school self evaluation academic year 2015 2016 curriculum ... 7 salesian...learning style reflective...

Salesian Secondary College-Action Project 2015/2016 - | 54

School Self Evaluation

Academic Year 2015 2016

Curriculum Development

Action Research Report

Salesian Secondary College

Pallaskenry Co Limerick


Contents

Context ............................................................................................................................................... 4

Rationale: ............................................................................................................................................ 4

What was investigated? ................................................................................................................. 5

ACTION 1 – Teaching styles and teaching strategies that suit students best/ do students reflect on

their learning? .................................................................................................................................... 7

Literature review ............................................................................................................................ 7

Methodology .................................................................................................................................. 8

Survey Monkey (232 respondents across the school) – “I am thinking about my learning” see

appendix 2 .................................................................................................................................. 8

Learning Style Reflective Questionnaire (11 students from 2nd year, 6 students from TY, 6

students from 5th year) – see appendix 3 ................................................................................ 10

Teaching style questionnaire (52 teachers) - see online questionnaire

http://longleaf.net/teachingstyle.html .................................................................................... 12

Teaching style questionnaire (11 students from 2nd year, 6 students from TY, 6 students

from 5th year) – see appendix 4 ............................................................................................... 12

Focus group on preferred and effective teaching styles (11 students from 2nd year, 6 students

from TY, 6 students from 5th year) – see sample of focus group answers in appendix 5 ........ 14

Discussion on Action 1 .................................................................................................................. 14

ACTION 2 – Peer Observation – Sharing good practices .................................................................. 16

Literature Review on Peer Observation ........................................................................................ 16

Methodology ................................................................................................................................ 18

Context ..................................................................................................................................... 18

Rationale ................................................................................................................................... 18

Methodology ............................................................................................................................ 18

Findings ..................................................................................................................................... 19

Discussion ................................................................................................................................. 20

Dissemination of the results to teachers .................................................................................. 21

Summary and Conclusion Action 1 and 2 ......................................................................................... 22

What have we learned from this project? ................................................................................ 22

Actions we can take now: ......................................................................................................... 24

What next? ............................................................................................................................... 25

Bibliography ...................................................................................................................................... 26

Appendices ....................................................................................................................................... 28

Appendix 1 – Forbairt 2014 2015 ............................................................................................. 28

Appendix 2 – I am thinking about my learning. ........................................................................ 32

Appendix 3 – Learning style reflective questionnaire .............................................................. 34


Appendix 4 - Gingerbread men ................................................................................................ 43

Appendix 5 - Lay out of Focus Groups and Sample of Focus Groups discussion ...................... 45

Appendix 6 – Dissemination of results to teachers .................................................................. 48

Appendix 7 – Observation sheet and sample of Observation sheet completed ...................... 51

Appendix 8 - Best practices in Salesian Secondary College: ..................................................... 53

Members of the Action Research Project Team ....................................................................... 54


Context

The School Self Evaluation “empowers a school community to affirm good

practice, to identify areas that merit improvement and to decide on actions that

should be taken to bring about improvement in those areas” (School Self-

Evaluation Guidelines for Post-Primary Schools 2012 Department of Education

and Skills).

Building on the work carried out under the Forbairt programme 2014-2015, we

decided to continue our SSE with the following: to further equip our students with

tools and skills for learning now and into the future and to help teachers to reflect

on their teaching.

Rationale:

We are mindful of the disengagement with the learning process that many studies

have shown regarding students when in secondary school. In an effort to address

this concern, we decided that our target area would be all of our students. We

wanted to empower them to become more active and independent in their learning

and consequently increase their engagement in the learning process and help

them to reflect on their learning.

We were also aware that sharing existing good practice in our school could give

value to our work and foster collaboration among teachers (Teaching Council

Strategies Plan 2015-2017 p.5), given that reflective practice supports teachers’

professionalism (Teaching Council Strategies Plan 2015-2017 p.5).

Previously in the context of the Forbairt programme during the academic year

2014-2015 (see appendix 1):

● A survey was conducted among all students to determine their learning

style (VAK model: Visual, Auditoary or Kynasthetic learning style). All

students recorded their learning style (s).

● The team of teachers devised learning strategies and teaching strategies to

suit learning styles.


● Each department suggested teaching strategies to suit the learning styles of

our students.

To complete the process for the Forbairt Project, study skills seminars were given

to all students and parents to help students improve learning in December 2015.

To the Curriculum Development Team, it was only logical to build on the ground

work covered in Forbairt, by posing the following questions:

● To students: Do they think about how they learn?

● To teachers: Do they think about how they teach?

How did the idea originate?

● Things that are actually working in the school can be used by other

teachers. Does the school have to wholly rely on external interventions to

be trained on good practice?

● Students are spoon fed (French Inspection Report January 2014), and must

become more aware of learning about how to succeed

● How do students learn best in the class – what strategies work?

What was investigated?

STUDENTS:

● How students believe they learn best in class → questionnaire and focus group

● What teaching style(s) suit their learning best → questionnaire and focus group

● Do students reflect on their learning?

TEACHERS:

● How do teachers perceive their own teaching style (s)?

● All staff were invited to take part in a pilot peer observation project.26

teachers signed up to observe best practice in our school.


Our action research for the academic year 2015 and 2016 had two stems, one

geared towards students and their learning (Action 1), and the other one

geared towards teachers and their teaching (Action 2).

The aims of the action research were defined as:

● Increasing the number of students reflecting on their learning

● Increasing the number of teachers reflecting on their teaching

practices

● Identifying and sharing good practices used among teachers in

Salesian Secondary College identified by both students and teachers

and fostering effective learning and teaching


ACTION 1 – Teaching styles and teaching strategies that suit

students best/ do students reflect on their learning?

Literature review

Undertaking a project like this one stems from the belief that reflective practice

forms part of the job, helping to improve practice and avoid burnout. According to

Schön:

“A professional practitioner is a specialist who encounters certain types of

situations again and again. As a practitioner experiences many variations of a

small number of types of cases, he is able to ‘practise’ his practice. He develops a

repertoire of expectations, images and techniques. He learns what to look for and

how to respond to what he finds. His knowing in practice tends to become

increasingly tacit, spontaneous and automatic, thereby conferring on him and his

clients the benefits of specialisation.

As a practice becomes more repetitive and routine, and as knowing-in-practice

becomes increasingly tacit and spontaneous, the practitioner may miss important

opportunities to think about what he is doing”. (“Reflection in Action; Donald

Schon, “Readings for reflective teaching”, ed. Andrew Pollard, pg 6). By inviting

teachers to engage with this type of work we hoped to stimulate thought and

questioning around our own teaching styles.

From the outset it was interesting to see that very little research has been carried

out on teaching styles at 2nd level. However a number of academic articles were

sourced and read pertaining to the area of teaching styles in general. Different

authors used different titles but in general the teaching styles seemed to fall into 5

categories, definitions of which according to Grasha are:

1. Expert: "Facts, concepts, and principles are the most important things that

students can acquire."

2. Formal Authority: "I set high standards in this class."

3. Personal Model: "What I say and do models appropriate ways for students

to think about content issues."

4. Facilitator: "Small group discussions are employed to help students

develop their ability to think critically."


5. Delegator: "Students in this course engage in self-initiated, self-directed

work”. (pg. 147)

Following this review, a presentation outlining these 5 main teaching styles was

given to staff. Our teachers were then tasked with filling in an online survey aimed

at helping them to identify their predominant teaching style(s).

http://longleaf.net/teachingstyle.html (Grasha –Reichmann)

We rooted our work in the findings of academic research carried out by Grasha et

al as our online survey was also linked to his work. (see bibliography) Would we

see a correlation between how teachers perceived their own teaching styles with

what exactly students were experiencing in the class?

These articles and website resources were shared with all staff using our Salesian

Secondary College Google Drive.

Methodology

Survey Monkey (232 respondents across the school) – “I am

thinking about my learning” see appendix 2

Description:

An online questionnaire was designed to assess whether or not students are

reflecting on their learning in and/or outside the classroom. This survey was a

follow up to the learning styles campaign and the study skills seminar organised

during the Forbairt Programme for the academic year 2014-2015. We also wanted

to engage as many students as possible with this study in order to trigger their

reflection process on learning.

Limits:

The survey was administered during IT classes, 3rd year classes don’t have IT

classes, and only a very small number of 6th year students have access to IT. The

survey collected only 232 responses out of a total cohort of students of 642

students.

Findings:

● 25 % of students surveyed do not remember what their learning style is.

(data collected in May/September and October 2015 and disseminated to

students at the same time)

➢ Effective learning

● 93.48% of students declare learning well or very well in class

http://longleaf.net/teachingstyle.html


● 90.53 % of students declare learning well or very well when doing their

homework

● 78.7 % of students declare learning well or very well when revising for the

test.

● From these results it appears that students are satisfied with (a) their

learning in class, (b) when doing their homework, (c) revising for a test.

➢ Reflecting on learning

● 48.28% of students think about their learning while revising for a test

● 36.64 % of students think about their learning when they get the result of

their test

● From these results it appears that students do not reflect on their learning

while in the classroom

➢ Discussing learning techniques in the classroom

● 43.10% of students declare that teachers talk about learning techniques

once or twice a month in class

● 30.60% of students declare that teachers never talk about learning

techniques in class

Summary

● Students should be encouraged to reflect (think about) their learning

● Students may need to be taught how to reflect on their learning

● Teachers should support reflection on learning by talking about learning

techniques in class and by sharing group practice of learning

● Study skills seminars may need to be reconvened at the start of each

academic year for all years

● Teacher could set targets of learning for students

“Teachers who promote reflective classrooms ensure that students are fully

engaged in the process of making meaning. They organise instruction so that

students are the producers, not just the consumers, of knowledge. To best guide

children in the habits of reflection, these teachers approach their role as that of

"facilitator of meaning making." “

http://www.ascd.org/publications/books/108008/chapters/Learning-Through-

Reflection.aspx


Learning Style Reflective Questionnaire (11 students from 2nd

year, 6 students from TY, 6 students from 5th year) – see

appendix 3

Description:

The questionnaire given to the 4 focus groups entitled “How Do you Learn Best

from These Methods” was designed to stimulate students’ reflection about their

own learning and discussion around teaching and learning practices. This

questionnaire proved effective as it got students thinking and talking about their

learning.

Limits:

Only a pilot group was surveyed (23 students in total), which may not represent

the overall cohort of students.

Suggestion for the following academic year: to open this questionnaire to the full

cohort of students using online survey tools in order to promote reflection across

the school.

Findings:

Feedback from students across the 3 year groups certainly makes for interesting

reading. On a general level it would provide insight to teachers when considering

what types of activities to use in class and may be given to staff during our

feedback session at the start of the next academic year.

Age and experience also plays a part in influencing the effectiveness of differing

methodologies particularly when utilising group work and Power Points. As the

tables below illustrate, veering away from whole class activities invites a more

varied response, depending on year group.

Whole Class Activities

All three year groups learned ‘well’ from teacher explanation.

All three year groups learned ‘okay’ from textbooks

All three year groups did’ not learn well’ from notes being called out.

5th & 2nd Yrs. did not learn well from use of the small board (declaring learning

objectives): interesting development since this was an AFL measure introduced in

the recent past.


Small Group

2nd Yrs. & Ty students learn’ well’ from small group discussion and ‘okay’ from group

work & case studies.

5th Yrs. learn ‘well’ from debate, games & role play and ‘okay’ from student

presentations in groups and case studies.

2nd Yrs. did ‘not learn well’ from student presentations in groups & individually.

Tys did ‘not learn well’ from student presentations in groups and games.

5th Yrs. did ‘not learn well’ from small group discussions.

Individual Activities

A wide range of individual activities crossed the 3 year groups, with

worksheets/hand-outs and completing homework common to all three.

Interestingly 2nd Yrs. did not learn well from demonstrating to others and 5th Yrs. felt

that they learned well from self-evaluation.

See appendix 3


Teaching style questionnaire (52 teachers) - see online

questionnaire http://longleaf.net/teachingstyle.html

Description:

Reflective practice has become part and parcel of many professions today.

Teaching is no exception. The work carried out by Donald Schön, among others,

has led to a deeper understanding of our daily work. “To be a professional is to

hold values about the teaching to be done that transcend, but also inform the

detailed items of daily practice…” (Soloman & Tresman; A model for continuing

professional development”; taken from Reading for Reflective Practice, ed. Andrew

Polard, pg354).

Therefore, the teaching style questionnaire for teachers was designed to stimulate

professional reflection for teaching staff. It was based on research carried out by

Grasha et al. Whilst this questionnaire was designed for 3rd level teachers, we felt

that there was enough common ground to be pertinent to practitioners at 2nd level.


Limits:

The online questionnaire was designed originally for third level teachers. Hence,

some questions were not necessarily applicable to second level teaching.

Findings:

The teachers were able to identify their predominant teaching styles:

Expert Formal Authority Personal Model Facilitator Delegator

20% 19% 20% 22% 18%

These findings were cross referenced with the teaching style questionnaire for

students.

Teaching style questionnaire (11 students from 2nd year, 6

students from TY, 6 students from 5th year) – see appendix 4

Description:

5 Gingerbread men represented the 5 main teaching styles encountered in the

school (appendix 4). Students, on understanding the teaching styles presented by






the Gingerbread men, were asked to fill in the question: “My teachers and their

teaching styles are” with ten of their teachers in mind (appendix 4).

Limits:

Perception is personal and can bring a bias in the data. It is an important influence

as “ people’s behaviour is based on their perception of what reality is, not on reality

itself.” (http://www.csus.edu/indiv/s/sablynskic/Ch5OBE150.htm) Bearing in mind

therefore that perceptions influence ideas/beliefs, the following were the findings.

Findings:

There is a range of teaching styles in our school. According to students the

predominant styles are expert and formal authority/personal model.

Expert Formal Authority Personal Model Facilitator Delegator

25% 21% 21% 18% 15%

Cross reference of perceived teaching styles and actual practice in the classroom

We cross referenced perceived teaching styles from students’ with teachers’

perspective.

Expert Formal

Authority

Personal

Model

Facilitator Delegator

Teaching styles

perceived by

students

25% 21% 21% 18% 15%

Teaching styles

identified by teachers

20% 19% 20% 22% 18%

From these results we can see that the values correlate to a great extent. Our

teachers are aware of their practices in the classroom: what teachers do, students

see. That is not to say that what is being done and being seen cannot be

improved. It is however very positive that professional reflection on teaching styles

is what is being experienced in the classroom.

http://www.csus.edu/indiv/s/sablynskic/Ch5OBE150.htm


Focus group on preferred and effective teaching styles (11

students from 2nd year, 6 students from TY, 6 students from 5th

year) – see sample of focus group answers in appendix 5

Description:

After the questionnaire on perceived teaching styles in the classroom, students

were asked to reflect on what they considered an effective teaching style and on

their preferred style.

Limits:

Only a small cohort of students was surveyed (23), it may not represent the overall

student body. It must be remembered that the students expressed personal

preferences and all were a variety of learning styles.

Findings:

Overall, it was found that students enjoy a mix of teaching styles within the

classroom. From focus group findings, students’ feedback has been tabulated in

poster form highlighting the positive impact on students learning with each

teaching style.

See appendix 5 “What teacher's style (s) they learn well from”

Discussion on Action 1

With the results of Action 1, we’ve learned that students prefer a range of teaching

styles within a subject area as they feel they learn best with a variety. We also

ascertained that while our teachers have that mix, it would be beneficial to vary our

individual teaching styles more often.

We’ve also gained insight into their appreciation for group work in senior cycle and

the need for better structured group work at junior cycle. The feedback recorded

from the focus groups identified the need for well-planned group work at all levels

with well-chosen groups & identification of specific aims/tasks. Well-designed

group work facilitated more effective learning according to the senior cycle

students.

There was a lot of discussion around the whole area of Power Point Presentations.

PPTs can be extremely beneficial across all subject areas but student feedback

highlighted the need for well-designed PPTs. Use of colour and slide overload

were particular points of interest.


The above findings will be disseminated in poster format at the start of the next

academic year for further staff reflection (see appendix 7).


ACTION 2 – Peer Observation – Sharing good practices

As part of our Curriculum and Development initiative within Salesian College

Pallaskenry, we decided to trial Peer Observation of teaching on a voluntary basis

with staff members. More and more of the many and varied quality improvement

strategies attempted in education have come to include some form of third-party

observation of teaching, with a view to using the results to improve the standard of

teaching and the learning experience of students. With this in mind, our initiative

was to provide staff with a resource to improve teaching skills through discussing

our own teaching. Peer Observation would provide an opportunity for two or more

teachers to learn from each other through a process of observation.

Literature Review on Peer Observation

Peer observation is a complex process which is not easily defined. One very basic

definition is that it is a:

...process whereby a third party observes & provides feedback on teaching and

learning support taking place in a university or college (NATFHE, 2001, cited in

Shortland, 2004)

Gosling (2002) considers the topic by deconstructing the individual terms in the

title.

‘Peer’

Peer may refer to: People who are equal in such respects as age, education or

social class, group, colleague, etc., as in peer group or social peer-to-peer

processes. Webb (1996) states that since learning cannot be abstracted from the

social relations within which it occurs, the peer will have an impact merely by being

involved in the process regardless of their status. The nature of this relationship

may change depending on why the observation is occurring. If peer observation is

being used throughout a school it’s vital that all staff members are regarded as

genuine peers, and that there is real give and take between colleagues and

respect for the participants of the study, regardless of their status.

‘Observation’

Participant observation is one type of data collection method typically used in

qualitative research. Its aim is to gain a close and intimate familiarity with a given

https://en.wikipedia.org/wiki/Peer_group

https://en.wikipedia.org/wiki/Social_peer-to-peer_processes

https://en.wikipedia.org/wiki/Social_peer-to-peer_processes

https://en.wikipedia.org/wiki/Data_collection

https://en.wikipedia.org/wiki/Qualitative_research


group of individuals. We must ask ourselves, what are we actually observing?

There’s an ostensible emphasis on the ‘performance’ aspect of teaching, and of

moving teaching from a private, to a more public activity.

Perspective is an important consideration, since those involved in the observation

don’t just ‘see’ the teaching behaviours – they try understand and explain them.

Their views are shaped by their own understanding or idea of what a Class,

innovative teaching, or traditional teaching involves, and so the experience and

expertise of the observer influences what is seen and what is missed, and what is

thought to be important. To avoid a vague, anecdotal observation/feedback, it is

suggested that some form of checklist/porforma is used. However, since most

genuine peer observation is developmental in nature, the checklist approach to

data collection can be limiting and it is suggested that a more open, informal

recording measure should also be incorporated. This ensures that the observer

isn’t merely relying on memory & interpretation without any evidence, while at the

same time not being limited to the strict format of a checklist. One option for

capturing as much data as possible is the use of recording equipment (either audio

or video). While this can be a very powerful tool, the presence of a video camera

can have an undesirable influence, particularly if the class is small. The process of

observation then is not simply a neutral, objective process. Rather, the observer,

method of observation, and instruments used will all impact on the information

obtained from the session.

‘Teaching’

The emphasis on ‘teaching’ can often cause us to overlook the fact that the main

purpose of teaching is to promote student learning. Consequently, we may have to

broaden our perspectives, or reassess our conception of what we understand

teaching to be and what evidence should be collected accordingly. The

assumptions we make about teaching will influence what is observed, since we

often have different ideas of what constitutes teaching. Aspects that tend to

receive less focus include tutorials, supervision, lab or studio work that may

involve one-to-one conversations etc., or anything that happens outside the

traditional arena of learning.

http://www.ucd.ie/t4cms/Peer%20Observation.pdf

McMahon, Barrett and O'Neill, (2007) 'Using observation of teaching to improve

quality: finding your way through the muddle of competing conceptions, confusion


of practice and mutually exclusive intentions', Teaching in Higher Education,

12:4,499 - 511 DOI: 10.1080/13562510701415607

http://www.ucd.ie/t4cms/UCDTLD0070.pdf

Methodology

Context

We decided the focus of our Action Project was going to be on the whole area of

Peer Observation. We have been aware of the expertise and resources made

available outside the classroom in the past. However, we decided to explore the

excellent resources we had at our doorstep – our own teaching staff. The focus

was on learning from one another, observing each other in the classroom and

formulating ideas of good practice.

Rationale

The idea originated from a discussion on the whole area of CPD. We were

interested in discovering how other schools incorporated this idea of Peer

Observation. While we were cautious at the outset, due to the nature of the

project, we were happy to hear of the interest and cooperation our own colleagues

gave.

We examined ideas for Peer Observation to be a successful project, without

making teachers uncomfortable. We encountered some setbacks. Not all teachers

were interested, therefore we decided to make it voluntary and as casual as

possible. This would allow the project to grow and not meet stumbling blocks too

early.

We outlined to our colleagues that this was very much a learning experience and

not a critique. The goal of the study was to formulate and collate good ideas and

practice from our own staff. In time, we would hope constructive criticism may be

incorporated. However, with the project in its infancy, this would have been ‘too

much too soon’.

Methodology

Firstly, we gathered the names of all our colleagues that were interested in

observing or being observed. Secondly, we decided that we would allow teachers

to nominate three colleagues they would be comfortable teaming up with. We saw

this as a positive strategy as this decision led to an increase in participation.

http://www.ucd.ie/t4cms/UCDTLD0070.pdf


Each of our participants were designated a teacher who would observe them and

a teacher they would observe. We recognised the time demands already placed

on staff, therefore we set a four week deadline to undertake the observations.

From research, we examined different models of collecting the data. Eventually,

we decided each observer would answer two questions:

1. What ideas of best practice did you observe?

2. What ideas could you bring/use in your own lessons?

Each pair were then encouraged to have a casual discussion at the end of the

observed lesson for feedback.

All data sheets were returned to our Action Project team. All information collected

was anonymous, as we felt this would allow for full participation and engagement.

Findings

Through collation of assessment sheets a lot of positive examples of teaching and

learning practices were highlighted. These included:

➢ Teaching staff have an excellent rapport with students in the school

➢ Teaching involved a lot of cross-circular links and these were highlighted

where appropriate

➢ A very relaxed atmosphere in the classroom was a common note among

observers

➢ Group work activities and active participation of students was evident

throughout

➢ Lesson objectives and aims were common practice among teachers as

these were clearly stated formally and informally

➢ Literacy and Numeracy strategies were obvious in all classrooms

➢ Excellent use of questioning were observed. Participants described

questioning as Clear, Concise, Instructional, Higher & Lower Order, Open

ended, to detail the type of questioning apparent in lessons

➢ A lot of variety in teaching and learning strategies were listed such as

Independent learning, Use of I.C.T, enquiry based, thinking skills, activity

based, direct instruction, problem solving, self & peer assessment

While also another very positive outcome was that observers responded that peer

observation provided an opportunity to engage in reflective dialogue about their

work. The process afforded teaching staff an opportunity to improve in one’s own

classroom practices through dialogue from a peer who understands the daily


demands of the classroom. It allowed for self-evaluation of teaching practices, and

one respondent noted that the process served to raise self-esteem as it gave great

satisfaction in what they, themselves were doing in the classroom.

Discussion On reflection of teacher learning numerous strategies were identified that teachers

could incorporate into their own classroom. These included:

➢ Making subject matter more relevant to real life applications where possible

as this seemed to promote active participation and discussion from

students. Students learn more deeply when they can apply classroom

knowledge to real world problems. Inquiry and design based approaches

are an important way to nurture communication, collaboration, creative and

deep thinking.

➢ That group work could have a competitive aspect to it when used in the

classroom. This promoted students to work simultaneously with many

others allowing them to have a voice in what and how they learn.

➢ Explore the use of I.C.T more where appropriate as it allowed students to

receive information quickly from multimedia sources.

➢ Peer learning was identified as a teaching strategy that students enjoyed

and when facilitated well by teacher was extremely effective in promoting

student participation and learning. The benefits were apparent for both

tutor and tutee.

➢ Positive reinforcement for participant allowed students to gain confidence in

activities as it gave instant gratification with immediate and deferred

rewards.

Salesian College Pallaskenry’s peer observation initiative proved to be a very

worthwhile experience for those who participated. Through this process teachers

were forced to observe and think about their own teaching and that of their

colleagues. Examples of good teaching were highlighted in every observation and

these readily identified with the six factors of good teaching as set out by Coe R et

al (2014) What Makes great teaching? Sutton Trust, being 1) Pedagogical, 2)

Quality of Instruction, 3) Classroom Climate, 4) Classroom Management, 5)

Teacher Beliefs, and 6) Professional Behaviours.

Teachers actively sought the help of colleagues in improving the learning

experience of students.


Dissemination of the results to teachers

A summary of good practices encountered in Salesian Secondary College will be

distributed to teachers at the beginning of the new academic year (see appendix

8).

This will be done using a one page document highlighting aspects of good

classroom practices that were common among teacher observations. It is hoped

that this will serve to give positive reinforcement to teachers within the peer

observation study as to what was being done correctly in the classrooms while

also allowing teachers who did not partake in the study to see the results and

analyse the positive practices. This will also allow a forum for discussion between

teachers should they wish to clarify any of the practices and how they are

promoted through teaching and learning.


Summary and Conclusion Action 1 and 2

What have we learned from this project?

Reflections from the main members of the Action Project:

We have learned that working on an Action Project is a very enriching experience,

and provides a kind of “adrenaline rush” similar to what we get when our students

are happy in class and learn well in class! Sharing ideas with peers, being

observed and receiving compliments from another teacher, listening to students

commenting on their learning experiences in the classroom good or bad, decoding

surveys and reflecting on our teaching gave us great satisfaction. We also met

other teachers with similar aspirations from other schools and it was really exciting!

We think that it made us grow in our profession.

But we have learned also that working outside “classroom work” with peers is a

headache, as we have very little time during the school day to meet and to have

“deep meaningful conversations”. Meetings were very often rushed or many

members were missing.

It is also necessary to choose wisely which action projects to work on and to ask

the essential question: the rationale of that action project. Some actions may have

to be crossed out and decisions are sometimes difficult. Given the organic nature

of an action project, changing goalposts can be problematic if there isn’t a clear

understanding about the change. Keeping all interested parties in the loop

therefore is very important.

We have also learned that it is important to have one or two leaders for such

actions in a busy school like Salesian Secondary College. The role of the leader is

to disseminate the tasks, ensure the respect of deadlines, liaise with management,

organise meetings, meet other schools involved in the LSP, disseminate

information and work with the rest of the staff, parents and students. Providing

direction however isn’t enough. The leader also needs to keep team members

motivated and interested.

There is no doubt that an action project is a huge challenge, given the constraints

already mentioned. However, the learning for all of the interested parties is worth


it. Sometimes being forced to complete something, through participation in a

project with deadlines like this, is necessary to provide the opportunity for

professional reflection. The fact that people are willing to engage with an LSP

speaks volumes about the commitment and interest that many of our staff

members have which is a very positive thing for the school community as a whole.


Actions we can take now:

On reflective practice in our students cohort

➢ Students should be encouraged to reflect (think about) their learning

➢ Students may need to be taught how to reflect on their learning

➢ Teachers should support reflection on learning by talking about learning techniques in

class and by sharing group practice of learning

➢ Study skills seminars may need to be reconvened at the start of each academic year for

all years

➢ Teachers could set targets of learning for students

On learning styles and strategies

➢ Establish the learning styles of our students in first year

➢ Give a study guide seminar to all students ahead of Christmas exams

Power Point Presentations

➢ Rethink the way we use Power Point Presentation in class, so they are a more

effective learning tool for our students.

On teaching styles

➢ Students prefer a range of teaching styles within a subject area as they feel they learn

best with a variety.

➢ It would be beneficial to vary our individual teaching styles more often.

On group work

What students have identified:

● Well-planned group work at all levels

● Well-chosen groups is beneficial to good group work

● Identification of specific aims/tasks is necessary for a group to work well

● Well-designed group work facilitates more effective learning.

➢ There is a need in our school to review or improve our group work learning activities in our

classrooms.

On peer observation

● Observation provides an opportunity to engage in reflective dialogue about their work.

● The process affords teaching staff an opportunity to improve in classroom practices

through dialogue from a peer who understands the daily demands of the classroom.

● It allows for self-evaluation of teaching practices

● The process serves to raise self-esteem as it gives great satisfaction in what they,

themselves are doing in the classroom.

➢ The peer observation will continue engaging more teachers on a voluntary basis


What next? Some areas of needs have been identified, see above. Therefore the Action Research

team has decided to concentrate and lead two actions for the next academic year:

- Group work that works

- Peer observation 2

Group Work that Works - GWW

➢ Rationale: this is an area that has been identified by students as not always

conducive to effective learning. Group work is also the core of the Junior Cycle

Reform

➢ Methodology:

o CPD to be given by Joanne Fitzgerald

o Departments to establish group work layout/lessons that can work

o Survey with parents on their child’s participation in group work

o Survey with students on their participation in group work

o Focus group on group work in our school

o Target data: percentage of students experiencing group work in our school

– survey conducted in October and in May.

Peer Observation 2 – PO2

➢ Rationale: peer observation has proven to be beneficial for teachers’ development,

reflective practice and CPD

➢ Methodology:

o Similar to Peer Observation 1

o Teachers will concentrate on group work activities when being observed.

More discussions on these actions will take place in the new academic year

2016-2017


Bibliography Articles

● A Matter of Style: The Teacher as Expert, Formal Authority, Personal Model, Facilitator,

and Delegator Author: Anthony F. Grasha College Teaching, Vol. 42, No. 4 (Fall, 1994), pp. 142-149Published by: Heldref Publications

Stable URL: http://www.jstor.org/stable/27558675

● Reflection in Action Author: Donald Schön Readings for Reflective Teaching, edited by Andrew Pollard, Continuum, 2005 Author: Arthur L. Costa and Bena Kallick Learning and Leading with Habits of Mind

● A model for continuing professional development,

Authors: Soloman & Tresman

Readings for Reflective Teaching; edited by Andrew Pollard, Continuum, 2005

● Identifying Your Educational Philosophy: Development of the Philosophies Held by

Instructors of Lifelong-learners (PHIL) Author: Gary J. Conti MPAEA Journal of Adult Education, Volume XXXVI, Number 1, Spring 2007 19

● Teaching Style vs. Learning Style Author: Bettina Lankard Brown 2003 Educational Resources Information Center, Journal No.26

● Preparing Your Teaching Portfolio Author: Shannon Consortium http://www3.ul.ie/.../FAQs%20-%20Regional%20Teaching%20Excellence%20

● What is a Teaching Style ? Author: Jill Stanard, from “You the Teacher” Chapter 1

● Approaches to Teaching & Learning 2007 Irish National Teachers’ Organization (PDF) http://www.into.ie/ROI/Publications/ApproachesTeachingandLearning.pdf Gosling, D. (2002) Three Models of Peer Observation of Teaching.Available at:www.ltsn.ac.uk/generic Gosling, D. (2000). Communicative action within two postgraduate courses, Research and

Innovation in Learning and Teaching, 1(1), 109-118 Webb, G. (1996). Theories of staff development: Development and understanding. The International Journal for Academic Development, 1(1), 63-69 Shortland, S. (2004) Peer observation: a tool for staff development or compliance? Journal Of

Further and Higher Education, 28(2), 219-228

http://www.jstor.org/stable/27558675

http://www.into.ie/ROI/Publications/ApproachesTeachingandLearning.pdf


Websites

http://longleaf.net/teachingstyle.html (online teaching style survey: Grasha-Riechmann)

https://prezi.com/exntsdg-yhoz/identifying-your-teaching-style/

https://www.youtube.com/watch?v=VntoVnxtMvk

http://www.csus.edu/indiv/s/sablynskic/Ch5OBE150.htm

https://www.youtube.com/watch?v=dilnw_dP3xk

https://www.youtube.com/watch?v=oNxCporOofo

http://www.hotchalkeducationnetwork.com/teaching-style-quiz/

https://www.boombox.com/c/quiz/84969/what-s-your-teaching-style-copy

http://www.qfeast.com/personality/quiz/ZGU5f3/What-Philosophy-Matches-Your-Teaching-Style

https://www.csn.edu/pages/2358.asp

education.cu-portland.edu/blog/teaching-strategies/5-types-of-classroom-teaching-

styles/?source=seo-hen

http://www.cte.cornell.edu/teaching-ideas/engaging-students/learning-and-teaching-styles.html


https://prezi.com/exntsdg-yhoz/identifying-your-teaching-style/

https://www.youtube.com/watch?v=VntoVnxtMvk

https://www.youtube.com/watch?v=dilnw_dP3xk

https://www.youtube.com/watch?v=oNxCporOofo

http://www.hotchalkeducationnetwork.com/teaching-style-quiz/

https://www.boombox.com/c/quiz/84969/what-s-your-teaching-style-copy

http://www.qfeast.com/personality/quiz/ZGU5f3/What-Philosophy-Matches-Your-Teaching-Style

https://www.csn.edu/pages/2358.asp




Appendices

Appendix 1 – Forbairt 2014 2015

Sample of Learning Style survey results – first year 2014 / 2015

Visual Auditory Tactile/Kynaesthetic

Online Survey:

http://www.educationplanner.org/students/self-assessments/learning-styles.shtml


Students’ journal entry:

Teachers’ journal entry


Classroom poster


Teaching strategies to cater for the different learning styles in the classroom The survey carried out in 2015 by the Curriculum Development Team showed that in general, our class

groups in Salesian Secondary College have a 1/3 of visual learners, a 1/3 of auditory leanrers, and a 1/3 of

tactile/kinaesthetic learners. Most of our students will utilise a mix of these learning styles.

Now, each subject department must develop teaching strategies to use in the classroom to maximise the

learning of their students.

➔ The task for the department today is to:

Detail 3 teaching strategies to cater for the 3 learning styles (Auditory, Visual and Tactile/Kinaesthetic) that

could be included in the classroom to teach a particular topic/skill/content using the guidelines included in

the Teachers’ Handbook. You can also develop new strategies that are not included in the Teachers’

Handbook that would be tailored to your subject area.

Subject: art Date: 12/01/2016

Participating teachers: Ed Price Phil Enright

Level of students / year group: 6th mixed Topic/skill/content – detailed:

History of art, high crosses – Cross at Ahenny, the Cross of Moone, Muirdach

Cross

➢ Reference resources where possible: website, worksheet, text book, ICT etc..

➢ Best practice requires teaching strategies for Junior and Senior cycle curricula and requires

utilisation of the strategies in the class

➢ Each department should submit a relevant number of teaching strategies for their subject area

(i.e., choose several skills/topics/content/level and develop 3 strategies for each - the more the

merrier!)

➢ These teaching strategies will be utilised by teachers in the subject department. Therefore, make

sure that resources are referenced and strategies clearly explained (make it short and sweet)

YOU CAN MAKE COPIES OF THIS SHEET TO LIST MORE STRATEGIES ➔ 1 teaching strategy to cater for Auditory Learners

STATIONS: One high cross is chosen, students work in groups to research one

aspect of the cross (e.g. decoration). One expert of each group will go to the

other groups and relay the key information ➔ 1 teaching strategy to cater for Visual Learners

Sketching: students learn to sketch key elements of the cross by copying the

teacher as it is sketched on the white board. Key words and labels are also

mode visual for students to copy. ➔ 1 teaching Strategy to cater for Tactile/Kinaesthetic learners

Group work: students work in groups to research one cross. The group must

write down key notes. The group presents a report on the cross up at the board.

One student reads and explains, one pupil draws, one student labels and one

student writes keynotes/words on the board. These strategies must be disseminated among the department members, filed in the Subject Folder for

inspection and a copy must be given to Mike Lavan at 12.30


Appendix 2 – I am thinking about my learning.

Survey Monkey questionnaire for all students using IT in our school


Appendix 3 – Learning style reflective questionnaire

Learning Style Reflective Questionnaire - January 2016

Year Group: 2nd □ TY□ 5th Yr □

How well do you learn from these methods?

Whole Class Activities Very well

Well Okay Not well

Badly Never done in class

When the teacher (tchr)explains

When the tchr uses Question & Answer techniques

When the tchr shows/demonstrates

When a video/film is shown/used

When work/posters are displayed on class walls

By copying notes from the board

When Power Points (PPTs) are used

When there is a class discussion

When there are guest speakers in the classroom

When there are educational outings

When textbooks are used in class

When a tchr calls out notes to be taken down

When a tchr outlines on small board what a student should know by the end of class

Small Group Activities Very well

Well Okay Not well

Badly

When there are small group discussions

When there is group role play

When there are student presentations in groups

When there are individual student presentations

When there is a debate

When there is small group project work

When there are games (board/card/dice etc.)

When there are case studies

When there is practical work



Individual Activities Very well

Well

Okay

Not well

Badly

Never done in class

Writing essays

Practising exam paper questions

Completing worksheets (exercises/fill in the blanks)

Class handouts (notes)

Completing homework

Study time (revision)

Doing project work

Personal choice in a project/assignment

I learn from experiments/investigations

I learn from regular tests

I learn from end of term/year tests

I learn from information seeking/project research e.g.(using the web/internet/books etc.)

I learn from case studies

I have to demonstrate to others (peer teach)

When I have to carry out a practical task e.g.(cook/build/draw etc.)

Through work experience

By interviewing/surveying/using questionnaires

Self-evaluation

Target settings

Mock exams

One to one teaching

Question and answer with a friend

Using text books

Using I.T. (software/internet/apps etc.)

Are there any other techniques, not mentioned above, that you use to help you to learn?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

__________

Many thanks for your participation!


Results Learning Style Reflective Questionnaire – 2nd year



Well OK Not well

Badly Never done

in class

When the teacher (tchr)explains 4 5 2

When the tchr uses Question & Answer techniques 2 9

When the tchr shows/demonstrates 4 4 4

When a video/film is shown/used 3 3 2 1 1

When work/posters are displayed on class walls 4 5 2

By copying notes from the board 3 4 2 2

When Power Points (PPTs) are used 1 7 2 1

When there is a class discussion 3 6 2

When there are guest speakers in the classroom 2 3 3 2 1

When there are educational outings 3 4 2 2

When textbooks are used in class 4 1 6

When a tchr calls out notes to be taken down 3 2 2 3 1


2 1 4 4


Well Okay

Not well

Badly

When there are small group discussions 1 4 4 2

When there is group role play 1 2 4 1 1 2

When there are student presentations in groups 1 5 4 1

When there are individual student presentations 4 2 3 1 1

When there is a debate 2 3 4 2

When there is small group project work 3 3 4 1

When there are games (board/card/dice etc.) 2 3 2 2 2

When there are case studies 3 6 1 1

When there is practical work 3 2 6



Well Okay

Not well

Badly Never done

in class

Writing essays 2 3 4 1 1

Practising exam paper questions 1 5 4 1


4 3 3 1

Class handouts (notes) 3 3 3 2

Completing homework 2 3 5 1

Study time (revision) 2 6 2 1

Doing project work 2 3 3 3

Personal choice in a project/assignment 4 3 4

I learn from experiments/investigations 4 4 2 1

I learn from regular tests 3 1 7

I learn from end of term/year tests 3 1 5 2


5 2 2 2

I learn from case studies 2 1 6 2

I have to demonstrate to others (peer teach) 2 2 2 3 1 1


2 5 2 2

Through work experience 2 2 7

By interviewing/surveying/using questionnaires 2 2 4 1 2

Self-evaluation 1 3 3 2 1 1

Target settings 1 3 3 1 3

Mock exams 4 2 1 4

One to one teaching 1 3 3 4

Question and answer with a friend 4 3 3 1

Using text books 2 4 5

Using I.T. (software/internet/apps etc.) 4 4 1 1


Results Learning Style Reflective Questionnaire – ty year focus group



Well OK Not well

Badly Never

done in class

When the teacher (tchr)explains 4 2

When the tchr uses Question & Answer techniques 1 2 3

When the tchr shows/demonstrates 3 3

When a video/film is shown/used 1 2 2 1


By copying notes from the board 1 3 2

When Power Points (PPTs) are used 1 3 2

When there is a class discussion 3 2 1

When there are guest speakers in the classroom 1 2 2 1

When there are educational outings 4 1 1

When textbooks are used in class 1 3 2

When a tchr calls out notes to be taken down 1 1 2 2


2 1 1 1 1


Well Okay

Not well

Badly

When there are small group discussions 1 3 2

When there is group role play 4 1 1

When there are student presentations in groups 2 3 1

When there are individual student presentations 1 2 2 1

When there is a debate 2 2 1 1

When there is small group project work 1 4 1

When there are games (board/card/dice etc.) 2 1 2 1

When there are case studies 1 4 1

When there is practical work 3 1 1 1



Well Okay

Not well

Badly Never

done in class

Writing essays 1 2 1 1 1

Practising exam paper questions 3 3

Completing worksheets (exercises/fill in the blanks) 1 1 4

Class handouts (notes) 4 1 1

Completing homework 1 5

Study time (revision) 2 2 2

Doing project work 1 3 1 1

Personal choice in a project/assignment 3 1 1 1

I learn from experiments/investigations 2 2 2

I learn from regular tests 1 2 2 1

I learn from end of term/year tests 1 1 4


1 2 1 2

I learn from case studies 1 2 3

I have to demonstrate to others (peer teach) 2 2 1 1


4 1 1

Through work experience 2 1 1 2

By interviewing/surveying/using questionnaires 1 2 3

Self-evaluation 2 2 1 1

Target settings 3 2 1

Mock exams 2 3 1

One to one teaching 3 3

Question and answer with a friend 3 2 1

Using text books 3 2 1

Using I.T. (software/internet/apps etc.) 1 3 2


Results Learning Style Reflective Questionnaire – 5th year focus group



Well Okay Not well

Badly Never done

in class

When the teacher (tchr)explains 1 5

When the tchr uses Question & Answer techniques 2 2 2

When the tchr shows/demonstrates 3 2 1

When a video/film is shown/used 1 3 1 1


By copying notes from the board 4 2

When Power Points (PPTs) are used 3 1 2

When there is a class discussion 5 1

When there are guest speakers in the classroom 2 2 1 1

When there are educational outings 2 2 1 1

When textbooks are used in class 1 5

When a tchr calls out notes to be taken down 1 3 2


1 2 2 1


Well Okay Not well

Badly

When there are small group discussions 3 2 1

When there is group role play 1 3 1 1

When there are student presentations in groups 1 2 3

When there are individual student presentations 1 3 1 1

When there is a debate 4 1 1

When there is small group project work 3 2 1

When there are games (board/card/dice etc.) 5 1

When there are case studies 6

When there is practical work 2 3 1




Well Okay Not well

Badly Never done

in class

Writing essays 1 2 2 1

Practising exam paper questions 3 1 2


1 3 1 1

Class handouts (notes) 1 4 1

Completing homework 2 4

Study time (revision) 2 3 1

Doing project work 1 3 2

Personal choice in a project/assignment 1 2 1 2

I learn from experiments/investigations 3 2 1

I learn from regular tests 2 1 3

I learn from end of term/year tests 3 1 1 1


2 2 2

I learn from case studies 3 1 2

I have to demonstrate to others (peer teach) 3 1 1 1


2 3 1

Through work experience 3 2 1

By interviewing/surveying/using questionnaires 2 3 1

Self-evaluation 4 1 1

Target settings 2 2 1 1

Mock exams 1 1 2 1 1

One to one teaching 3 2 1

Question and answer with a friend 3 2 1

Using text books 1 1 3 1

Using I.T. (software/internet/apps etc.) 2 2 2


Appendix 4 - Gingerbread men


Teaching Style Questionnaire

My teachers and their teaching styles are

- I am taught by ____ teachers in the school (number) - Of those teachers, I think that they use the following teaching styles: - Please tick the style (one or more) that you think applies to each of your teacher

Formal Authority

Expert Personal model

Facilitator Delegator

Teacher 1 Teacher 2 Teacher 3

Teacher 4 Teacher 5 Teacher 6

Teacher 7 Teacher 8 Teacher 9 Teacher 10 Teacher 11

Teacher 12 Teacher 13

Teacher 14

Teacher 15


Appendix 5 - Lay out of Focus Groups and Sample of Focus

Groups discussion

FOCUS GROUP – LAYOUT

1 – Make sure that the students know that they have to come at a precise time for double

class, in the room off the study room – write up a note on notice board in staff room.

2 – Everyone introduce each other, including the teachers

3 – Main teacher leader, explain the objectives of the focus group:

➢ Teachers want to improve the learning of their students and their time in class ➢ Students are invited to think of what they are experiencing in class and how

they learn best ➢ One general rule: no mention of teachers’ names

PART 1

4 – Questionnaire on who do students learn best,

Students to indicate on questionnaire if they are Visual, Auditory or Kinaesthetic

(VAK letters on top – no name to be written)

If one student from LS, may be a possibility to learn all together the question, and

leave few seconds to answer/tick

Question to ask at the end of the questionnaire AND record on machine the

discussion: How to I learn best?

Teachers may need to prompt discussion, or ask students to develop their points; there is

no right or wrong answer.

PART 2

5 – Ginger bread man, main teacher to hold the GB man and make the students read the

heading, teacher may have to explain few terms, or ask students to rephrase – teacher

can use the “HMM” page.

6 – Questionnaire on teaching styles encountered in the class room, show the list of

their subjects in JC or SC – ginger bread men, in display in the centre of the table for the

students to refer too.

Question to ask at the end of the questionnaire AND record on machine the

discussion: What teaching style work best for me?

Teachers may need to prompt discussion, or ask students to develop their points; there is

no right or wrong answer.

LEAVE ALL MATERIAL IN THE BOX FOR NEXT

GROUPING ON THE SHELF


SAMPLE OF FOCUS GROUP RECORDING

Focus Group 2nd Yrs January 27th 2016 Question 1: How do you learn best? Stud: Probably class discussions or things. Tchr: You like those, why? Stud: I dunno. I just learn from them. Tchr: You learn from hearing other people in your class, opinions, ideas? Stud: Yes. Stud: You know when everyone stands up in class and the teacher asks questions and you sit down if you get it wrong. Tchr: Ok. So you are under fire…you like that? Stud: Yes. Tchr: Do you feel pressured? Stud: Ya. Tchr: Why do you like that? Stud: Dunno. Just you have to learn it and if you don’t, you are not going to win. Tchr: Oh, so it is a competition. Is there a prize? Stud: No! Stud: Taking notes from the board and writing them down-seeing notes on the board and I re-write it, I find that it sticks in my head, my memory. Tchr: Any particular presentation of notes, suit you better: written by teacher or notes from a PPT? Stud: It depends. Sometimes a PPT can be clearer but then sometimes certain teachers explain it better without the PPT. Stud: If we are taking notes from the board and then the teacher will go over it and ask questions about what we are taking down (I learn better then). Tchr: So you like to see it, write it and then say it? Stud: Ya. Stud: If I use key words from the notes it’s easier for me to learn it cos it’s shortened and quicker. Tchr: Imagine now you just left a class, any subject and you said to yourself, I really understood everything today. What happened in that class that made you think, I got it? Stud: Just when we do tests sometimes, I can just visualise the question and what my answer was: that helps me sometimes and also when the teacher explains it in great detail. Tchr: Do you listen to the teacher or do you take part in the conversation? Stud: Listen, mainly. Stud: When in books, you like read over all the notes, like highlight all the key points. Tchr: With the teacher? Stud: Yes cos then you know all the key points. Stud: There’s a class and the teacher gives handouts of notes but after the handout the teacher goes through everything-the practical aspect is done on the board and we will highlight or underline…because of that I feel I learn quite a bit. Tchr: What about using the text book to do that? Stud: We don’t use the textbook as much cos in this particular subject , it is easier to do it on the board. Stud: When the teacher is explaining something and they give a real life example of when you’d use this. Stud: I think when we read over notes in class but we still get them for homework, to write again in our copies or to go over again and again (helps). Tchr: Question & Answer techniques: does it work for all of you? Stud: Not really. Stud: Ya, but usually just a question I am asked. Stud: (The other questions) just go over your head.


Stud: You are not focussed until the teacher comes to you. Tchr: Do you learn when you do group work? Stud: No, because everyone is shouting over each other. Stud: I like group work in some subjects but in others it doesn’t work for me. I think it is best left to practical subjects. Stud: They’d all be shouting out and then it would end up being one person doing most of it and then you don’t understand cos everyone cos talking over each other. Tchr: Does pair work, work better for you then, only 2 people? Stud: That’s ok. Stud: It depends strongly on how well you get on with the other person. Stud: Even if you get on with the other person you might not really work as much. Tchr: Sometimes teachers mix students together: different levels/same levels together….what do you think about that? Stud: I would learn from the person stronger than me in that subject. Stud: I actually learn better when I am the stronger person. I like explaining stuff. Stud: If I am lower than the other student, they might think I am slow or something and they might talk down to me. Stud: It’s ok if the other person is better than you but if you are then one better you have to explain all of it and keep going over it. I’m not really learning from that. Stud: Sometimes I feel that if you are the stronger person then sometimes you can learn from the person who isn’t as strong cos sometimes they are the one who is going to pick up on certain things that someone who is cruising through the subject isn’t going to – individual aspects. Tchr: And working with someone on the same level as you? Stud: That works better because then you both know more or less the same thing and then you can go off and do your own bit and then come back and work together. Stud: You know the same stuff (so I don’t think you progress), so you are just going over again what you already know. Tchr: Presentations: how do you feel about them, talking in front of the class? Stud: It is really learning what you are going to say the day before, is what you learn. Stud: Ah no. I don’t really like presentations. Tchr: But do you learn by preparing for the presentation? Stud: Ya. Because you have to go off and research the stuff on your own or in a group. Stud: Presenting on my own in front of a class sometimes, but sometimes, if you are not very good at that subject, you can kind of, you mightn’t have worked to the best of your ability cos you were afraid you weren’t going to do well at this, so you panic; whereas say you were presenting with 2 others, I find that a little easier. Stud: You do learn cos you have to. If you are going to say it out loud in front of the class, you have to know what you are talking about but I don’t really learn in the presentation, you learn before it. Stud: I don’t really learn from it cos you are reading out lines-it’s not really sticking in my head. Stud: I felt myself stumbling over a presentation and it brought my grade down a lot….I learned to prepare better to not stumble over it.


On group work

If the teacher delegates the

different tasks to each member it can work better

Some people don’t work

Some people do all the work &

others just watch

I learn well when you can pick your own group, the

group works harder

I learn well when you can discuss

the work, you get ideas and you

share ideas

I learn more from other people than

I do reading by myself. Learning

from friends helps

The conversation can be about the

night before & others do the

work

I learn well when the group is small

Appendix 6 – Dissemination of results to teachers

Our 2nd year focus groups showed that students

really don’t like this learning technique because

many students “do nothing”. While the TY and

5th year students could see many benefits in

working in a group, especially, in “learning from

each other”. What can we do to have “working

groups” in our junior classes?


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Mo

del

to

fu

rth

er e

xpla

in

Form

al A

uth

ori

ty

I can

lear

n b

ecau

se

rule

s an

d e

xpec

tati

on

s ar

e cl

ear

You

nee

d a

Fo

rmal

A

uth

ori

ty in

th

e cl

assr

oo

m a

s yo

u n

eed

cl

earl

y d

efin

ed r

ule

s,

exp

ecta

tio

ns

and

au

tho

rity

.

•

“I

wou

ld l

ike

if t

each

ers

mix

ed u

p t

he

sty

les

a b

it, w

e

nee

d a

uth

orit

y, bu

t a

fri

end

ly

rela

tion

wit

h t

he

tea

cher

ma

kes

me

wa

nt

to g

o to

cla

ss a

nd

lea

rn”.

You

nee

d t

o

ha

ve e

nou

gh

rule

s to

be

abl

e

to l

earn

in c

lass


I le

arn

wel

l wh

en t

he

teac

her

go

es

thro

ugh

th

ings

at

a sl

ow

p

ace

I le

arn

wel

l wh

en t

he

teac

her

go

es

aro

un

d h

elp

ing

peo

ple

I lea

rn w

ell w

hen

th

e te

ach

er

sim

plif

ies,

su

mm

aris

es &

gi

ves

mai

n p

oin

ts

I l

ear

n w

hen

th

e te

ach

er

dem

on

stra

tes

ever

yth

ing

to a

te

e

I le

arn

wel

l wh

en t

he

teac

her

d

emo

nst

rate

s an

d a

nd

it's

co

mb

ined

wit

h p

erso

nal

ex

per

ien

ce o

f d

oin

g it

yo

urs

elf

Rev

iew

ing

wo

rk: w

hen

te

ach

er g

ives

po

ints

on

ho

w

to im

pro

ve/g

ives

oth

er

idea

s/ s

o y

ou

can

see

wh

ere

yo

u a

re a

nd

wh

at y

ou

can

do

to

imp

rove

Fo

r m

e to

lear

n I

actu

ally

n

eed

to

en

joy

wh

at I

am

do

ing

I lik

e p

roje

ct w

ork

: yo

u c

an

do

yo

ur

ow

n t

hin

g at

yo

ur

ow

n p

ace

I l

ear

n w

ell w

hen

tea

cher

gi

ves

com

me

nts

on

PP

T’s

Wh

en t

he

teac

her

rep

eats

w

hat

is o

n t

he

PP

T is

hel

pfu

l P

Pt’

s w

ith

to

o m

uch

det

ail

do

n’t

wo

rk

If I

see

a b

lock

of

text

on

th

e b

oar

d…

I tu

ne

ou

t im

me

dia

tely

I le

arn

wel

l wh

en t

he

teac

her

p

oin

ts o

ut

or

hig

hlig

ht

key

wo

rds/

term

s/d

efin

itio

ns

W

hen

I w

rite

do

wn

no

tes

firs

t &

th

en e

xpla

inin

g th

em

hel

ps

Get

tin

g a

cop

y o

f th

e P

PT,

h

elp

s m

e, I

can

just

hig

hlig

ht

the

imp

ort

ant

par

ts a

nd

w

rite

s n

ote

s b

esid

e it

.


Appendix 7 – Observation sheet and sample of Observation sheet

completed

Elements of the class environment that you

could comment on during your observation.

Organisation

● Preparedness, use of time, focus on

objectives

What Elements of Good Practice were Observed in this

Lesson?

What could you incorporate into your own lesson?

Instructional Strategies

● Clear Direction, Variety of Learning

styles, appropriate level of challenge,

students engaged Activities or Exercises

● Length, appropriate level of skill and

difficulty, develop relevant skills and

confidence, variety, assessment

Presentation Skills

● Eye contact, clear language, speech

rate, use of space, enthusiasm, interest

Rapport w/ Students

● Student participation, open ended

questions, flexibility etc.

Clarity

● Directions, questions, explanations Impact on Learning

● Development of problem solving,

critical thinking skills


Appendix 8 - Best practices in Salesian Secondary College:


Members of the Action Research Project Team

Georgina Barrett, Neil Barry, Lisa Downey, Marie Kelly, Mike Lavan (Deputy Principal), Armelle

Mangan, Patrick O’Neil (Principal) Ciara Rock, Colin Ryan, David Ryan, Claire Sheehy

school self evaluation academic year 2015 2016 curriculum ... 7 salesian...learning style reflective...

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