Teaching Inquiry 2018 (Full summary and links to evidences)

Focusing Inquiry

I would like to improve student engagement in Year 10 Science. My perception is that this larger class has a lot of students who require more teacher interaction to be able to engage with the lessons. I would like to find ways of using my time best to engage as many students effectively as I can.

Student survey summary observations:

About ¼ of the class requires regular teacher interaction to help them participate
Student self-analysis of disengagement says that a lack of interest/relevance or ability or distractions in the class are common issues
Student self-analysis of how this compares to other subjects says that science is worse than other subjects because it is less relevant or less interesting or harder.
Some interesting comments: students enjoy the teachers even if they don’t enjoy the subject, last periods are difficult, those who participate are typically just going through the motions out of habit but have no massive drive to participate (except for a very few students who, interestingly, are not the highest achievers, though they are up there)

Teaching Inquiry

Using SOLO to design student reflection survey for before and after data and whiteboard questions/reminders about how to engage better
Using SOLO to divide student activities according to difficulty and allow them to self-select and take on gentle challenges which take them out of their comfort zone and move them forward in engagement
Adopting studio learning and group-work strategies that will fit in with the classroom environment
Developing my verbal skills
Using some new classroom management strategies (seating plan variations, etc.)

Teaching and Learning

Actual actions were as expected. I added in some classroom management strategies a little later though (stopwatch and countdown in particular). This was upon the advice of my HOD after some informal feedback.

Learning Inquiry

General Evidence

Student surveys after trialing various strategies (5 to 6 months after the first survey, using the same survey and then a second, more general feedback sheet)

SOLO Evidence

Survey + table from book where I formed the survey from
Reminder photo on whiteboard
Sample student questions and explanation of SOLO

Studio Learning and Group Work Evidences

This defaulted to group work as opposed to true studio learning. Teacher reflections.
Teacher record sheet of moving around the students and record of one activity, who was in which group

Classroom Management Evidences

Picture of the stopwatch used
Reflections from teacher on the effectiveness of strategies used
Picture of one of the seating plans used

Verbal Skills Evidences

Reflections on specific verbal skills tried and their perceived effectiveness

Next Steps

Summary of findings

SOLO = great for engagement and manageable for the teacher
Group work = good for engagement but more tiring for the teacher
Stopwatch = Fantastic tool for Year 10 students and fun for the teacher
Verbal Skills = fun and interesting and somewhat helpful

Where to next?

Continue to use and refine SOLO
Continue to use the stopwatch for harder to manage classes
Continue to use more group work and less teaching from the front but refine to be less draining for the teacher
Verbal skills to continue to improve as a side-interest but not formally