102097

Researching Teaching and Learning 2

Assignment 3

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Contents

17994910 Parsa Qureshi…………………………………………………………………………………………. 3

17975487 Ben Carter..…………………………………………………………………………………………….16

15241359 Arafat Hijazi………………………………………………………………………..…………………26

17994936 Aamina Younis ………………………………………………………………………………………42

Video Link: https://youtu.be/qLi2OJzEqzg

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PARSA QURESHI

Teacher 1

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Teacher 2

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Teacher 3

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Teacher 4

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Group Contribution Name: Parsa Qureshi

Explain your contribution to the group:

How did you contribute to:

 Identifying group and individual topics?

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Discussion of an overarching topic based on the areas of focus we would like to research on
as future teachers. It was quite easy for all members to agree on a topic.
We assisted each other to help come up with subtopics.

 Developing and implementing the intervention?

I was able to work successfully with all group members to plan the intervention. If one
member had an idea I made sure to be open to their idea and we all listened and respected
each other’s opinions.

 Collecting and analyzing preliminary data?

Each group member conducted their own data collection protocol. I had observations of
classroom teachers. In our discussions we reported on our data findings and found it to be a
successful meeting. This is because our findings matched with the literature and we were all
able to agree on certain topics and find similarities in our information.

 Developing the research presentation?

Group meetings at university and local areas to discuss and update on the assignments.
Recording voices, typing up information required to go into the video clip as well as
assistance with organization of the video presentation.

 How did you interact with the other group members?

Really enjoyed working with this bunch, very dedicated and lovely people. Everyone was
respectful and polite with each other. Got along really well.

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

Group Member: ________Aamina Younis ________________________________________

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

5 4 3 2 1
Took 5

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leadership
role when
needed
Contributed 5
ideas and
knowledge
Polite and 5
respectful to
all members
Completed 5
individual
tasks

Completed 5
tasks on time

Explain scores of 1, 2, or 3.

Group Member: ______Arafat Hijazi ______________________

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

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

Completed 5
tasks on time

Explain scores of 1, 2, or 3.
Group Member: ________Ben Carter ____________________________________

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

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

Completed 5
tasks on time

Explain scores of 1, 2, or 3.

BEN CARTER
Coded interviews

Interview notes Theme

Participant A: had no understanding of Flipped Model of Instruction
the flipped model of instruction.

Participant B: has a good understanding

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of the flipped model of learning;
although they have never seen it
implemented.

Participant B notes that “this model

would be unsuitable for a low SES
school, particularly when students don’t
even complete homework.

“This model may be effective in

teaching gifted and talented students.
However, due to the schooling
demographic the participant works in,
they have never witnessed the flipped
model of instruction implemented.

Participant C: this participant has

experience implementing the flipped
model of instruction, with mixed results.
Participant C states that the flipped
model of instruction can only be
effective when all students are
committed to completing pre-classroom
tasks. Additionally, participant C also
notes that their students “didn’t have
high enough literacy levels” to
effectively engage with the work outside
of the classroom.

Participant A: this depends on the type Student collaboration and inclusivity

of students within the lesson:

“Depends on the kids; if they’re a

naturally socially developed kid, friendly
and willing to help. Then yes, these kids
are often willing to help out other
students who may need it”.

Also, participant A places the onus on

the teacher to create a learning
environment that promotes collaborative
inclusivity:

“If you’re trying to help students on the

fringes, if you want these kids to be
included through collaborative work,
you have to improve the culture”.

Participant B: Similarly, participant B

also highlights that the positive influence

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student collaboration can have on
inclusivity is reliant on the character of
the students.

“collaborative work can contribute to

inclusivity within the classroom, as long
as students are willing to each other”.

Also, Participant B notes that student

collaborative work should not be forced
onto students who do not want to
participate.

Participant C: this participant also notes

the positive impact that student
collaboration can have on promoting
inclusivity within the classroom.
Participant C states that they have
successfully used collaborative activities
to encourage “some students who have
mental health issues to interact with their
classmates”.

Additionally, Participant C also places

high importance on the teacher’s role of
promoting a safe environment, which the
students then model.

Finally, Participant C notes that student

collaborative activities can have a
negative impact on some students. For
example, this participant notes that if
higher achieving students are paired with
lower achieving students, this can
sometimes cause self-esteem issues.
These self-esteem issues occur as the
lower achieving students quickly
recognise they have been paired with
someone who is there to help them
understand the work.

Participant A: this participant has a How to promote student collaboration

number of strategies for promoting
student collaboration.

 Class seating plan

 Fun group exercises

Participant A also notes that teachers

need to be aware of and know their

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students. This is so they can follow up
on students who don’t seem to be
engaged with the group work, asking
them why that may be.

Also, Participant A notes that “teachers

have to be very vigilant i.e. walking
around the room, discussing things with
students. This is more challenging than
“direct instruction” teaching. But “worth
the hassle”.

Participant B: also makes use of fun

activities, such as “ice-breakers and
getting to know you activities. This
creates a cohesiveness in the classroom.

Participant C: this participant highlights

the importance of a positive environment
being maintained by the teacher; “the
environment and tone of interaction that
the teacher presents has more of an
effect on inclusivity then any class
exercise”.

Participant A: this participant states that Student authority over their learning
providing students with authority of their
learning, decreases behavioural
problems in the classroom. For
Participant A, providing students with
autonomy over their learning “promotes
creativity within the classroom because
students are given permission to explore
their own ideas and push boundaries”.
Additionally, this participant also notes
that students at their school have online
components of their learning, which
gives them an opportunity to engage the
content at their own pace.

Participant B also states that student

authority in the learning process can
have a positive impact on the learning
environment. For participant B, giving
students authority of their learning
increases their engagement in the
learning process, which “decreases
behavioural problems”.

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 Participant C: in contrast to participants
A and B, Participant C states that
providing students with authority over
their learning can have negative impacts.
Participant C states that in the past when
they have given students choice over
their learning, “the kids were lazy and
kept on choosing the easiest options”. In
fact, Participant C states that “in my
context students would rather be spoon
fed the material”.

1. In what contexts have you implemented, or seen implemented, the flipped model
framework?

2. To what effect was this framework implemented?

3. How did the flipped model framework impact student collaboration?

4. In your experience, to what extent does collaborative work promote an inclusive

environment within the classroom?

5. What kinds of strategies do you implement to promote inclusive collaboration?

6. What kinds of impacts have collaborative exercises had on classroom harmony,

within your lessons?

7. In what ways have you promoted student authority over their learning?

8. How has this student authority effected their collaboration during group work?

9. What kinds of impact has increased student authority had on managing your
classroom?

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 10. What are the challenges facing teachers in transferring some authority to students?

11. What strategies have you implemented to overcome these challenges?

Group Contribution Name: Ben Carter: 17975487

Explain your contribution to the group:

How did you contribute to:

 Identifying group and individual topics?

I played a significant part in identifying group topics, making suggestions where

necessary, as well as assisted in narrowing down the topic to something more specific.

 Developing and implementing the intervention?

My research was an integral part in identifying the required intervention. Additionally, I

attended all group meetings and contributed during group discussions.

 Collecting and analyzing preliminary data?

I submitted my data analysis in a timely manner, making sure things were not left to the
last minute. Additionally, my data contributed to the group’s final intervention proposal.

 Developing the research presentation?

I attended all group meetings and made contributions to the presentation.

How did you interact with the other group members?

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The group as a whole interacted very well together, collaborating throughout this
semester in order to achieve our research proposal. My contribution was to help create
a positive atmosphere, where all group members’ inputs were encouraged and valued.

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

Group Member: Parsa Qureshi

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

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

Completed Yes
tasks on time

Explain scores of 1, 2, or 3.

Group Member: Arafat Hijazi

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

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

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individual tasks

Completed Yes
tasks on time

Explain scores of 1, 2, or 3.

Group Member: Aamina Younis

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

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

Completed Yes
tasks on time

Explain scores of 1, 2, or 3.

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ARAFAT HIJAZI

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AAMINA YOUNIS

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Teaching area: English

Years of experience: 12 years

Ability level of the class: mixed

Questions that could be asked during an interview with a teacher:

What are the different levels of abilities in the classroom? Throughout my years of

How do you differentiate your instructions for the various learners in the classroom?

How do you incorporate differentiation in your lesson plans or lessons?

How do you accommodate for a gifted and talented student in your class?

How do you feel about inclusive classrooms?

How do you accommodate for non-English speakers?

What does a model classroom look like to you?

What do you think are the benefits of meeting the learning needs of all students?

Do you think that differentiation plays a role in classroom management? What about in your

classroom? Does it play a role?

Have you reflected upon your practices and how you could direct your future practices to

maintain a positive and learning environment?

Have you taught in a classroom where differentiation was not present? Did this affect the

classroom management?

Do you think there is a connection between classroom management and differentiation?

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Group Contribution Name: Aamina Younis

Explain your contribution to the group:

How did you contribute to:

 Identifying group and individual topics?

We discussed our concerns and areas of interest at the start of the project and
where able to come up on a decision and topic we all agreed on.

 Developing and implementing the intervention?

Our initial discussion and establishment of the overarching topic made it easier
for everyone to work together to develop the plan for intervention

 Collecting and analyzing preliminary data?

Each group member carried out their own protocol, my data collection method
was interviews of 4 classroom teachers. The findings from my data matched up
with not only the findings in the literature review but were able to synthesize
with the findings of my other group members.

 Developing the research presentation?

Used Movie Maker on my laptop and attended group meetings to record

together as a group, voice record and merge al our information together.
Everyone played a part in writing out the scripts and synthesis of information.

How did you interact with the other group members?

I was able to get along with the other members really well. Everyone was positive and
we worked well as a team.

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

Group Member: Ben Carter

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

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

Completed Yes
tasks on time

Explain scores of 1, 2, or 3.

Group Member: Parsa Qureshi

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

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

Completed Yes
tasks on time

Explain scores of 1, 2, or 3.
Group Member: Arajat Hijazi

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

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

Completed Yes
tasks on time

Explain scores of 1, 2, or 3.

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