Focus Group Questions

Below are the eight major themes that came out of the survey that you all completed.
With each theme I have provided some research findings from the survey and there is a
starter question for each that I would like you to consider before we come together to
discuss them. I look forward to your discussion around these.Thanks again. Kim

1. Student Engagement
Research findings: All teachers could define student engagement
successfully (question one). When identifying factors that influence student
engagement (question three) there was a direct correlation between the years
of teaching experience and the numbers of factors identified. Only the very
experienced (more than seven years) teachers identified the non-school
factors e.g. home experience, personal comfort –food etc. The less
experienced teachers all identified the following components: class culture,
resources available, student confidence to learn.
Question: Why do you think all of the less experienced teachers selected
these three components?

Notes/Ideas

2. Disengagement Strategies
Research findings: All of the disengagement strategies fitted into four key
areas. They are: energizer activities e.g. start jumps, high fives etc, new
activities or direction, student reflection/discussion, teacher reflection. The
less experienced teachers tended to indicated activities and direction and the
more experienced teachers tended to indicate student reflection/discussion
and teacher reflection.
Questions: Why do you think this is so? Is experience a key factor here,
why/why not?

Notes/Ideas

3. Inquiry
Research findings: There was a correlation between teachers experienced
in teaching inquiry and the number of components identified. Experienced
teachers averaged nine out of twelve of the components. Teachers with less
experience averaged five out of twelve of the components. All of the less
experienced teachers identified the following components: authentic
context, personal questions, appropriate activities and learning styles.
Question: Why do you think that these four components of inquiry
have been identified by everyone? (Can you explain your ideas for
including each one)

Notes/Ideas

4. Are students more engaged in Inquiry than in other programmes?

Research findings: There was a direct correlation with class level (apart
from with the non-teaching principals). The teachers who were teaching in
Y3 and above almost all indicated Yes. The teachers in junior classes (Y0 to
Y3) indicated No. The main reasons given by teachers for yes were: choice,
practical/hands on, authentic contexts, width of learning styles catered for.
The main reasons given by teachers who said no were: focus on
reading/writing, lack of experience (in Inquiry), the age/stage of their
students.
Question: Why is it that Inquiry is more engaging in the senior end (Y3
and above) of the primary school? What have been your experiences?

Notes/Ideas

5. Inquiry aspects that engage students most

Research findings: There was a direct correlation between the aspects that
engage students most and the aspects that students liked best. The aspects
that were most often identified were: use of equipment/practical/hands on,
Tuning In/Finding Out/Sorting Out – process, speakers/trips.
Questions: Many of these aspects involved action/movement etc – why
do you think this is? How should we change our Inquiry programmes
as a result of these findings? Do you think Tuning In/Finding
Out/Sorting Out processes were identified because that is what teachers
teach/know best or because these aspects are the most interesting?

Notes/Ideas

6. Importance of student engagement (specifically in Inquiry programmes)

Research Findings: All teachers except one indicated that this was ‘very
important’ and one teacher indicated that it was ‘important’. All teachers
were undertaking personal professional development in Inquiry and all
identified the focus through reflection or formative assessment. The key
areas of focus were: Inquiry process, integration with other subjects,
components of inquiry that support student engagement and reflection
practices. There was a direct correlation between identified importance and
professional development being undertaken.
Question: Why do you personally see student engagement as very
important? What do you think the reason is for the correlation between
importance and levels of professional development?

Notes/Ideas

7. Classroom Examples/ Further Comments (optional)

Research findings: All the comments were positive and insightful. The
comments were all made by more experienced teachers (more than three
years experience). Classroom examples show excellent understanding of the
impact Inquiry programmes have with their students. Some of these
examples came from less experienced teachers (less than two years) but the
majority came from more experienced teachers.
Question: Why do you think all of the comments and examples are
positive? What can we learn from this?

Notes/Ideas

8. How can we improve our practice and professional development as a

response to this survey?
Research findings: Experience of teachers has featured in these survey
results with greater identification of components being the key evidence for
this. All teachers can describe student engagement and have indicated its
importance in programmes. The indications are that Inquiry programmes
increase student engagement more in senior classrooms (Y3 to Y6) and less
in junior classrooms even though all teachers indicated its importance.
Question: How do you think we can best improve our practice and
professional development as a response to this survey?

Notes/Ideas