EDN470 Action Learning for Reflective Practice

Assignment 2: Professional & Action Learning

Progress Report

Finding ways to use play-based activities to

promote learning of phonics

Tutor: Rachel Drewry

Tarryn Cronje
31694135

CONTENTS
Overview of the teaching context and the action research aim/s____________________________
Identification of the strategies undertaken to achieve the aim/s____________________________
Discussion of the data collection and data analysis process__________________________________
Discussion of the preliminary findings_________________________________________________________
Critical reflection on future strategies/action to be undertaken to achieve aim/s_________
References________________________________________________________________________________________
Word Count excluding references: 1532

Overview of the teaching context and the action research aim/s:

Teaching context:
For the purpose of this action research project I am working with 8 pre-primary
students from our local primary school. The classroom teacher advocates a play-based
approach to learning and has identified the group of students which I will be working
with as requiring additional support. Within the group, two students are learning
English as a second language; another has suspected verbal Dyspraxia and the others
have a low attendance record with one child who never attended kindergarten.
Research aims:
Feedback from assignment one indicated that one of my aims was too broad and
that I had already established the importance of play-based learning. I have therefore
modified my first aim to narrow my focus and practices to literacy learning. My revised
project aims are as follows:

To verify the importance of using play-based activities to extend literacy

learning.

To measure the effectiveness of acquiring phonological awareness through

play-based experiences.

To acquire skills and strategies needed to promote learning of phonics when

using play-based experiences.

Identification of the strategies undertaken to achieve the aims/s:

During my first ten hour cycle, I used the following strategies to assist me in
achieving my aims:

Aim one: Guided by OConnor & Diggins (2002), I began a literature review
process to ensure that I have an understanding of what play-based learning in
literacy looks like and to find out how I can make childrens play experiences
meaningful. O Connor & Diggins (2002) emphasises that reflective practitioners
continuously build on their theoretical knowledge to improve their practices.

Aim two: As part of my teaching process, I used a checklist to record the

students responses. By doing this, I was able to measure the effectiveness of the
implemented activities with regards to the acquirement of phonological
awareness. Brady & Kennedy (2012) suggests that students progression acts as
a feedback system to assist teachers in making decisions and implementing
changes.

Aim three: To obtain the necessary skills and strategies needed, I spent time
observing the classroom teacher and referred to current literature. From this, I
was able to adopt new strategies such as intentional/explicit teaching and
collaborative and co-operative learning whilst implementing the play-based
activities. Arthur, Beecher, Death, Dockett & Farmer (2012) and Epstein (2007)
emphasise that effective educators draw on a repertoire of teaching strategies to
promote meaningful and purposeful learning.

Discussion of the data collection and data analysis process:

Data collection and analysis is an essential element in any action research cycle.
This process functions as a tool to implement necessary changes, improve teaching
strategies as well as increases the validity of findings (Department of Education and
Training, 2010; Hinchey, 2008 & McNiff, 2014). DET (2010) & Hinchey (2008) highlight
that data collection and the analysis thereof is ongoing throughout each stage of an

action research cycle and that multiple types of data should be used to ensure
reliability. It is therefore with this in mind that I have chosen to use the NSW
Department of Education and Training (2010) Critical Reflection: Action research
model to help me achieve my project aims.
With the understanding that an action research model is flexible according to the
topic focus and needs of the individual performing the research (DET, 2010), I have
applied the model as follows for cycle one:

Planning & Observing: For the first part of the planning stage, I reviewed my
assignment 1 rationale and plan and made the necessary changes to the project
aims. I then spent time in the class observing the children and routines and had
discussions with the classroom teacher; I used a learning log to record my
observations. Guided by the observation stage, I arranged my data and consulted
with literature to complete my planning process and made preparations for
relevant activities to be orchestrated in the next step. This process acted as the
starting point to answer my focus questions. The literature review and
observations provided me with insight into how play-based experiences can
promote literacy learning as well as ideas for skills and strategies needed to
prepare meaningful activities.

Acting & Observing: Due to the students needing additional support the
classroom teacher suggested that I allow extra time for the research participants
to explore a concept. This will also ensure (as mentioned before) that the
evidence collected is reliable and valid (DET, 2010; Hinchey, 2008 & McNiff,
2014). As a result, my acting stage was done over two sessions. In the first
session, I used a video to introduce a new alphabetic letter. Students needed to

follow prompts/instructions given by the character. We then played letter bingo

where we discussed the letters, the sounds they make and words starting with
that sound. For the data collection, I used an audio recorder for students
responses and took photos to measure (2nd focus question) the students
engagement and participation (Hinchey, 2008). This stage as well as the
observation stage was then used to analyse the collected data, question the
process and make changes where necessary (DET, 2010). (See Learning
log/Evidence).

Acting & Reflecting: For the second acting stage, I continued to follow my plan
and presented students with another play-based activity. This time students
needed to pick an item from a box and sort it according to the letter/sound it
begins with. Based on my findings from the previous observation stage, I decided
to try a co-operative learning strategy (3rd focus question) known as think, pair,
share which intentionally provides additional support and maximises
engagement (Duchesne, McMaugh, Bochner & Krause, 2013 & Kagan, 1989). To
finalise the acting stage, I used a checklist to informally assess the students
learning (2nd focus question) from both sessions. (See Learning log/Evidence
section for checklist which I have chosen as my MAIN item of evidence).
Lastly, in the reflection stage, which this report forms part of, I have analysed the
evidence and implemented small changes to help me in my second cycle.

Discussion of the preliminary findings:

An area that has been particularly challenging throughout this process is,
understanding that action research is based on my journey as a learner, and my
practice, rather than focusing solely on the students progression. After revisiting my

first assignment, I have realised that my proposed items of evidence would be useful to
report on the childrens learning however they would produce limited opportunity for
reflection on my teaching practices (OConnor & Diggins). (Please see critical reflection
for proposed changes). Through extensive literature review and after completing my
first cycle, I now understand that critical reflection plays an important role in
developing ones teaching philosophy and self efficacy in regards to creating a
challenging and meaningful learning environment (Stringer, 1998 and McInerney &
McInerney, 2010).
Findings from both theorised literature and discussions with the classroom
teacher have shown that whilst phonics/literacy concepts require explicit instruction to
transfer the rules and conventions of the language, that children also require
opportunities to explore this through other means such as auditory, visual and tangible
experiences (Epstein, 2007). As a result of this, and to fit in with play-based pedagogy I
chose to incorporate a video (as listed in the acting stage of my cycle) and used concrete
materials for children to manipulate and have discussions about (Roskos & Kristie,
2000). I must admit that I was pleasantly surprised at how engaged the students were
and how much they enjoyed the video. Students followed the prompts given by the
video character and were able to recall /m/ words from the story. The Department of
Education and Training, NSW (2010) advises teachers to connect available ICT to
literacy concepts to allow students to make sense of their learning.
Critical Reflections on future strategies/action to be undertaken to achieve aim/s:
Based on my experiences in cycle one and the findings within my literature
review, I understand that I need to critically reflect on my progress to inform future
planning and strategies (McNiff, 2014). Whilst I believe that my first cycle went very

well, there were instances where additional information or support could have been
given to ensure that all the students needs were accommodated.
For my next cycle I would like to include more visual cues during mat sessions to
support those students who have difficulty articulating their thought processes (Arthur
et. al, 2012) and include more ICT into my practice. I believe that students will respond
well to interactive whiteboard games and it will fit appropriately into play-based
pedagogy (Brooker, Blaise & Edwards, 2014). Howland, Jonassen & Marra (2012) states
that an array of interactive games can be used in the class to extend student knowledge
and make learning in the classroom supportive and meaningful.
Further to my changes, I will need to amend my timeline to cater for the longer
acting stage of my cycle as well as show my proposed activities and items of evidence. I
have narrowed my data collection to the use of photos, a learning log, checklist
(including a student survey) and a lesson evaluation. Finally, now that I have amended
my aims and feel confident with my project title, I can source the appropriate literature
to assist in answering my focus questions and fulfilling my project aims.
Word count excluding references, content page and cover page: 1532

References
Action research:
Department of Education and Training. (2010). Action Research in Education: Guidelines
(2nd ed.). Retrieved from:
http://www.det.nsw.edu.au/proflearn/docs/pdf/actreguide.pdf
Hinchey, P. (2008). Action Research. New York, USA: Peter Lang Publishing.
McInerney, D.M., & McInerney, V. (2010). Educational Psychology: Constructing learning
(5th ed.). Australia: Pearson Australia.
McNiff, J. (2014). Writing and Doing Action Research. London, England: Sage
Publications.
OConnor, A., & Diggins, C. (2002). On Reflection: reflective practice for early childhood
educators. New Zealand: Open Mind Publishing.
Stringer, E.T. (1998). Action Research: A handbook for practitioners. California, USA: Sage
Publications.

Teaching practice:
Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2012). Programming and
Planning in Early Childhood Settings(5th ed.). Melbourne: Cengage Learning Australia.
Brady, L., & Kennedy, K. (2012). Assessment and Reporting: Celebrating student
achievement (4th Ed.). French Forest NSW: Pearson.
Brooker, L., Blaise, M. & Edwards, S. (2014). Play and Learning in Early Childhood.
Thousand Oaks, California: Sage Publications.
Department of Education and Training, NSW. (2010). Literacy learning and technology:
Curriculum K-12. Retrieved from:
http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/packages/te
ch_lit_learn.pdf
Duchesne, S., McMaugh, A., Bochner, S. & Krause, K. (2013). Educational psychology for
learning and teaching (4th ed.). Melbourne: Cengage.
Epstein, A. S. (2007). The Intentional Teacher: Choosing the best strategies for young
childrens learning. Washington, DC: NAEYC
Kagan, S. (1989). Cooperative learning resources for teachers: The structural approach to
cooperative learning. Retrieved from:

http://www.moe.gov.bz/~moegov5/images/teachingresources/coopstruct%20article.
pdf
Howland, J. L., Jonassen, D. & Marra, Rose, M. M. (2012). Meaningful Learning with
Technology (4th ed.). Boston: Pearson.
Roskos, K. A. & Christie, J. F. (2000). Play and Literacy in Early Childhood: Research from
multiple perspectives. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.,
Publishers.