Teaching as Inquiry - (R&C2)

Research Topic & Questions

As a result of my Literature Review, I have chosen the following research topic area:

ESOL learners  - developing language through "play" in an 
innovative learning environment, with a focus on key competencies.

Questions that will guide me through my inquiry are:

1. How can play-based learning support the development of english language? 
2. In what ways can an innovative learning environment enhance learning?
3. Should the key competencies be a precursor to 'meeting the standards' with ESOL learners?

Purpose

The reason for selecting this topic of inquiry is due to a point made by Zhao (2015), who said that educational systems around the world are making changes to their curriculum and assessment instead of invent a new paradigm that cultivates creativity, entrepreneurship and global competence.  Sir Ken Robinson supports this view through his TED talk 'How Schools are Killing Creativity' and 'Changing Educational Paradigms'.

I'm interested in cultivating a learning environment with an emphasis on the key competencies - namely 'thinking' and 'relating to others', to support the large number of ESOL learners that are in my Year 1&2 learning environment.  

It is believed that over the course of the summer holidays, many of the learners will return with limited english language due to the non-english speaking home environment in which they live.  After a discussion with the other learning coaches in my habitat (who worked in this school in its foundation year of 2015), I came to the understanding that due to the limited (or absent) exposure to english during pre-school years, many of the learners have little knowledge of some common place objects, e.g. boat, cat, train.  It has made me wonder that if they have no schema to link to written text, then they may be learning to read and pronounce a word, but have no word-object association.

Introduction

Ormiston Primary School is considered to be an innovative learning environment. Therefore, it should be able to provide opportunities to meet the future learning needs of students, e.g. blending in use of digital technologies, using authentic and relevant contexts, and encouraging experimental and error-tolerant modes of engagement (Kwek, 2011).
According to the report Future-focused Learning in Connected Communities (May 2014), 

New buildings, new technologies, mobile devices and innovative applications will not improve learning on their own. Students, teachers and leaders must adapt their practices to make best educational use of these investments.

Through Teaching as Inquiry, I will be adapting the learning to meet the needs of these young learners.   With a blending of digital technologies and play-based learning, I endeavour to create a collaborative and communicative environment where the development of oral language in these Year 1&2 ESOL learners will flourish.


References

Robinson, K. (2006).  Do school's risk creativity?  Retrieved from,

https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?

Zhao, Y. (2015).  A world at risk: an imperative for a paradigm shift to cultivate 21st 

century learners.  Sprinter Science+Business Media, New York.  Retrieved from,

www.nepc.colorado.edu/blog/world-risk

Timeline of Engagement

Below is a guide for the expected engagement with the various communities that will be important to the undertaking of this inquiry.

10-30 January:

I will carry out the following in order to obtain feedback and suggestions about my inquiry.

• Post discussions on Mind Lab's Google+ Community to obtain feedback
• Join the Play-Based Learning group on Facebook to learn more about how and why other educators are using play-based learning
• Have face-to-face discussions with the other Learning Coaches in my team to learn more about the personalities and learning needs of the young learners that will be in my 2016 habitat
• Share my blog with two of the Learning Leaders at Ormiston Primary in order to receive feedback about the relevance of this teaching as inquiry

20-30 January:   

Discussions with other learning coaches, and a survey to ascertain some information about the learners at Ormiston Primary.  This will be important as this is a new position for myself and I have no knowledge about the learners.   Nearly 50% of the learners will be transitioning from the New Entrant Learning Habitat to the Year 1&2 Learning Habitat and many of these learners are ESOL.

During this time, I will also look at getting relevant data to support my inquiry, e.g. student ethnicity, academic records (reading, numeracy and writing levels).  This data will help me to understand the culture and values that each learner will bring to our learning environment.  The academic data will support me with identifying the possible learning support that will be required.   The ethnicity data may also indicate the possible number of 'parent community' surveys that will need to be translated from english to the language spoken at home.

Term 1, Weeks 1-2

Gather data about the learners in my habitat through conversations, imaginary play and games. Learners with limited english language ability will form the group of 'stakeholders' in my inquiry. The data gathered with be the baseline data which I will then make comparisons to at the end of Term 1 and then again at the end of Term 2.

Due to the age and language limitations, these learners will not be able to complete a written survey. Instead, data will be recorded by myself through photos, video and written notes.

Term 1, Weeks 3-10 & Term 2, Weeks 1-9

Hold weekly discussions with other learning coaches in my habitat to gather feedback on my practice and also whether they are noticing an improvement in the proficiency of english, collaboration and creativity by the learners in my inquiry. This feedback will enable me to make any necessary changes to how I am supporting the learners - through play-based learning.

Term 1, Week 11 & Term 2, Week 10

Repeat the gathering of data as conducted at the beginning of Term 1 - through conversations and games. Compare this newly collected data against the baseline data of Term 1. Use this data to reflect on my practice and guide planning for the following term. Questions to ask will be whether play-based learning is enhancing the development of english language skills, creativity and collaboration. What strategies am I incorporating into the learning environment and what impact are they having on these learners?

Due to the age and language limitations, these learners will not be able to complete a written survey. Instead, data will be recorded by myself through photos, video and written notes.

How does this inquiry support learning outcomes for Maori and Pasifika students?

My literature review both reinforced and uncovered a few interesting points and phrases. Barnes (2013), introduced me to the phrase “Pākehā paralysis”, while Henry and Pene (2001) reminded me that kaupapa Māori is defined as the traditional Māori way of doing, being and thinking. I would like to make contact with a local kura kaupapa Māori to discuss in more detail what it means to be 'doing, being and thinking in a traditional Māori way'. I would also be interested in finding out if the 'traditional Māori way' has been altered to align with the changes in today's world, and to be prepared for tomorrow's world. This would be a separate inquiry that would provide data for my 'Teaching as Inquiry: innovation to support 21st Century skills'.
The word 'kotahitangi' means "unity". If we are to acknowledge 'kotahitanga', then it is here that cultural identity needs to be woven through the curriculum; transferring tikanga (values) such as haere tahi (progressing together), mahi tahi (working together) and noho tahi (staying together) into the classroom.

As of December 2015, the ethnic composition at Ormiston Primary was:

• Māori 3%

• Pākehā 7%

• Chinese 26%

• Indian 25%

• Cambodian 10%

• Fijian 10%

• Middle Eastern 5%

• Other Asian 3%

• Other 11%

With this broad range of ethnic groups, I feel that it will be important to recognise the cultural values of each learner - not only of Māori and Pasifika students, but all cultures within the learning environment, so that every child has the same opportunities to develop and reach their potential. This is when 'kotahitangi' (unity) will occur.

Community Involvement

Survey

Research undertaken by MacFarlane, Glynn, Cavanagh and Bateman (2007), and published in their paper on Creating Culturally Safe Schools for Maori Students refers to the importance of acknowledging the socio-cultural perspective on human development and learning. At the beginning of Term 1, I will conduct a  'parent community' survey which will include questions about the home environment and ascertain information about their values and literacy practices. The information gathered from this survey will help me to gain a better understanding of each learner's home life and may also help me to respond to challenging behaviour and learning difficulties as effectively as possible.  

Following a discussion with the other learning coaches in my habitat, it is my understanding that a large proportion of the parent community may have very little, or even no understanding of the english language. I will need to find a way to provide this survey in multiple languages so that the parent community access it.

This survey, along with regular emails or face-face meetings, will help to build whanaungatanga (relationships) by getting to know the learners and their families as individuals. It will also provide me with useful information about the parent community such a their first choice of language and also skills/resources which they may be able to share with our learning environment.

My own practice, and that of my team, will be moulded to acknowledge these socio-economic values. I feel that this, along with enabling students to have an input into the guidelines and boundaries, e.g. treaty, will be a factor when transforming traditional learning into an innovative learning environment.

Footnote:

27.1.16: I have found out at a staff induction meeting that the Learning Leader meets with every family before the child starts his/her schooling and much of the information that I am after is recorded in a document at the meeting. The Learning Leader is able to share this information with me.

References:

Barnes, A. (2013). What can pākehā learn from engaging in kaupapa Māori educational 

research? Te Wahanga, He whanau matau whanau ora. New Zealand Council for  
Educational Research. Retreived from
http://www.nzcer.org.nz/system/files/Pakeha_Kaupapa_Maori_Research.pdf

Henry, E. & Pene, H. (2001). Kaupapa Māori: locating indigenous ontology, epistemology 
and methodology in the academy.  Retrieved from https://www.researchgate.net/profile/Ella_Henry/publication/247747167_Kaupapa_Maori_Locating_Indigenous_Ontology_Epistemology_and_Methodology_in_the_Academy/links/552474140cf2caf11bfccda4.pdf

The Community of Stakeholders

Main Stakeholders

The main stakeholders in this inquiry are the 86 Year 1-2 learners in my habitat.

Initially, I will conduct observations and have conversations with this group to gather information about each individual (qualitative data). This will provide me with a list of learners who require more support to develop their use and understanding of the english language.   Due to age, recording of conversations will be used as a form of 'testing' their current language skills. Along with this, I will have assessment data (quantitative data)from 2015, however it is thought that this may change (for the worse) over the course of the holidays due to the limited use of english within the home environment.

Secondary Stakeholders

There are two sets of secondary stakeholders in this inquiry - one group being the other learning coaches and the second group being the parent community.

Learning Coaches

I will be working alongside three other Learning Coaches (with one leaving at the end of Term 1).  We will be working closely with an adjoining habitat of New Entrants with many learning activities.  This inquiry is relevant to the other Learning Coaches because I wish to identify how team teaching supports the Learner.   I will be sharing my planning and results with these stakeholders to receive feedback and suggestions throughout the inquiry.  Also, the New Entrant habitat is already a play-based learning environment so I will also be able to use environment to make observations of social interactions, communication development and creativity with these 5 year old Learners.

A survey will be carried out with the Year 0-3 Learning Coaches (from 2015) to find out how they planned in 2105 and whether they will be making any changes in 2016 (including new Learning Coaches).  The purpose of this survey is to find out how they provided support these for ESOL students and inclusion of the key competencies.

Parent Community

It will be important to know whether english is their second language and if english is used regularly in the home environment.  The reason for this is to find out if the partnership between the learning environment and school is linked.  Is learning at school transferred to the home environment by supporting the learner to develop their language skills, or not?   This information will be gathered through a survey and notes taken during the family meeting prior to the Learner's enrolment at Ormiston Primary.

Digital Technology

Throughout this inquiry, I will endeavour to use digital tools to support all learners.  Consideration will be given as to what impact I feel that the form of eLearning chosen will have on the learners. What is the purpose?  What am I wanting to achieve? Is eLearning supporting the growth of english language, and encouraging creativity and collaboration?

Time will need to be given to working alongside the learners to ensure that they understand how and why they are using the particular tool, e.g. QR codes, '10 Frames' or 'Comic Life' on an iPad.  After this initial training period, the learners will have a toolbox of digital tools that they can use to support them with their own independent learning.   Photographs of the apps and QR codes for websites will be available so that the learners can independently select their chosen method for learning.

This toolbox could also be shared with the parent community so that the learner may access it when at home.  It may be identified from the parent survey that many parents (and grandparents) are non-english speaking, so this toolbox could be used by learner and parent - together.

Digital technology will provide a platform to connect with a global audience through a learning blog and habitat website.   Learners will be given opportunities to author their own learning by using the 'Junior Blogger' app.    I will look for other ways to provide opportunities for the learners to create and be the creators.

Feedback

The following feedback on the benefits of play-based learning and where to receive support was received via a Twitter conversation with Tara O'Neill.   Tara has undertaken a lot of research herself with about play-based learning and I will be following her blog along with any links that she suggests.  I have joined the suggested Facebook group and am starting to gather some ideas for implementing within my learning habitat.

Karyn Gray is another educator that has been able to provide me with some answers to my wonderings about key competencies vs learning curriculum in order to meet national standards.  This feedback confirmed my decision to proceed with my inquiry to see if ESOL learners would benefit from language development through play-based learning and a focus on the key competencies (thinking and creating).

I posted some questions on our MindLab Google+ Community page to gather feedback from my peers about my intended inquiry.  I did this to see how others felt about my question and whether they had conducted/been part of a similar inquiry before.

I received the following replies:

This feedback from Shane was positive.  The difference between our two situations would be that my Year 1&2 students will possibly not have an inclination to use Google Translator like his Year 7&8 students do.   Shane confirms my thinking about focusing on the the key competencies to enhance the development of oral language, with reading and writing coming later.

It was good to received this positive feedback from Jess.  The difference between us is that she is referring to learning with Year 7-8 students who may have recently immigrated to New Zealand or moved from another school, whereas I am working with Year 1-2 students who have only recently started school.  So, the change in lifestyle for my Learners will not be due so much to a change in learning, but their learning experiences from home will be a factor to consider. 

Project Reflection

Surveys

Information received from the surveys will provide me with some guidelines for the development of this inquiry.

Learners

The learning conversations, video and observations of social interaction will provide me with information about each individual Learner.   I will need this information before I can develop a learning plan and organise how to initiate play-based learning.  It will be important to know the Learner so that I can create a learning environment that includes their interests and I can support social interaction (should it need developing) by partnering up Learners who have similar interests.

A concern that I have is that the data that I collect at the beginning of the year may not be truly accurate due to the confidence of the Learner.   I am new to this school and therefore the Learner may be reluctant to talk or visually share anything about themself with me.  It may, therefore, take longer to receive the initial data that I am hoping to collect in Weeks 1-3.

Community

The Community survey will provide me with information about the home environment.  From here, I will be able to see if the parent community will be able to support with language development through home learning.  It may be that while the parents speak english, the main child carers - the grandparents, know very little english.   I would like to respect the language spoken at home as this represents the culture of the learner, so I am not wishing to stipulate that english must be spoken and home - nor in the playground.   Instead, the survey will enable me to check which students may have conversations in english and support with reading at home.

Information about experts will help us to plan for our 'iExperience' programme in our Learning Habitats.

Learning Coaches

This survey will help me to develop an understanding about what has been practised in the past and what ideas the current Learning Coaches have for their Learning Habitats.  It may be that other Learning Coaches have ideas that challenge my thinking which will than form some professional conversations in order to come to an understanding of why they think this way.

On the other hand, there may be Learning Coaches who have similar thinking to my own and together we can support each other with ideas, resources and strategies that could be further developed within, and across the Learning Habitats.