Inquiry Project Written Report

INQUIRY WRITTEN REPORT
ENHANCING CONFIDNET ENGAGEMENT
MATTHEW GOVE
Bachelor of Education (LBSY) Design and Technology
School of Education
Division of Education, Arts and Social Sciences
University of South Australia
OCTOBER 2019
1
Introduction
The school itself is currently undergoing construction in a method to accommodate for the growing attendance of the
school and to allow for new engaging spaces. These changes however limit the available spaces while construction is
underway, resulting in students needing to make do with the resources available. There is a diverse enrolment of students
with 46% of students from indigenous and NESB. The attendance does fluctuate with at times only 50% of students
turning up to school. Restorative practices are the focus at avenues college, where inclusive education is the goal and
allows for a student voice to be evidence in its structure. The large percentage of students being indigenous and from
NESB can make it challenging to maintain engagement, due to it being significantly harder to understand the content.
Regarding the context in which would be taught, students would need additional support to assist in literacy, numeracy
and technological confidence. This could be accounted for while developing social competence when students are both
independently and collaboratively learning. Those students with special needs are catered for with negotiated education
plans. Students within the workshop that have hearing impairments would require an interpreter present. The Design
and technology context itself have implemented a Standalone STEM subject as part of the timetable day for students,
this allows for new opportunities to be available to students. The school being located on a major traffic intersection it
is near several food outlets, this has proven to be troublesome as students would leave the grounds and purchase food
during school hours.
The students in which the inquiry is being based upon are within their adolescent stages of development. The class have
appeared to be accepting of one another, with numerous different friend groups established throughout. Most of the
students have engaged with the topic with enthusiasm and motivation. This is the result of the topic of assessment having
limited constraints and the class size being particularly smaller than that of a normal class.
2
Literature Review
Throughout previous placements I have become aware of the various strengths and weaknesses that I hold. One of the
areas that I need to continue to develop is my ability to establish relationships within the workshop, to assist in respect
and trust to be gained. Establishing relationships with each student allows myself to gauge their confidence within the
workshop to maintain engagement. The differences in behaviour as a result of disengagement was evident through
students being disruptive and avoidance of work. These factors I found was the result of students not exhibiting the
confidence to engage with the work itself either being anxious around machinery or the method in its completion hasn’t
been clear.
It is through this that the inquiry topic was derived to focus on effectively building students confidence in the workshop
so engagement with the machines and tools aren’t limited. This issue I found to be exhibited specifically through several
girls on previous placements. This would result in disengagement throughout the class, so learning goals weren’t being
achieved.
The importance of this chosen issue has been identified by groundwater smith as it influences students overall school
experiences. It has been proven that disruptive behaviour can be the result of students not holding the confidence to
attempt learning tasks and or understanding the relevance of the topic. In relation to the topic girls could be disruptive
by avoiding the tasks altogether and distracting other students. Boredom can be the resulting factor of the avoidance of
work. The use of mobile phones has also been witnessed to distract students from the requirements of the classroom
(Groundwater-Smith et al, 2015 p. 280).
Students school experiences can be linked to the teacher’s effective use of the learning environment. I would utilise the
positive learning framework (PLF) for the development of the learning environment, which focuses on educators
creating a developing environment where students learn to feel safe and for the space to be risk free. This describes three
major groups that the educator should be exhibiting; conveying purposefulness, Teaching student appropriate conduct
and maintaining student attention. These major groups would be additionally aided by collaboration with students to
understand the different methods that workshop safety. This created environment is especially important to create within
the design and technology workshop, as there shouldn’t be any significant levels of distress or risk when working with
machines and tools (McDonald 2013 p. 113).
This inquiry within practice can impact positively towards teachers’ level of critical reflection. Allowing teachers to
take on board the practices acquired from the study. Resulting in challenges towards what it means to learn and assumed
conceptions of classroom practice. This can account for the difference in classroom confidence and allow for teachers
as a cohort to strategize towards positive outcomes. This collaboration can encourage teachers within different
specialisations such as Food technology to apply the same strategies to encourage engagement with the content (Menter
2011 p. 22).
Gove (2018) provides a complementary perspective in saying that student’s engagement is linked to established
relationships and communication. This should revolve around instruction maintaining a respectful and clear manner.
Respecting students’ different levels of ability is key in this aspect when focusing on the different levels of confidence.
Students that are lacking in confidence require trust to be gained, before feeling secure within the space. First
impressions in this sense with students is the most crucial moment for trust to be gained. The verbal/physical
communication is also important in this the confidence building; especially when you consider positive eye contact,
pleasant use of facial expression when discussing topics and the physical proximity/positioning within the classroom.
The common model I would be utilising in data collection regarding the workshop would traditionally revolve around
the Plan-Act-Reflect cycle. This has been further developed as a series of cycles where each strategy employed can
inform the next and described as an interactive process. This developed strategy for data research will be implemented
in this study, where a strategy that has been employed in one week to encourage confidence can be reflected upon and
employed in the following week. Resulting in a constantly growing framework that accommodates for the changing
environment of the classroom (McAteer 2013).
3
Methodology
3.1 Action research & 3.2 Case study
Standalone investigation is focused to identify the issue and the effects that it may have on its participants. This does
not highlight the important factors of how the issue itself is evident, which is why action research is necessary. This
does not mean that investigation information is not relevant, but rather it provides a section of knowledge to be derived
from. Action research allows for the expert to acknowledge limitations in knowledge and understandings. This can be
witnessed within the students lacking in confidence that there has been a limited level of knowledge portrayed to the
students. Community based action research is a relevant method in this context, as the researcher could organise the
class in a collaborative manner to allow students to explore alternative methods of demonstration or relaying information
(Stringer 2007 pp.18-21). It allows for a situation to be unfrozen in a sense, where diagnostic thinking can take place.
This formulates an idea or plan to dismantle the existing pedagogy or mindset. The steps taken can be led in a form of
experimentation to transformative action. The progressive use of different strategies throughout the action research that
have been trailed can result into a refined approach to attending to the case study issue (Chevalier, JM & Buckles, D
2012 p. 11).
3.3 Research questions
Inquiry focus: Effectively build students confidence in the workshop so engagement with the machines and tools aren’t
limited.
Guiding question: What strategies can I implement to enhance safety in year 9 Tech Metal lessons?
Key questions:
• What techniques can support confidence building?

• what makes students feel anxious within the class?
• how do students want to the learn the relevant information ie demonstration, buddy system, PowerPoint,
online video, in their own time?
• How would I implement these into my teaching practice?
• How do I determine the students that need confidence building?
• Are students capable of individually use the machines?
• Do Students constantly ask for assistance?
4
3.4 Participants
3.4.1 Case 1
Name : H
Age: 14
Significant relationships: Students lives with both parents and close with friends.
Significant learning information: Student is anxious when attempting new tasks within the workshop.
Significant information gained from analysis of observation and/or work samples: Student is hesitant when
undertaking tasks with workshop machines or tools. Observations relating to previous lesson have proven that she has
yet to complete a run through of using the oxy acetylene. Often is brought down by her peers distracting and then
resulting in being off tasks.
Potential focus for learning/teaching: Students often being hesitant and distracted in class, highlights the need for
time management and repetition to be a focus.
Related teaching strategies: Time management strategies implemented (board reminders with times associated, vocal
reminders to the class). Refreshing content to students (Demos, advice students to seek assistance form peer).
3.4.2 Case 2
Name: K
Age: 14
Significant relationships: Parents are separated, with the mother having principle care of student. Father lives in
Victoria with visitation in school holidays. Also has a brother attending the school.
Significant learning information: Student predominately works well independently.
Significant information gained from analysis of observation and/or work samples: Student has a positive view
towards the creative nature of the workshop environment. Often the student’s productivity would be brought down by
her peers as they would allow distraction to take place.
Potential focus for learning/teaching: The teaching focus would revolve around building this students engagement
within the class, regardless of whether peers are around the area.
Related teaching strategies: There appears to be relevant confidence in the workshop but is hesitant with several
specific tasks. Teaching strategies should involve enhancing the student confidence in the use of the machine that aren’t
known
5
3.5 Data Collection
3.5.1 Methods
• Student observation (Explicit demonstration): These observations would be taking place while assisting
students in operating the machinery or utilising the tools in a one on one situation. This would predominately
be momentary observation of the hesitation students have when engaging with the processes.
• Mentor teacher observations/feedback: The mentor teacher would be advised on specific behaviour to
observe when the lesson is underway. This would provide a different perspective than my own on the different
levels of student’s engagement.
• Surveys in second week and then in final week (Student feedback): The nature of these survey questions
would be different, with the first survey focusing on questions associated with topics that would assist student’s
eagerness to learn and how this could be portrayed. This provides options in the ways that content can’t be
conveyed to the students. The second survey would have more of an evaluation focus, such as asking students
if there was a varied level of content distribution, so that engagement was achieved. This would inform whether
the difference in practices would accommodate for insecurities around the machines (Stringer 2007 p. 78).
• Exit cards/engagement levels: This would provide weekly quantitative data to inform whether the students
where increasing their level of engagement with the content.
• Journal reflection on different strategies implemented per week: This would provide the researcher with an
additional analysis of the techniques used in the workshop, so that at the time of the inquiry analysis there is
relevant notes to refer to.
3.5.2 Data sources
• Varied Communication strategies (Board-work & Demonstrations): This method would involve providing
students with a variation of teaching strategies, such as different methods of conveying content (PowerPoint,
board work, situated around the machine and/or situating myself in the middle of the class).
• Student Facilitator: Nominate a couple students that have shown knowledge in workshop practices, and
discreetly discuss their role as acting advisors to their peers
• Lunchtime workshop (attendance would determine effectiveness): This would provide quantitative data for
the student’s eagerness to gain greater confidence to inform their engagement. While also providing additional
time to complete their projects.
• Buddy system: This would implement after second week, where students that are anxious would be asked to
call upon another student which is confident when using the machine to assist in the run down of how to safely
operate the machine or tool.
• No stools around benches: Removing the option to sit to enhance productivity.
• One on one Support
• Re-position students to avoid distractions
6
3.5.4 Analysis
The difference in Data types would need to be separated. The first section would be a compilation of the numerical Data
such as the surveys, Exit cards, lunch time attendance. The other section would be the interpretive data which involves
the student/teacher observations and reflections, which would incorporate the effectiveness of the buddy system, one on
one support in lunchtime and the varied teaching strategies. The interpretive data would be assessed through analysing
patterns in behaviour and whether there was significant change in student’s engagement. It is necessary to return to the
research question itself to understand the nature of the data being reviewed. It is also effective to also be referring to the
key questions identified above, as these are a breakdown of the research question. The data collected from observations
and reflections can be troublesome to analyse as the researcher doesn’t want to come across as being bias. The options
that should be used for analysing this data should involve discourse analysis, conversations analysis and thematic
analysis. Of these, thematic analysis is a practical method in this specific data analysis as it looks for patterns within the
data set (McAteer 2013).
In order to effectively analyse the data gathered a set of criteria and standards need to be established. These standards
can be used to analyse whether the different pieces of information can be used and if they are relevant to the focus topic.
The standards being referred are derived straight from the guiding and key questions. These standards of relevance can
be communicated to the mentor teacher to further assess my judgment of the data selected (McNiff & Whitehead 2006
p. 152).
7
Findings
4.1 Case 1
The initial choice to choose this student for the case study was advised by my mentor teacher, where he mentioned that
this student was particularly bright and is intrigued by the creativity that can be produced through workshop practices,
however the student has limited experience in the use of the oxy acetylene welding. This view was confirmed and
maintained through my own observations from the first week of the inquiry. While working with the students in the first
week I had introduced addition resources for students to integrate into their products, as well as providing an alternative
to making an animal sculpture instead of a human sculpture. This stage in the learning process in the shown in the
Appendix I Unit plan.
These Additional resources sparked immediate engagement from the student, where she managed to hypothetically pull
apart the visual aid and project the idea within her own design; however, disengagement soon became evident when her
peers were involved. In addition, there was the added limitation of anxiousness when undertaking various practical
based tasks. The results of this student’s engagement survey however expressed a proactive attitude. Once these
conclusions were made on the student’s ability, I hypothesised that the best course of action would be an informed one
on one approach, while limiting the student’s interaction to her distracting peers.
Although students had already learned the process of using the welder, I felt that it would aid in student’s
comfortability/relatability if they were able to witness the demonstration being implemented by their new teacher, this
was undertaken in the second week. During this process I asked the students openly what the next step in the procedure
would be, this resulted in case study 1 engaging in the task to advise the next step. This allowed the student to gain
clarification/confirmation in the process, so that they could be become confident when using the machine for themselves.
The process was then reinforced with it being illustrated on the white board. This being particularly effective for this
student as their table was situated directly below the board.
The buddy system being introduced to the classroom in the third week might not have been required to explicitly state.
It was evident that students were already unconsciously seeking advice from the peers in order to engage confidently.
Where students were witnessed asking peers to correctly set the gauges for the oxy welding. This expressed that students
wanted to be sure about the task to ensure they were confidently safe within the workshop. Technical advice was also
witnessed as a result of this where students would assist in positioning products on the workstations. The initial
hypothesis for case study 1 stated it would be more beneficial if independent working was evident, however this was
incorrect as the student appeared to work much more affectively when working with a buddy. This engagement appeared
to be more positive due to their being more practical based skills underway such as the oxy welding. While if the student
were just generating ideas on the workbenches than distractions from friends was evident. The effectiveness of peer
mentoring is also expressed by Groundwater-Smith et al (2015 p. 92), in saying “that students are sometimes the best
teachers of other students”.
Fortunately, the buddy system being in affect also aided myself when I provided this student with one on one assistance.
Initially I was required to provide the student with a demonstration of using the welder. Knowing the peer of this student
had also not witnessed the process it provided confidence to both students, as they were developing at the same rate.
Aiding those distracting peers individually also had the desired effect on case study 1, as once the student has witnessed
her peers developing further in the project it prompted a higher level of engagement.
Providing lunchtime workshops would allow students to further engage when outside of the given class time, however
this had proven to be mostly unsuccessful until the last day with students exhibited a change in their attitude. This
resulted in case study 1 and about half the class staying back to complete their work. This I feel was due to repetitively
providing the opportunity and the level of pride that students now had for their work. The concluding engagement survey
has further proven this student’s awareness of the safety practices in the workshop, as well as their own reflection of the
areas where they are now confident.
8
4.2 Case 2
This student was also recommended by my mentor, while advising that this student has a very outspoken personality
towards the practices in the workshop and that I would have a hard time increasing the student’s engagement levels.
This was further evident in the engagement survey which highlighted a view of the dangerous elements within the
workshop and her lack of interest in the content. The student being behind in her work did not have research to base an
idea off, this prompted the use of my visual aid and research examples to assist in the generating stage. This one on one
assistance allowed the student to develop their idea of an elephant. Unfortunately, the student became disengaged when
conversing with her peers and then altered her focus to describing the classroom as a dangerous space that she did not
want to be apart off. Upon analysing this behaviour, I found that the student is particularly eccentric when her close
friends are within the class.
The next time seeing the student was in week three, where she did arrive late but actively sought out what she would
need to do to catch up. The student’s peers were not present so I could conclude that there would be much more
engagement when working individually. Knowing the student has a negative history with the oxy acetylene, it was
necessary to reassure the student that it is safe space and I am there for support. I provided a one on one demonstration
which resulted in the student undertaking the process. Providing positive reinforcement assisted greatly in this situation,
as from the moment the student completed that first weld, they appeared to be more confident.
It became clear that this student did require more of a one on one approach to learning practices. In this approach two
strategies would be utilised, the first focusing on asking the student would do at this stage and allowing them to think
systematically to determine the best course of action. The second would require a small amount of the product completed
by myself in order to re motivate the student. The student would be able to continually develop this confidence in
themselves, and result in the classroom becoming more equitable in relation to time spent with each student.
A cause for concern arose when this student noticed a student’s misplacement of the oxy torch on the hook and resulting
in the air extraction being burnt. I proceeded to advise the student using the torch that I wasn’t comfortable with that
being the practice while I was teaching at the school. Further discussing this with the class I stated that Id now like to
see the torches turned off between uses, as I would be more comfortable as the teacher. This I feel had a positive outcome
regarding the student as she could feel safer in the workshop due to the practices being altered. The student in question
now following the altered procedure, has become more proactive when seeking aid from the white board illustrations.
The student returning to a disengaged view the following week when her friends were present, this I felt had proven that
the student could not gain the same benefit as case study 1 with the use of the buddy system. The group of girls being
disengaged at the desk resulted in implementing the strategy of removing stools entirely from the workspaces. This
alteration meant that students wouldn’t be allowed to use the stools throughout the lesson unless there is a theory
component. This resulted in students feeling compelled to engage with the work. In addition to this I would need to
insist on certain students to be separated from their buddy if there is evidence of disengagement.
The classroom having limited resources meant that students had an additional hindrance towards engagement in the
workshop. This became evident for Case 2 on several occasions due to arriving late, when there were limited safety
glasses available or there was only a selection of left-handed gloves present.
9
Discussion
The overarching method of assessment present within this classroom setting is alternative assessment, this required
students to engage in a series of practical tasks and demonstrate their level of achievement in the creation of a product
(Brady & Kennedy 2012 p. 3). The creation of this piece would be completed through the process of selecting relevant
components or parts to construct their product, machining these items and then supporting the construction with oxy
acetylene welding. It is not just the successful completion of a product, but the level of learning development that has
taken place throughout the whole process. In a method to evaluating the students initial and end points of develop the
strategy of implementing surveys has been utilised, the initial survey acting as a starting point for each student as an
individual, which has aided immensely when determining the best teaching strategies to propose to each student. This
has been described in the findings section where Case study 1 and Case study 2 have completely different outlooks on
the workshop practices (Brady & Kennedy 2012 p. 45).
It is not just the teaching strategies that would be different, but the relationships formed with each individual student.
Understanding the students individually on a social emotional level can contribute to the positive environment of the
classroom and allow teaching practices to be opening accepted. In a method to enhance students’ engagement I required
a positive relationship to be formed. This was established by learning students’ names, getting to know the student
individually, sharing certain aspects of myself and establishing myself as their teacher. This assisted greatly when
working one on one with students as there had been confidence gained between the students and myself (Groundwater-
Smith et al, 2015 p. 119). Establishing these relationships is especially important as the students within the inquiry are
still in that re-establishment mindset of Erickson’s stages of psychosocial development, where they are in the process
of trusting adults, acting more autonomously in a complex environments and initiating action that coincides with the
school views (Woolfolk & Margetts 2016, p. 115).
The management of the classroom learning environment has played a significant role in enhancing the student’s
confidence and engagement towards the assessment. Developing the student’s knowledge behind the content had been
the first step, with reference to the use of the white board, the theory booklet and the use of demonstrations. These
demonstrations have proven to reiterate the safety procedures to follow when in the workshop, while allowing students
to openly ask questions. The management of the class had maintained a proactive view, until the misplacement of the
oxy torch had occurred, which resulted in a reactive response. This resulted in the practices in the workshop being
altered to ensure that myself as the teacher was comfortable with the students working within the workshop
(Groundwater-Smith et al, 2015 p. 276).
Changes within my own teaching behaviour has become quite evident, where I have been able to accommodate and
form confident relationships. Understanding the differences among the students within the class to effectively plan an
engaging lesson. The use of these strategies has broadened my own view of the different methods that can be utilised to
enhance student’s engagement, while understanding that these methods are not universal for all students. This has
inspired a continual mindset in being an inquiry-based learner/educator.
10
Conclusion
Case study 1; initially exhibited signs of hesitation when interacting with the workshop practices. Once a relationship
had been achieved it became clear that the student relied heavily upon her close peers when developing through
assessments. This made it clear that the hesitation was not related to the dangers of the workshop but more towards her
peers’ stage of development. The buddy system and one on one support were the main strategies that were implemented
at this stage and proven to be further affective when the students even stayed back after the last lesson to complete the
assessment. Work Sample 3 in Appendix G describes the level of achievement exhibited by the student. The product
itself is almost complete with only one component unaccounted for, this is when I can conclude that the student has
achieved a confident level of engagement in the workshop.
Case study 2 exhibited a rather negative view towards the workshop practices. It became clear that a supportive and
understanding relationship was required before any progress in engagement could be achieved. This student did not
work well with the buddy system strategy as described above, however developed at a gradual pace when working
independently with one on one support. Work Sample 3 in Appendix H demonstrates the development of the student
product at the final stage of the inquiry. Although the product has not been completed, the student has still been able to
achieve the desired inquiry outcome in relation to effectively engaging with the workshop practices.
Throughout this study there has been several strategies implemented into the classroom to accommodate and enhance
the student’s engagement. Through the results I have summarised that there is not a set method for enhancing student’s
confidence in the workshop. Instead students are required to be individually accommodated for in relation to specific
teaching strategies.
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Reference list
Brady, L, Kennedy, K 2012, ‘Assessment and Reporting: Celebrating Student Achievement’, 4th edition, Pearson
Australia, Frenchs Forest, New South Wales.
Chevalier, JM & Buckles, D 2012, Participatory action research: theory and methods for engaged inquiry, Routledge,
Abingdon, Oxfordshire.
Gove, M 2018, Preventative Planning in the Classroom, Managing Learning Environments, University of South
Australia, South Australia.
Groundwater-Smith, S, Ewing, R & Le Cornu, R 2015, ‘Managing the classroom learning environment’, in Teaching :
challenges & dilemmas, 5th edition, Cengage Learning, South Melbourne, Victoria, pp. 268–292.
Groundwater-Smith, S, Ewing, R & Le Cornu, R 2015, ‘Working more broadly: Practitioner inquiry for knowledge-
building schools’, in Teaching : challenges & dilemmas, 5th edn, Cengage Learning, South Melbourne, Victoria, pp.
352–382.
McAteer, M 2013, Action Research in Education, United Kingdom, London: SAGE Publications Ltd
McAteer, M 2013, Action Research in Education.
McDonald, T 2013, Proactive Teacher Behaviours. Classroom management: Engaging students in learning, South
Melbourne, VIC: Oxford University Press, pp. 106-154.
McNiff, J & Whitehead, J 2006, All you need to know about action research, Sage Publications, London.
Menter, I, Elliot D, H, D, L, J, L, K & Hall, JR 2011, A guide to Practitioner Research in Education.
Stringer, ET 2007, Action research, 3rd edn, Sage Publications, Los Angeles.
Woolfolk, A, Margetts, K 2016, Education Psychology, 4th edition, Pearson Australia Group Pty Ltd, Melbourne,
Victoria.
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Appendices (A-I)
Appendix A: Map of the school/preschool (highlighting relevant structures/resources)
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Appendix B: Photographs of the classroom/preschool environment (*NB you may not include children/staff in
photographs. Site must not be identifiable)
14
Appendix C: Analysis of learning for case 1 & 2
Case 1
Upon observation this student presented themselves as being intrigued in the product however would be held back
by her peers. Engaging herself with about 50% of productivity throughout the double lesson. The additional limitation
for the students is her level of anxiousness that was obvious when undertaking a rigorous task. An example of this
would have been when cleaning the rusted components with a wire brush the student was hesitant and unsure
whether the ‘Rust Dust’ would be harmful when inhaled. Upon hearing this the student was informed that it could
only be harmful in large quantities if inhaled. Further advising the student to avoid breathing in the dust by taking
small breaks if it becomes too strenuous. In addition, this student would require an additional demonstration of using
the oxy acetylene, as the student wasn’t completely content with the operating procedure.
Case 2
This student has been witnessed having a keen interest in the workshop creative content and undertaking general
workshop practices however the oxy acetylene practices are another story. Unfortunately, this student can be
distracted quite easily by her peers and loses her productive nature in the workshop. The student being anxious results
in the student needing constant assistance in the practical components of the task. This student would be much more
productive when working independently, however requirements need to be repetitively expressed to the student, this
ensures that the student is maintaining her confidence in knowing what to do.
15
Appendix D: Anticipatory planning web (mind map/brainstorm) for case 1 & 2 (this is the step prior to you creating
your unit plan and should reflect your thinking that led to the development of your unit plan. It should highlight the
differentiated learning experiences planned for your case studies)
16
17
Appendix E: Data collection method templates (at least 3)
EXIT CARDS
18
Inquiry project – Engagement observation Proforma
Board Work - Visual Aid (Goals of lesson, Reminder of opening and closing oxy, Diagram)
Buddy System – (Students nominate a knowledgeable peer that they can be comfortable with during workshop
practices)
19
Student Facilitator – (nominate a couple students that have shown knowledge in workshop practices, and
discreetly discuss their role as acting advisors to their peers. These individuals would be set roles to ensure the
safety procedures are upheld and correct operation of machines is witnessed)
Lunchtime Workshop – (This concept would be introduced to students as a choice to come into the workshop
during lunchtime. The number of students that turnup would reflect the effectiveness of this strategy).
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Engagement - Student survey
What do you like about this subject?
__________________________________________________________________________________
__________________________________________________________________________________
Are there tools and machinery that you don’t feel comfortable using or unsure about?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
What do you think I could do to ensure that you feel more confident when using these tools and
machinery?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
When unsure about the use of a certain tool or machine do you ask a friend or the teacher for help?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
How often do you need a teacher to help you during lesson?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
If you are confident in how to use a specific tool or machine do you think you would need less help
during class or the presence of the teacher aids in clarification?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
What teaching strategy would aid in strengthening your confidence when using a certain tool or
machine within the workshop?
-more demonstrations
-diagram of tool/machine
-drawing on white board of how to use procedure
-Breakdown of tasks that should be completed by the end of the lesson
Other
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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Concluding Engagement - Student survey
Throughout the past 5 weeks you have been constructing your projects. Throughout this time, you have completed a
range of processes such as:
• Component selection
• Machining components (Cutting or filling material)
• Oxy Welding
Out of the processes above which ones do you feel more confident completing? Why?
(Hint: does your confidence come from Demonstration/teacher guidance/procedure on board Etc.?)
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
______________________________________________________________________________________
There have been several teaching strategies implemented in the workshop to assist your confidence when using a
tool or machine. Comment on these strategies;
How they can aid you in the workshop?
Which strategy would you say was the most beneficial?
Demonstrations (including open questions)
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
___________________________________________
Buddy System (working with a peer that is knowledgeable and can provide assistance)
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
___________________________________________
Board work (Diagram of tool/machine, or breakdown of tasks that should be completed by the end of the lesson)
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
___________________________________________
Lunchtime workshop (Those that have not utilised this time, why is this not an appealing option?)
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
___________________________________________
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No stools around benches
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
___________________________________________
Alternating positioning in the workshop to avoid distractions
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
___________________________________________
Concluding comment
Throughout the past 5 weeks at which point do you feel that Mr Gove has assisted you the most? Explain?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
______________________________________________________________________________________
23
24
25
Appendix F: Time line (adjusted to reflect actual)
Week 1 Data Collection Data Analysis Reflection on Reflection on

children/student practice
learning
Who will be Student observation (Explicit Myself and Myself Myself
involved and what demonstration): Mentor Teacher
action will they collaboration
take? Exit cards/engagement levels:
Journal reflection
Teaching strategy:
• listed requirements on
the board
• Provide additional
resources & visual aid
When will this Observations will commence Nit time or when

take place? throughout the lesson and notes the school day is
taken after class. over.
Exit card process will be

completed at the end of each
session.
The journal reflection would be

day.
Where will this Metal workshop Faculty Office Faculty Faculty

happen? office/Home office/Home
26
learning
take? Mentor teacher
observations/feedback:
Student Survey: Engagement
Student Exit
cards/engagement levels:
Journal reflection
Teaching strategy:
the board
• Student facilitator
• Buddy system
• Lunchtime workshop
• Open Question
Demonstrations
When will this Observations will commence Nit time or when After the school After the school
take place? throughout the lesson and notes the school day is day has day has
taken after class. over. concluded. concluded.

session.

day.
Mentor teacher observations

would commence throughout
the lesson.
Buddy system set in place

throughout the class.
Survey presented to students at

the end of the class.
27
learning
Student Exit
Journal reflection
Teaching strategy:
the board
• Buddy system
• No stools around
desks
• Open Question
Demonstrations
When will this take Observations will commence Nit time or when After the school After the school
place? throughout the lesson and notes the school day is day has day has

session.

day.

the lesson.

Lunchtime workshop every

Wednesday

28
learning
Student Exit
Journal reflection
Teaching strategy:
the board
• Buddy system
desks
• Open Question
Demonstrations
• Diagram and hand out
of Air spray Gun
When will this Observations will commence Nit time or when After the school After the school
take place? throughout the lesson and the school day is day has day has
notes taken after class. over. concluded. concluded.

session.
The journal reflection would

be completed at the end of
each day.

the lesson.


Wednesday
The Air Spray gun activity

would begin with a
demonstration at the beginning
of the class and conclude with
the questionnaire.
29
learning
Survey: Concluding
Engagement
Student Exit
Journal reflection
Teaching strategy:
the board
• Buddy system
desks
• Open Question
Demonstrations
When will this take Observations will commence Nit time or when After the school After the school
place? throughout the lesson and notes the school day is day has day has

session.

day.

the lesson.


Wednesday
Survey presented to students at

the start of the class.
30
Appendix G: Case 1 evidence (students/child’s feedback x 3, work samples x3, feedback from Supervising Teacher x
3, planning x 3, evaluation of planning x 3, any other evidence)
Work Sample 1 (Research Image chosen to develop)
Work Sample 3 (Final development of product before finishes were applied)
31
32
33
34
35
Observations throughout the inquiry process
Week 1
Upon observation this student presented themselves as being intrigued in the product however would be held back
by her peers. Engaging herself with about 50% of productivity throughout the double lesson. The additional limitation
for the students is her level of anxiousness that was obvious when undertaking a rigorous task. An example of this
would have been when cleaning the rusted components with a wire brush the student was hesitant and unsure
whether the ‘Rust Dust’ would be harmful when inhaled. Upon hearing this the student was informed that it could
only be harmful in large quantities if inhaled. Further advising the student to avoid breathing in the dust by taking
small breaks if it becomes too strenuous. In addition, this student would require an additional demonstration of using
the oxy acetylene, as the student wasn’t completely content with the operating procedure.
Week 2
This student surprising showed a higher level of engagement once there were a different range of resources provided
to the class as inspiration. I had chosen to bring in one of my own projects from university that students could analyses
and interpret into their own work. This inspired this student and her peers to jump at the idea of altering their design.
Specifically, the moving part aspect was the focus, where she managed to hypothetically pull apart the resource and
implement it within her own design. It is true that this resulted in positive engagement in the workshop, it resulted in
the student taking a step back to the generating stage rather than the producing stage. A situation of concern arose
when this student noticed the misplacement of the oxy torch on the hook and resulting in the air extraction being
burnt. I proceeded to advise the student using the torch that I wasn’t comfortable with that being the practice while I
was teaching at the school. Resulting in a discussion to the class of what I want to see when students are finished
welding their components. This I feel had a positive outcome regarding the student as she could feel safer in the
workshop due to the practices being altered.
Week 3
This student had previously shown an increase in engagement in the workshop due to the variety in inspiring visual
aids provided. This again was increased when the peers that would be usually distracting the students were absent.
This allowed the student to demonstrate engagement with the classroom practices. When undertaking one on one
assistance to the student it allowed for idea generation to take place, the students acted on what I had recommended
and then added to it. This was great to see as it had shown an improvement in the trust that the student had for myself
as the teacher in the room. When attempting to move the student onto the next stages of welding it became obvious
that a level of anxiousness surrounds these practices. So, the student didn’t appear to want to develop in these stages
without the guidance of her friends that were absent. It has become clear that for this student to be accommodated
with the buddy system then there would need to be more practical based skills underway such as the oxy welding.
While if the student were just generating ideas on the workbenches than distractions from friends is more evident.
Week 4
The realizations from the previous weeks lesson have become confirmed when discussing the effectiveness of the
buddy system. This student had her peers present today which would normally be the individuals that distract.
Fortunately, this lesson the focus for these students were practical based, by spending the majority of the double
lesson undertaking tasks such machining their components or oxy welding their joints. While I assisted those peers
that would usually be distracting to this student it became evident that a higher level of confidence in the area had
been gained. This was obvious as once her friends were developing further in the project it prompted a higher level of
engagement to be achieved. The board as a visual aid was used quite effectively by this student, this firstly being
because of the proximity of her table being directly in front the board and the closure that was gained when unsure
with what practices to proceed, which was clearly outlines on the board.
36
Week 5
This student exhibited quite a high level of engagement to the class with most of the double lesson being positioned
at a welding bay. This found confidence with the use of the machine id give credit to the collaboration of the buddy
system and the introduction of a variety of resources. This has allowed the students to positively want to develop in
the area because her friends were also wanting the same thing.
Out of those students that stayed behind the complete their work this student was one of the last to leave, seeming
quite eager to complete the project. It even became the question as to if she could stay in the tech room and skip her
next lesson. This I feel was also due to the progress made within the product as she could begin to see the shapes
taking form and wanted to perfect them.
The concluding lesson for this student was positive. This student has engaged with the different teaching resources
provided. Whether it was referring to the board when determining what to do next. Often the student would not feel
confident in following the procedure on the board of opening and closing, however this is when the buddy system
assisted in completing the task. The student facilitator was also a reference point that the student could have
referenced. The student had a mixed opinion about removing the stools in the workshop due to wanting to be able to
sit down at times throughout the lesson, however on reflection the student highlighted that it is in fact a hazard and
dangerous to be evident around the workspace.
37
Appendix H: Case 2 evidence (students/child’s feedback x 3, work samples x3, feedback from Supervising Teacher x
3, planning x 3, evaluation of planning x 3, any other evidence)
Work Sample 1 (Research Image chosen to develop)
Work Sample 3 (Final Development of product at the end of the final practical of the term)
38
39
40
41
42
Observations throughout the inquiry process
Week 1
This student has been witnessed having a keen interest in the workshop creative content and undertaking general
workshop practices however the oxy acetylene practices are another story. Unfortunately, this student can be
distracted quite easily by her peers and loses her productive nature in the workshop. The student being anxious results
in the student needing constant assistance in the practical components of the task. This student would be much more
productive when working independently, however requirements need to be repetitively expressed to the student, this
ensures that the student is maintaining her confidence in knowing what to do.
Week 2
This student unfortunately exhibited distress when in the lesson this I predicted to be either a factor of feeling unwell
when in class or the presence of a peer that has been the culprit in distracting the student. This student insisted on
going to the sick room. I obliged as the student did look in distress and uncomfortable being in the space. It became
evident later that day that the student and her peer signed out of school entirely. In the future I would proceed by
allowing the student to sped outside for 10 minutes so that fresh air and a clear head could be gained. In addition to
this it became confirmed that the student does work much more effective independently, rather than in the presence
of peers. This was confirmed in the STEM subject when she was witnessed engaging effectively with the task regardless
of the peers that had been engaging her.
Week 3
This student was surprising engaged throughout the lesson. It appeared that the student was having a good morning
to present herself within the classroom with a full focus of engaging with the practical work. The student referenced
the board (visual aid) when confused with what to commence within the lesson. She had not yet completed her
research or generating stages due to previous being away from school. So, I dealt with this by providing the opportunity
of assessing the range of nuts and bolts available and for the student to instantly jump into the generation of her
product with the physical components. I felt it had more of an impact to accommodate for the student’s situation
rather than send her to do the researching stage. It was clear within this lesson that independent work is key to this
student’s engagement in the workshop practices. As the previous lesson ended quite abruptly for the student leaving
the classroom, when collaborating with her peer. This lesson however showed a high level of engagement with her
even commencing her welding. This required the guidance from myself as she is anxious around machines and having
bad experiences previously has deterred her. I feel as though the approach I took when conversing with the student
played a large part in her engagement with the welding, in addition I had run though the practice of students ensuring
that their torches are turned of when not in use. This raised the level of safety expectations in the room and in turn
resulting in the student feeling comfortable safe within the space.
43
Week 4
The engagement exhibited from this student was far different from that of the previous week. The previous week
demonstrated a strong level of independent working. This was a step as the student has expresses a heightened level
of anxiety around the machines in the metal workshop. The start of the lesson went well, with the student proceeding
with their work. However, this came to a halt when there was not a successful weld completed and productiveness
stopped immediately. The presence of her peer that was away the previous week, I feel has had an impact on this
student’s perseverance in completing her work. The peer having a negative outlook on the practical application of the
workshop has affected this student. The method I took in accommodating for this situation, aided the peer of the
student to allow both students to be engaged as a result. This had proven to be successful in its application, however,
was tested once more when another peer had arrived in the class after not being at school for some time. This resulted
in both students becoming disengaged once more, often exhibiting the same negative view on the workshop
application. Altering the positioning of the students in this case was troublesome to undertake in the workshop as it
is space that commonly has a lot of movement throughout.
Week 5
This student has demonstrated a varying level of engagement throughout the 5 week and then again within this double
lesson. Knowing the student is much more productive when working independently, I proceeded to separate the
student form her peers, and advised if she did want to work with them then they would need to be up to the same
stage so it would be more practical for them to work together. This resulted in the case student trying to encourage
her friends to hurry up and develop their projects, so that they could work as part of a buddy system.
This student required more of a one on one support when completing the work. There were two strategies
implemented at this stage, the first focusing on asking the student what they would do at this stage. This allowed the
student to think systematically and determine the best course of action. Mentally this has enhanced the student’s
confidence towards the use of the welders. The second would require me to complete a small amount of the product
in order to re motivate the student to want to continue. Alternately the student’s overall confidence with the use of
the oxy has been enhanced immensely as the student had a fear of the machine at the start. This has developed to
jumping straight in the practical process of the class and wanting assistance to develop the project further.
44
Appendix I: OTHER
Additional Resources Provided to enhance engagement with the generating process
Incident when the torch was positioned on the hook incorrectly
45
Layout of the Board (focus of the lesson and opening & closing procedure of the oxy acetylene)
Where the stools should be positioned when not used.
46
Concluding evidence of the exit card strategy
47
48
49
50
51
Week 7 – Double Lesson
Learning Outcomes Final Components selected and welding commenced
Preparation/organisation Board goals identified on board prior to class
ACARA outcomes/ concept Investigate and make judgements on how the characteristics and properties of
descriptors materials are combined with force, motion and energy to create engineered
solutions (ACTDEK043 - Scootle )
Investigate and make judgements on how the characteristics and properties of

materials, systems, components, tools and equipment can be combined to
create designed solutions (ACTDEK046 - Scootle)
Investigate and make judgements, within a range of technologies specialisations,

on how technologies can be combined to create designed
Develop, modify and communicate design ideas by applying design thinking,

creativity, innovation and enterprise skills of increasing
sophistication (ACTDEP049 - Scootle )
Structure/ timing Process Resources
Introduction Take roll
9:00-9:05 Tell students today’s goal – Refer to the goals that are
highlighted on the board, ensure they also see the
reminder on the board regarding opening and closing
the oxy acetylene.
Learning - Students will need

experience/activity their sleeve of
work (drawings &
9:05 – 9:20
Breakdown of what is expected by the end of the Components)
lesson (All component selections should be finalised, - Box of Nuts and
with a start on welding). Bolts
- Pencils
- (File, scribes,
- Introduction of Engagement survey; advise hacksaw)
9:20 – 9:30
students that this is relating to own university - Safety equipment
studies so that the more detailed the answer associated with
the better. Students may continue with their Oxy welding.
work when completed the survey. - Magnets
9:30 – 9:50 - Continue work on products. Noting any

opportunities where several students are
struggling to complete a certain task and
address the class to ensure all students
understand the correct method of doing the
task.
- Refer to the board as a visual to inform the

correct procedure when operating the oxy
acetylene.
52
- Students are advised to present themselves
9:50-9:55
around the welding bay to witness a demo
running through the placement of
components to ensure the weld is in the
correct position.
-
- There is now only one lesson remaining of

9:55 – 10:00 the double, ensure students know this and
are promptly completing their work.
- Reminder to students that there is only 20

10:20 minutes remaining in the lesson. “I shouldn’t
need to remind that the requirement by the
end of the lesson is that the welding is
commenced’’
Conclusion Students start to pack up.
10:30-10:40 Once packed up and standing behind lesson students

complete Exit card, answering yes or no (if no
explain).
Providing the opportunity to students to come into

the workshop at lunchtimes on Wednesday between
now and the end of term.
53
Learning Outcomes Skeletal structure of sculpture welded
Students begin to think about moving part combinations
Visual aid updated to accommodate the moving parts and aesthetics



the oxy acetylene.
Learning - Students will need

experience/activity their sleeve of
work (drawings &
9:05 – 9:20 Components)
- Suggest the strategy of the buddy system.
Advise students to nominate a buddy within - Box of Nuts and
the class that could assist with completing Bolts
practices within the class. - Pencils
- Students proceed to work on their products, - (File, scribes,
there should be welding commenced at this hacksaw)
stage. - Safety equipment
associated with
Oxy welding.
- Magnets
- Bring students together briefly to discuss the
9:20 – 9:30 concept of a moving part. Using the turtle
and human figure as a guide in the
explanation.
9:30 – 9:50 - Continue work on products. Noting any

54
task.
9:50-9:55 - There is now only one lesson remaining of

the double, ensure students know this and
are promptly completing their work. Refer to
the board of minimum requirement by the
end of the lesson.
9:55 – 10:00 - Discreetly pull aside students that I have

witnessed being competent in the workshop
who I would nominate as a facilitator.
Ensuring safety practices are being met.
10:00-10:20
- Continuation of work. Moving throughout the
room aiding and providing feedback to
students.
10:20 - Reminder to students that there is only 20

minutes remaining in the lesson. “I shouldn’t
need to remind that the requirement by the
end of the lesson is that the skeletal structure
is fixed/welded.” Productive work for
remainder of the lesson.
10:30-10:40 Once packed up and standing behind lesson students

complete Exit card, answering yes or no (if no
explain).

the workshop at lunchtimes on Wednesday between
now and the end of term.
55
Learning Outcomes Skeletal structure completed & moving parts combined.
Finishes considered.
Visual aid updated to accommodate the moving parts and aesthetics



the oxy acetylene.
Learning Students gather their product from the front desk - Students will need
experience/activity and await the first demonstration. their sleeve of
work (drawings &
9:05 – 9:15 Components)
Process of things to be completed is highlighted on - Box of Nuts and
Bolts
the board:
- Pencils
• Fixed welding components - (File, scribes,
• Moving part components hacksaw)
• Cleaning of material - Safety equipment
• Apply finish associated with
Oxy welding.
- Magnets
Demonstration
Run through the components that make up the air

spray gun. As well as the appropriate use when
painting product.
Provide A3 printout at the beginning of the lesson for

students to analyse.
56
9:15 – 9:40 - Students proceed to work on their products,
there should be welding commenced at this
stage.
9:50 - The first lesson is ending students should

have completed the fixed components of
their product. Refer to board to real iterate
the requirements of the double lesson. State
that the breakdown of the air spray gun
would be removed in 10 minutes also so
taking notes is essential to going to recess.
Reminder to students that pickup would
commence at 10:25 to allow for worksheets
to be completed.
- Discreetly pull aside students that I have

witnessed being competent in the workshop
who I would nominate as a facilitator.
Ensuring safety practices are being met.
10:00 Remove A3 breakdown sheet.
10:00-10:25
- Continue work on products. Noting any
task.
10:25-10:40 Once packed up tool’s students complete a blank

spray gun sheet and work collaboratively to label the
tool. Exit card, answering yes or no (if no explain).

the workshop at lunchtimes on Mondays and
Wednesday.
57
Overall classroom engagement observations throughout the inquiry process in relation to the teaching
strategies:
Week 1
The overall engagement being expressed by students appeared to be positive. It assisted their engagement by providing
a greater range of resources for their projects. This allowed students that would normally be disengage due to boredom,
allowed for productivity to take place instead. It was good to see students jumping at the idea of altering their design
with the new pieces. Apart from a couple situations where students were distracted by talking with each the whole time
within the workshop appeared to be engaging for students. Whether it was assembling possible product or cleaning
components with a wire brush, students were always productive.
Week 2
The class being first introduced to the survey turned out to be mostly positive, with students taking time to answer the
questions effectively. Following this I proceeded to engage with the class and discussed the focus of today’s lesson and
the following lesson. Students were eager to jump into their projects. Introducing the board work allowed students to
reflect upon what they would need to have completed as a minimum by the end of the lesson. Halfway through the
double students were provided with a demonstration of joining their two components. Throughout this demo I would be
asking students questions associated with what I was currently doing to test their knowledge. This I feel engaged them
within the process more than rather than listening to myself. Overall engagement was at about 70%, however students
would need to move at a quicker pace.
Week 3
The weeks practical lesson exhibited a large level of engagement from all students. Straight away I noticed that this was
due to a larger number of absent students, with the class only coming to about 10 students. The lesson was structured
with the aid of the board as a visual guide for the students. This week there was the overall class goals highlighted on
the board and a couple reminders when starting up the oxy acetylene process. The aid of the board was clear throughout
the entire lesson, where it came to a point that students did not need to refer to me for guidance, but rather refer to the
board in what component to move onto next. This being additionally clear when advising students that were unsure with
what to do to refer to the board and make an educated decision.
The concept of the buddy system being introduced to the classroom might not have been required to explicitly state. As
it was evident that students were already unconsciously seeking advice from the peers in order to engage confidently
with the welding. Where students were witnessed asking peers to correctly set the gauges for the oxy welding. This
expressed that students wanted to be sure about the task to ensure they were confidently safe within the workshop.
Technical advice was also witnessed as a result of this where students advise of the positioning of their products on the
workstation for the peers to become more comfortable.
In comparison to the previous weeks engagement the buddy system might not always be practical when enhancing
student’s engagement. Throw-out the previous lesson there were several times when students had been explicitly
distracted by their peers as a result of working in proximity of one another. The lesson today having several students
absent, demonstrated that those students being distracted within the previous practical lesson were now actively seeking
advice on what stage they would need to proceed with next. It would be interesting to see if there is a change in this
situation in the next double lesson.
The student facilitator I feel did not need to be introduced within this lesson as students were actively engaging each
other and correcting each other with certain safety requirements around the welding bays. The allocation of Wednesday
lunchtimes for workshop time had been expressed to students this had an initially positive response within the class,
where students’ responses hinted that students would turn up. However once lunchtime came there wasn’t even one
student that turned up. This I feel is the result due to a number of factors; Students are still in the stage of building that
positive relationship with myself, They aren’t realizing the importance of the lunchtime workshop in successfully having
enough time to complete their work and/or they just don’t consider the completion of their work to be top priority in
their lunchtime.
58
Week 4
The class size was back up to around 15 students given this, the engagement levels were quite high in relation to the
previous week. The board was utilized quite a bit as a visual aid and listing the tasks required of the students. This
visual aid assisted students to independently open and close off the oxy acetylene systems. However previously if
students had been referred to just the SOP then they would get lost in confusion as it can be confusing. The list of tasks
again assisted students in knowing what to continue with once completing their last component, used as more of a
reminder that to students. In addition to those components the board was utilized in a demonstration as a diagram was
positioned on the board for students to view. This demonstration was somewhat of an ongoing assessment of student’s
engagement. The initial demonstration was undertaken when surrounding the front table, it covered the components that
make up an air spray gun. I had a physical example of the spray gun as well as a printed example illustrated on the
board. The demonstration was completed in collaboration with students, instead of myself just telling students what
each component was. The class utilized the illustrated copy to determine the components on the physical example.
Students were asked to identify these components on a blank copy at the end of the lesson. The ongoing aspect of this
demonstration gave students the opportunity between the demonstration and the end of the lesson to analyses the
illustration on the board to effectively answer the black sheet at the end of the lesson.
The proposed buddy system strategy was implemented again this week at the beginning of the lesson where students
were witnessed assisting their peers in advice and guidance in performing a task. It was particularly good to see new
knowledge that students have taken on board quickly, an example of this would be the method of turning off the torches
between uses. Students appeared to be relaying this idea to their peers quite swiftly, which expresses that students are
developing their own awareness of the safety practices within the workshop. I found the effectiveness of the buddy
system can be enhanced when discussing an issue or providing advice with both students buddied up. This provides
those students to relate to each other in what has just been conveyed, resulting in the student as an individual to have
confidence in the matter because they know that their buddy has witnessed the same content.
Given that the buddy system can be ineffective in situations where students might be more engaged independently, I
have chosen to implement a different strategy that requires alternating students positioning in the workshop. This would
require the practices previously undergone in this workshop to be altered where students wouldn’t be allowed to use the
stools throughout the lesson unless there is a theory component. Resulting in students feeling compelled to engage with
the work so that they aren’t just standing in one spot. In addition to this I would need to insist on certain students to be
separated from their buddy system if there is evidence of disengagement.
The class having a larger number today allowed for a student facilitator to be nominated. The student I chose has
previously taken it upon themselves to shut down the oxy acetylene at the end of the lesson. It is because of this that I
had confidence in them to have the role of ensuring students have correctly set their gauges and once the lesson ended
then ensure that the closing down process is completed correctly. This had a very positive outcome as within the space
students appeared to be working together to set the gauges and with reference to the reminders noted on the board when
students were unsure. This was not only the role of the facilitator as I was still observing the overall area, but it provided
the possibility for the student’s peers to grasp the concept much easier as it would be explained by someone in the same
context.
The concept of the lunchtime workshop has yet again proven unsuccessful as no students were present throughout the
whole lesson. This I feel would change once students realize the limited time available in the term, and this would
prompt an appearance.
59
Week 5
The overall class engagement was quite high with most of the class being present. The concept of removing the student’s
stools proved beneficial as the students understand why they would need to remove the hazard. The term was coming
to an end, which is an additional reason student were eager to complete their work. There was continual engagement
with the board when unsure how to open and close the oxy acetylene.
There was a continuation of the buddy system concept throughout the lesson. The highlight of the engagement within
the class was when students wanted to stay in the workshop through their recess to complete their products. This having
not previously been evident was good to see and I feel It was due to the pressure towards students of the term coming
to an end.
The survey was received positively by students at the beginning of the double lesson. It was good to witness students
taking time to answer the relevant questions. It was clear that the different strategies utilized throughout the 5 weeks has
enhanced students’ awareness of their engagement to their work. Students were actively nominating themselves as a
facilitator as such to ensure the shutting down process is completed correctly. Actively sharing tools to ensure that
everyone can proceed with their work. While this is a minor component it does affect student’s motivation to engage
with the task.
60

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INQUIRY WRITTEN REPORT

ENHANCING CONFIDNET ENGAGEMENT

Bachelor of Education (LBSY) Design and Technology

Division of Education, Arts and Social Sciences

University of South Australia

3.1 Action research & 3.2 Case study

3.3 Research questions

• What techniques can support confidence building?

Significant learning information: Student predominately works well independently.

3.5.2 Data sources

McAteer, M 2013, Action Research in Education.

Menter, I, Elliot D, H, D, L, J, L, K & Hall, JR 2011, A guide to Practitioner Research in Education.

How often do you need a teacher to help you during lesson?

-drawing on white board of how to use procedure

-Breakdown of tasks that should be completed by the end of the lesson

Demonstrations (including open questions)

Alternating positioning in the workshop to avoid distractions

Week 1 Data Collection Data Analysis Reflection on Reflection on

When will this Observations will commence Nit time or when

Exit card process will be

The journal reflection would be

Where will this Metal workshop Faculty Office Faculty Faculty

Student Survey: Engagement

Exit card process will be

The journal reflection would be

Mentor teacher observations

Buddy system set in place

Survey presented to students at

Exit card process will be

The journal reflection would be

Mentor teacher observations

Buddy system set in place

Lunchtime workshop every

Where will this Metal workshop Faculty Office Faculty Faculty

Exit card process will be

The journal reflection would

Mentor teacher observations

Buddy system set in place

Lunchtime workshop every

The Air Spray gun activity

Exit card process will be

The journal reflection would be

Mentor teacher observations

Buddy system set in place

Lunchtime workshop every

Survey presented to students at

Work Sample 1 (Research Image chosen to develop)

Work Sample 3 (Final development of product before finishes were applied)

Work Sample 1 (Research Image chosen to develop)

Additional Resources Provided to enhance engagement with the generating process

Incident when the torch was positioned on the hook incorrectly

Where the stools should be positioned when not used.

Preparation/organisation Board goals identified on board prior to class

Investigate and make judgements on how the characteristics and properties of

Investigate and make judgements, within a range of technologies specialisations,

Develop, modify and communicate design ideas by applying design thinking,

Structure/ timing Process Resources

Introduction Take roll

Learning - Students will need

9:30 – 9:50 - Continue work on products. Noting any

- Refer to the board as a visual to inform the

- There is now only one lesson remaining of

- Reminder to students that there is only 20