Researching Teaching and Learning 2

102097
Assignment 3: Presentation

Group Members:
Laura Bennett – 18046205
Jimmy D’Alessio – 10258040
Tala Machlouch – 18334685

URL link: https://youtu.be/WbIHR1J_5TQ

Contents : Data analysis summary pg. 2 – 9

Group contribution forms pg. 10 – 15
Consent forms/ Consent pg. 16 – 20

1
Data Analysis Documentation
Artefact Analysis of Lesson plan (Tala)

How achievable is this lesson plan? Why? Why not? (summarised comments)

Pre-service teachers:
- Achievement is dependent on the inclusive attitudes of educators
- Achievable through support such as SLSO
- Can be achieved through whole school approaches
- Achievable if resources are available
- Should be achievable to meet legislation and human rights
- Yes is achievable if discipline is minimal

Beginning teachers:
- Not achievable because classrooms are very complex places with learners who have a
range of demands
- Timing makes it an issue
- Not/ schools are not fully resourced
- Lack of support
- No, time spent on administration
- Difficult and complex in including and accommodating for everyone
- Not achievable because learners who have extra needs will mostly likely not be in my
classroom

How do you feel about this lesson plan and differentiation?

Pre-service teachers:
- Inexperienced in implementing differentiation in the classroom but lesson plan could
work
- Lesson plan reflects what real classrooms should be
- Perceptions and feelings in regards to lesson plan should not be considered important
(legislation, legal requirements and moral codes)
- Differentiation requires planning, timing, whole school approaches
- Lesson plan overloaded with too many activities and differentiation that a teacher
might struggle to keep up

Beginning teachers:
- Lesson plan is too textbook like and not realistic
- Differentiation works in our classrooms implicitly and not as explicitly as the lesson
suggests
- Differentiation is important but so is quality teaching for all students in a minimal
amount of time
- There should be a SLSO supporting this lesson
- Differentiation requires time and knowledge which I don’t have time for
- If whole schools are implementing lessons like this it is doable but it needs a whole
school approach

Has this lesson plan made you feel more/less confident in implementing differentiation
in the classroom?

2
Pre-service teachers: majority reported that they felt the same way as the pre-service teacher
who created this but some of its aspects are not achievable
- Want to feel confident in implementing differentiation
- Impacted by the opinions and attitudes of those around them
- Anxious about differentiation and doing it properly
- Differentiation is a skill which they need to practice to become more confident

Beginning teachers:
- Confident in terms of pre-service teachers being taught strategies which they can
bring into the classroom and schools
- Seeing the lesson plan exposed teachers to different methods of differentiation in their
own pedagogy
- Majority reported not feeling confident because schools are complex and
differentiation is a whole school approach, funding issue, administration issue and
time
- Not confident and feels like an extra pressure
- Some teachers reported that they wish it was as simple as the lesson plan but there is
just too much to keep up with

Themes:
- Teachers are not supported in terms of professional development
- there are deep rooted issues within teaching which impact teachers attitudes towards
differentiation and inclusion
- pre-service teachers feel more confident and see it as a legal responsibility
- beginning teachers prioritise pressures and can not implement differentiation on their
own
- resources
- time
- funding
- whole school approaches
- pre-service teachers are equipped and feel prepared and ready for the challenge

3
 Semi-structured Interviews (Laura)
Interview transcripts were coded, and several key themes emerged. The following is a
representation of the key elements and comments that differed between pre-service and
beginning teachers within the theme as well as the commonalities found within the responses.

Theme 1: The importance of teacher-student relationships and the elements of

classroom practice that they influence

Beginning Teachers:
- more important to have with
Pre-service Teachers:
students at risk
- to a sustain positive social
- can impede on and already
classroom envionment
overwhelming workload
- manages classroom
- no matter what state - positive
expectations
or negative: teacher-student
- can encourage classroom
relationships have a
participation
"bandwagon effect"
- influences student behaviour
- influence on truanting levels
and classroom participation

Commonalities:
- teacher-student relationships
model behvaiour for students
with others
- effective for classroom
management
- develop and change overtime
- the better you know your
students the easier it is to cater
for their needs

Theme 2: Belief in their abilities and the influence of their feeling of preparedness

Beginning Teachers:
Pre-Service Teachers:
- unprepared when it came to
- quite confident
navigating appropriate
- effective teacher-student
boundaries
relationships have been
- had to use common-sense
modelled for me through my
- wasn't taught to develop
tutors
teacher-student relationships
- university degree has not
with students that have
prepared teachers with how
additional needs
to develop and sustain
- found limitations regarding
teacher-student relationships
gender and age

Commonalities:
- felt prepared for developing
positive classroom
environments
- less prepared through
university subjects but more
through interactions with
others

4
Theme 3: Strategies to develop teacher-student relationships and perceived limitations

Pre-service Teachers:
- creating a positive classroom
environment creates
opportunities for connection
- relaxed teaching stlye =
relatability
- real-world examples related to
content help build connections
Beginning Teachers:
- local and school community
engagement helps build teacher-
student relationships
- students are interested in
teachers lives
- students will always try to find
out information that they do not
need to know
- students will take advantage of
your teacher-student
relationships to take away from
teaching time in class

Commonalities:
- development of teacher-
student relationships is
inherently influenced by
teachers personal identity -
specifically age and gender
- no matter the quality of your
teacher-student relationship it is
always important to check in
with students

Theme 4: Perceptions and beliefs towards teacher-student relationships

Beginning Teachers:
- more passive when it comes
to developing and sustaining
teacher-student relationships
Pre-Serivce Teachers:
- comfortable in the teacher
- confident
role - notions of dominance
- open-door policy
and respect
- authoritative teaching styles
- developing and sustaining
- goal is the 'leader' role more
teacher-student relationships
than traditional teacher who is
is a "personal process"
granted respect
- negative teacher-student
relationships can determine
how successful teachers can
Commonalities: feel
- you cannot be friends with
students
- you must have professional
boundaries in place
- there is a need for further
training and professional
development to assist with the
the process of developing and
sustaining teacher-student
relationships

5
Major themes that emerged are:
- teachers do not feel theoretically prepared to develop teacher-student relationships
- beginning teachers had not previously considered the important of teacher-student
relationships
- pre-service teachers feel more confident and willing to develop teacher-student
relationships
- beginning teachers feel as though teacher-student relationships is just another element
on their to-do list
- teacher-student relationships are hugely differentiated through teaching style and
personal identity
- beginning teachers are aware that negative teacher-student relationships can affect
their self-efficacy and impact their wellbeing

6
 Questionnaire (Jimmy)
Summary on a Sample number of {11} participants.
 Pre-Service Teachers {8}
 Beginning Teachers {3}
Theme:
The majority of pre-service teachers indicated no-real effect on their perceived views towards
teaching styles, stating that method of teaching and self-efficacy is still the same. A personal choice
and passion, whereas beginning teachers by majority have said “yes” that it has changed their views
and perceptions towards their individual teaching styles.
Some quotes from pre-service teachers:
 “My views of teaching are still the same, it is a personal passion”
 “Professional practice is the most valuable tertiary experience”
 “New topic had been introduced where I have not thought off”
 “Students behaviour is an unexpected outcome, greater professional experience is required
to achieve improved teaching outcomes”
Some quotes from beginning teachers:
 “Students’ wellbeing is an overriding factor towards teaching”
 “Classroom management is the key factor for an effective teaching practice”
Some negative quotes:
 “I thought that teaching would have been much simple, but it has multiple layers of
complexities”
 “Language barriers is a concern or learning difficulties can add complexity to teaching
outcomes”
On the question whether their views on teaching styles had changed or not, the indications
showed that:
 Beginning teachers: Said yes, meaning that their views has changed as their experiences
develops over time. That the key effective structure is developed through experiences and
what could have been done better.
 Pre-Service teachers: Their responses were predominately mixed mostly indicating that they
beliefs are based on their own self-efficacy and identity which is something from within. Not
something that can be moulded, on improved with professional experience.
Overall common themes on Teaching Styles:
(1): Transferring what you have learned through your tertiary studies and applied it into your
classroom.
The results shows a mixed result, predominately the numbers agreeing is low, the majority do not
believe that what they have learned through their tertiary education has not shaped their ways of
teaching styles but indicated that a lot of the tools learned through their studies has helped them
better and equipped them for the task ahead.

7
Indicated valuable tools necessary were:
 “Curriculum standards”
 “Pedagogy for positive practice”
 “Inclusivity and Differentiation”
 And “Teacher / Student – Relationships”
Common themes, beginning teachers would indicate that their teaching styles is predominately
driven with team work and it is a collective effort, whereas for pre-service teachers indicated that
their teaching style is linked to student’s success and their individual touch as part of their own self-
beliefs of teaching values. Overall, experience teachers indicated that they rely mostly on the system
whereas pre-service teachers believe that their individual input will make a unique difference
towards students learning and outcomes.

(2A): Preferred teaching styles:

The results on preferred teaching styles showed a large array of responses, but overall the common
themes involved the following:
Story telling Students to copy their work down from the WB
Reading Classroom environment
Writing Assessment task for students to work on
Activity based learning Topics that interest them the most
Prompts (Q & A) Practical experiments
Group work Use of ICTs for students learning

(2B): Preferred method of preparation:

Content knowledge Preparation of a good unit of work
Group work activities Have ready a pre-plan activity ready to go
Have supportive staff for help Resource availability with ICTs

Pre-service teachers generally indicated themes of using prompts with questions and answers and
other approaches involving reading, writing and copying work down. On the other hand, beginning
teachers gave more value to group work, the use of ICTs, activity based learning and learning
objectives requiring students to do assessable work.
(3): Teaching strategies that impede their preferred teaching styles according to school’s policy or
Government regulations.
A common theme indicated that schools policy and government regulations would limit their ability
to branch out into new ways of teaching, other indicators showed that it would depend on the
faculty culture or students ability. Overall, other factors contributing to impedance on their teaching
style would be the following:
Resources Language barriers Practical experiments
Time availability Students capability Support staff
Students special requirements Accustomed learning style Teaching outside
Requiring approval from parents, schools or faculty Preparation time

(4): Difficult question to answer or to give a true response.

Teacher’s beliefs as their career progresses along would their views change:

8
This question showed a mixed review where the majority could not truly answer because they
indicated that not enough experience or time to make a real determination on how they will feel in
the future. Some responses indicated that over time as a teacher their teaching would move
towards a “Desensitise” or “Disengaged” forms of actions, meaning that their teaching would
become a routine performance.

9
Group Contribution Name: Tala Machlouch

Explain your contribution to the group:

How did you contribute to:

 Identifying group and individual topics?

- Led and contributed to discussions during class sessions and outside the classroom. I
brainstormed a range of ideas or possible topics which we as a group could explore. I
also shared my personal experiences within my group which were based on prac and
my teaching experience as a beginning teacher which provided insights into what
types of topics we could investigate. As a group we worked together to shape our
individual topics and I assisted in reshaping them when necessary.

 Developing and implementing the intervention?

- I brainstormed the assertions and evidence which we collected from our collective
data and tried to think of ideas which could be based on what we had found. I thought
professional development would be a good idea as it encompasses a range of extrinsic
forces which our participants identified.

 Collecting and analyzing preliminary data?

- I searched, connected and interacted with participants who were within my teaching
and tertiary network for my protocol which was the artefact analysis. I then conducted
my own analysis of the results I discovered and simplified them and created a
summary for my group meeting. I also bought specific pieces of evidence to
demonstrate how these themes were collected.

 Developing the research presentation?

- I contributed by formulating our script and the synthesis of our data as well as by
creating and designing presentation slides. I also created a document which acted as
our checklist for the group by breaking down the marking criteria and learning guide
instructions. We all also contributed to the voice over of the video and conducted
several face to face meetings and zoom meeting.

 How did you interact with the other group members?

- As a group member and leader I thoroughly enjoyed working with my group
members. We worked with everyone’s strengths and assisted one another with our
weaknesses. We also automatically took roles which we felt confident in and
everyone was extremely respectful with this. I strived to assist everyone to the best of
my ability and clarify their misunderstandings. I also offered to work on parts other
than my own.

10
Fill out the following rubric for each of your group members:

Group Member: _________Laura ___________________________________

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

5 4 3 2 1
Took leadership 4
role when
needed
Contributed 5
ideas and
knowledge
Polite and 5
respectful to all
members
Completed 5
individual tasks

Completed tasks 5
on time

Explain scores of 1, 2, or 3.

Group Member: __________Jimmy ______________________________________

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

5 4 3 2 1
Took leadership 4
role when
needed
Contributed 4
ideas and
knowledge
Polite and 5
respectful to all
members
Completed 4
individual tasks

Completed tasks 4
on time

Explain scores of 1, 2, or 3

11
12
13
14
15
Consent forms

16
17
18
19
20
21