improve student engagement. Duchesne, McMaugh, Bochner & Krause (2013)

identified engagement as one of the cornerstones to helping students maximise their

learning experience. Maintaining student engagement is crucial but also very hard (Katz,

2013) however, differentiating activities can cater for high achieving students, learning

difficulties and the students that fall in between (Young and Balli, 2014 and Moss, 2013).

The purpose of this review is to identify and assess how differentiating pedagogical

strategies can help student engagement and increase academic achievement. As this topic

can provide a wide variety of strategies, this report will be limited to collaborative learning,

the use of Information Communication Technology (ICT) and Inquiry-based learning. The

examples used in this review will be science specific however, the strategies express can be

applied universally in a school setting.

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Collaborative Learning

For many new teachers it is easy to teach in a traditional lecture style as it can be the most

comfortable method to lean on. This style will minimise student interaction and can lead to

a lack of engagement. Collaborative learning however, is a student focused pedagogical

strategy that encourages students working with each other to gain understanding and

knowledge (Sun, Liu, Luo, Wu & Shi, 2017). This approach can also strongly influence and

improve a students’ social capabilities (Rafferty, 2012) which is considered to be important

as it is apart of standard 1.1 in the APST (AITSL, 2014).

The impact collaborative learning has on a students academic achievement can be directly

linked to their social capabilities. A study that compare collaborative learning to individual

learning found that there is a place for both styles however academically collaborative

learning is best suited for school students (Sultan, Kanwal & Khurram, 2011). According to

Sultan, Kanwal & Khurram (2011) “collaborative learning fosters the development of

academic confidence, creativity and emotional intelligence through exchange of views,

elucidation of thoughts and analysis of views of others”. This statement demonstrates that

there is a link between collaborative learning, social capabilities and academic achievement.

This is supported by Brooks (2010), as collaborate learning can engage students and

improve their attitudes towards learning. Furthermore, the evidence above demonstrates

that a collaborative learning strategy has the potential to positively impact academic

achievement.
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This links to differentiation as it provides students with an alternative avenue for learning,

one which can allow them to gain the assistance of other students to improve their learning.

The purpose of collaborative learning is to both challenge and assist students. By doing this,

students are capable of increased performance and attitude (Ergyn, Kanli & Unsal, 2008). In

a Science classroom, collaborative learning can come in a variety of forms; practical and

theory. One example of collaborative learning that is highly common in Science is practical

group work. Evidence suggest that people tend to learn and retain information better when

participating in practical (hands-on) (Li, 2010) or visual learning (Nielsen, Sommer, Larsen &

Bjork, 2013 and Ryoo, 2009). Using practical experiments is a great way to allow students to

interact by working together to build and perform learning. Other examples can include,

think, pair, share activities, groups assessments (such as presentations) and puzzle piece

activities (students must share information to collectively learn content). Moreover, the

implication of collaborative learning have many benefits to increasing engagement and

academic achievement.

Using Information Communication Technology (ICT) for Learning

In the current teaching landscape, there is an emphasis on including ICT in the classroom

environment. The use of ICT can come in a variety of forms; computers, laptops and mobile

phones. It is how these devices are effectively used is what determines the impact it has on

a students engagement and academic achievement. Verhoeven, Heerwegh & De Wit (2016)

identifies a relationship between the use of ICT and an improved learning experience. By

identifying a relationship between these two it can be said that student engagement can

improve when the appropriate use of ICT is involved. This statement can be support by
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Duchesne, McMaugh, Bochner & Krause (2013) and Willis, Lynch, Fradale & Yeigh (2018) as

they recognise the correlation between students increased attitude and engagement with

content learning as a result of the implementation of ICT into the classroom.

When utilising ICT in the classroom there should be a balance with traditional teach

pedagogies (Miles, 2015) as the teacher does not want to neglect key literacy (writing,

spelling and grammar) and numeracy skills. This same article does highlight the benefits of

ICT use in the classroom as it provides students with new avenues of learning and an easier

method to access information that may supersede the teachers base knowledge of content.

Miles (2015) also mentions the link between engagement and academic achievement. For a

teacher adopting a practice that is both modern and engages students is something that

should be attempted. The use of ICT is also a requirement of the APST (standard 2.6) (AITSL,

2014), meaning that teacher are required to find the best possible implementation of ICT in

their pedagogy. Examples of ICT use in a classroom can vary depending on the type of task,

however there are many ways to implement this strategy into teaching. One example is the

use of videos to supplement learning. The use of video sites such as YouTube can provide

many educational videos that can accompany comprehensions tasks. Another example can

be seen in some collaborative learning activities. As mentioned above collaborative learning

is linked to engagement, however group based task that provide students with the option to

present their work using ICT methods (PowerPoint, Video, Poster) is a way to differentiate

learning in an engaging way.

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Inquiry-Based Learning

The final pedagogical strategy is inquiry-based learning. Inquiry-based learning revolves

around allowing the student to determine their own learning experience by having a greater

say in what they learn (Justice, Rice, Roy, Hudspith & Jenkins, 2009 and Vilardi, 2013).

Evidence suggests, that there is a correlation between academic achievement and the

implementation of inquiry-based activities. This approach can be used as an effective

differentiation technique as the level of inquiry and difficulty can easily be adjusted. Inquiry-

based learning can be linked to the 5E model of learning. This model adopts a constructivist

approach to learning that emphasises engagement and critical thinking (Appavoo, 2011).

The use of inquiry-based learning encourages students to work together and promote

“positive interdependence, individual accountability, group processing and face-to-face

interaction” (Godinho, 2013). The benefits of this is that students are able to develop their

social capabilities. Ellwood & Abrams (2018) suggests that inquiry-based science education

“promotes the likelihood that students will approach and/or enter into states of flow,

sustain their motivation and engagement during lessons, and experience elevated

achievement outcomes”. Regarding the use of inquiry-based learning in science, this is

important as it encourages students to investigate and independently or collectively

formulate ideas about theories, experiments and their own work. Examples of this can be

giving students an idea or concept and allowing them to design an experiment however, on

a smaller scale students can be guided towards a goal by having a variety choices set out by

the teacher.
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The use of a variety of pedagogies can be combined to encourage student engagement and

promote achievement. As discussed, the three strategies can all be used together in some

form of differentiation to ensure the best possible learning experience. Furthermore,

teachers should strive to continuously develop their pedagogy to ensure they meet the

APST and cater for all students.

References

Australian Institute for Teaching and School Leadership (AITSL). (2014). Australian
Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list

Brooks, D. C. (2010). Space matters: The impact of formal learning environments on student

learning. British Journal of Educational Technology, 42(5), 719-726.

doi:10.1111/j.1467-8535.2010.01098.x

Duchesne, S., McMaugh, A., Bochner, S., Krause, K. (2013). Educational Psychology For

Learning And Teaching. Melbourne, VIC: Cengage Learning Australia Dean, D.

(2001). The economy of curriculum integration: Profit and loss. English Leadership

Quarterly, 23(3), 2.

ERGÝN, Ý., KANLI, U., & ÜNSAL, Y. (2008). An example for the effect of 5E model on the

academic success and attitude levels of students': "inclined projectile motion".

Journal of Turkish Science Education, 5(3), 47-59. Retrieved from https://search-

proquest-com.ezproxy.uws.edu.au/docview/1658508983?accountid=36155
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Godinho, S. (2013). Planning for practice: connecting pedagogy, assessment and curriculum.

In R. Churchill, P. Ferguson, S. Godhino, N. F. Johnson, A. Keddie, W. Letts, J. Mackay,

M. McGill, J. Moss, M. C. Nagel, P. Nicholson, M. Vick (eds.), Teaching Making A

Difference. (pp. 210-249). Milton, QLD: John Wiley & Sons Australia Ltd.

Katz, J. (2013). The three block model of universal design for learning (UDL): Engaging

students in inclusive education. Canadian Journal of Education, 36(1), 153-194.

Retrieved from

https://searchproquest.com.ezproxy.uws.edu.au/docview/1440186282?accountid=36

155

Justice, C., Rice, J., Roy, D., Hudspith, B., & Jenkins, H. (2009). Inquiry-based learning in

higher education: Administrators' perspectives on integrating inquiry pedagogy into

the curriculum. Higher Education: The International Journal of Higher Education and

Educational Planning, 58(6), 841-855. Retrieved from https://search-proquest-

com.ezproxy.uws.edu.au/docview/61831835?accountid=36155

Li, Y. (2010). School engagement in adolescence: Theoretical structure, measurement

equivalence, and developmental trajectories (Order No. 3422308). Available from

Education Database. (757374897). Retrieved from https://search-proquest-

com.ezproxy.uws.edu.au/docview/757374897?accountid=36155
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Meetoo-Appavoo, A. (2011). Constructivist-based framework for teaching computer science.

International Journal of Computer Science and Information Security, 9(8), 25-31.

Miles, M. (2015). Brilliant ideas for using ICT in the inclusive classroom. Educational

Psychology in Practice, 31(3), 328-329. doi:10.4324/9781315750255

Mills, M., Goos, M., Keddie, A., Honan, E., Pendergast, D., Gilbert, R., . . . Wright, T. (2009).

Productive pedagogies: A redefined methodology for analysing quality teacher

practice. Australian Educational Researcher, 36(3), 67-87.

doi:http://dx.doi.org.ezproxy.uws.edu.au/10.1007/BF03216906

Moss, J. (2013). Learner diversity, pedagogy and educational equity. In R. Churchill, P.

Ferguson, S. Godhino, N. F. Johnson, A. Keddie, W. Letts, J. Mackay, M. McGill, J. Moss,

M. C. Nagel, P. Nicholson, M. Vick (eds.), Teaching Making A Difference. (pp. 144-183).

Milton, QLD: John Wiley & Sons Australia Ltd.

Nielsen, C., Sommer, I., Larsen, K., & Bjørk, I. T. (2013). Model of practical skill performance

as an instrument for supervision and formative assessment. Nurse Education in

Practice, 13(3), 176-80.

doi:http://dx.doi.org.ezproxy.uws.edu.au/10.1016/j.nepr.2012.08.014
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Ryoo, K. (2009). Learning science, talking science: The impact of a technology -enhanced

curriculum on students' science learning in linguistically diverse mainstream

classrooms (Order No. 3364450). Available from ProQuest Central; ProQuest

Dissertations & Theses Global; Social Science Premium Collection. (305009167).

Retrieved from https://search-proquest-

com.ezproxy.uws.edu.au/docview/305009167?accountid=36155

Sun, Z., Liu, R., Luo, L., Wu, M., & Shi, C. (2017). Exploring collaborative learning effect in

blended learning environments. Journal of Computer Assisted Learning, 33(6), 575-

587. doi:http://dx.doi.org.ezproxy.uws.edu.au/10.1111/jcal.12201

Sultan, S., Kanwal, F., & Khurram, S. (2011). Effectiveness of learning styles: A comparison

between students learning individually and students learning collaboratively. Journal of

Educational Research, 14(2), 32-39. Retrieved from https://search-proquest-

com.ezproxy.uws.edu.au/docview/1115312287?accountid=36155

Verhoeven, J. C., Heerwegh, D., & De Wit, K. (2016). ICT learning experience and research

orientation as predictors of ICT skills and the ICT use of university students. Education

and Information Technologies, 21(1), 71-103.

doi:http://dx.doi.org.ezproxy.uws.edu.au/10.1007/s10639-014-9310-3
17701352-Assignment 2 RTL2

Vilardi, V. A. (2013). An examination of the influence of inquiry-based laboratory activities

and success on standards based achievement tests in a suburban high school (Order

No. 3562470). Available from ProQuest Central; ProQuest Dissertations & Theses A&I;

ProQuest Social Sciences Premium Collection. (1372275839). Retrieved from

https://search-proquest-

com.ezproxy.uws.edu.au/docview/1372275839?accountid=36155

Willis, R. L., Lynch, D., Fradale, P., & Yeigh, T. (2018). Influences on purposeful

implementation of ICT into the classroom: An exploratory study of K-12 teachers.

Education and Information Technologies, , 1-15.

doi:http://dx.doi.org.ezproxy.uws.edu.au/10.1007/s10639-018-9760-0

Young, M. H., EdD., & Balli, S. J., PhD. (2014). Gifted and talented education (GATE): Student

and parent perspectives. Gifted Child Today, 37(4), 235-246. doi:

http://dx.doi.org.ezproxy.uws.edu.au/10.1177/1076217514544030
17701352-Assignment 2 RTL2

Part B: Data Collection Protocol

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Survey
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17701352-Assignment 2 RTL2
17701352-Assignment 2 RTL2

Part C: Data Collection Protocol (Explanation)

The data protocol above has been based of various data collection methods and research.

The data protocol is a quasi-experimental design which looks to collect qualitative and

quantitative data by utilising structured questions in a survey format that provide numerous

options to select from (Aloe et al., 2017). The purpose of using a qualitative research model

is because it can provide valuable insights into an individuals “emotional and experiential

phenomena to determine the perspectives of those being studied” (Mills et al., 2005). The

survey has been designed to provide teachers and researchers alike a view into pedagogical

teaching strategies teachers deem the most efficient and effective. They survey will be used

to see if they do or do no use these strategies and if they do how often do they implement

them. As per Efron & Ravid (2013) the survey questions implemented have been made

specifically to target the topic. Additionally, the survey is to be completed by multiple

sources both male and female and at different age brackets to ensure a variety of opinions

can be seen (Kitchen & Stevens, 2008). Furthermore, the data presented can be collated to

be compared with other data in similar studies.

The use of structured questions with provide a clearer picture of the views/opinnions of the

strategies discussed in the above literature review (Van Stel, Stall, Hermanns & Schrijvers,

2012). The survey questions target collaborative learning, ICT use, Inquiry-based learning,

how teachers implement strategies, and teachers view of differentiation to improve

engagement/academic achievement. The structured method of this survey give the

participants clear avenues to answer from and does not require extensive thought. The one

concern of this method is that it can limit the variance of answers provided (Brumester,
17701352-Assignment 2 RTL2

Leathem & Merrick, 2015). To counteract this, concern the amount of questions asked have

been increased to increase the reliability of the survey so that the data can be properly

utilised. The qualitative nature of the questions allows for the researcher to gain a deeper

understanding of pedagogical teaching strategies which can be harder to quantify due to its

partially subjective nature.

The subtopic this survey is related too fall into the overarching topic as it further develops

an understanding of how teaching strategies will have an impact on student engagement

and academic achievement. This research will complement the other studies being

conducted by other group member studying subtopics of the same overarching topic

(Sultan, Kanwal & Khurram, 2011 and Sun, Luo, Wu, & Shi, 2017). While the other two

subtopics look at engagement and academic achievement this surveys subtopic provides

information from a different perspective. This subtopic brings an insight into the strategies

deems most important and effective and if/how it can improve a teachers pedagogy.

Furthermore, by developing a quasi-experimental research method, the data collected can

provide qualitative and quantitative data this is beneficial for the overarching topic of how

engagement impact academic achievement.

References

Aloe, A. M., Becker, B. J., Duvendack, M., Valentine, J. C., Shemilt, I., & Waddington, H.

(2017). Quasi-experimental study designs series-paper 9: Collecting data from quasi-

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experimental studies. Journal of Clinical Epidemiology, 89, 77-83.

doi:http://dx.doi.org.ezproxy.uws.edu.au/10.1016/j.jclinepi.2017.02.013

Burmester, B., Leathem, J., & Merrick, P. (2015). Assessing subjective memory complaints: A

comparison of spontaneous reports and structured questionnaire methods.

International Psychogeriatrics, 27(1), 61-77.

doi:http://dx.doi.org.ezproxy.uws.edu.au/10.1017/S1041610214001161

Efron, S. E., & Ravid, R. (2013). Action research in education: A practical guide. New York,

USA: Guilford Press.

Kitchen, J., & Stevens, D. (2008). Action research in teacher education: Two teacher-

educators practice action research as they introduce action research to pre-service

teachers. Action Research, 6(1), 7-28.

doi:http://dx.doi.org.ezproxy.uws.edu.au/10.1177/1476750307083716

Mills, E. J., Montori, V. M., Ross, C. P., Shea, B., Wilson, K., & Guyatt, G. H. (2005).

Systematically reviewing qualitative studies complements survey design: An

exploratory study of barriers to paediatric immunisations. Journal of Clinical

Epidemiology, 58(11), 1101-8.

doi:http://dx.doi.org.ezproxy.uws.edu.au/10.1016/j.jclinepi.2005.01.014
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Sultan, S., Kanwal, F., & Khurram, S. (2011). Effectiveness of learning styles: A comparison

between students learning individually and students learning collaboratively. Journal of

Educational Research, 14(2), 32-39. Retrieved from https://search-proquest-

com.ezproxy.uws.edu.au/docview/1115312287?accountid=36155

Sun, Z., Liu, R., Luo, L., Wu, M., & Shi, C. (2017). Exploring collaborative learning effect in

blended learning environments. Journal of Computer Assisted Learning, 33(6), 575-

587. doi:http://dx.doi.org.ezproxy.uws.edu.au/10.1111/jcal.12201

van Stel, H.,F., Staal, I. I. E., Hermanns, J. M. A., & Schrijvers, A. J. P. (2012). Validity and

reliability of a structured interview for early detection and risk assessment of

parenting and developmental problems in young children: A cross-sectional study.

BMC Pediatrics, 12, 71. doi:http://dx.doi.org.ezproxy.uws.edu.au/10.1186/1471-2431-

12-71