Assessment 2: Engagement with an Educational Issue

The relationship between teachers and their students is among one of the most
important influences on a student’s learning experiences. Students with diverse needs
such as, Gifted students (GS) and students with Emotional/Behavioural disorders
(EBD) are commonly more effected and influenced by their interactions with their
teachers then other students. In a paper by Capern and Hammond (2014), on
‘Establishing Positive Relationships with Secondary Gifted Students and Students
with Emotional/ Behavioral Disorders’, provides an insight on a research project aimed
on increasing student teacher relationship and explores the diverse needs of the
students. A brief critic of the article will be examined, highlighting the educational
issue, methods and recommendations, and with reference to other reliable sources.
Thus, the recommendations proposed within the article will be revised and examined
with reference to an existing Science lesson plan, following an explanation for the
modifications made.

Background information

A wide range of research articles have suggested that the relationship of Gifted
student and students with Emotional/Behavioural disorders with their teachers; has
the power to shape their learning experiences positivity and can help prevent negative
future outcomes. Gifted students are defined, as students who are gifted in abilities
and skills that are above the norm for their age group. A student’s giftedness can be
observed in one or more areas these can include; creativity, leadership roles,
academically either in science, math’s or English and intellectually. In contrast
students with Emotional/Behavioural disorders experience emotional imbalances that
can influence their behavior and thus their academic performance. Koyangi & Gaines
(1993) argue that students with EBD usually obtain lower grades, fail more units and
have difficulty adjusting to adult life. Consequently, the relationship that these
students form with their teachers is crucial as it can affect their emotional, academic
and social wellbeing (Klem & Connell, 2004). Studies have shown, that positive
student-teacher interactions can increase a student’s academic achievements and
outlook on schooling life (Cornelius-White, 2007).
Brief critical reading of article

The paper by Capern and Hammond (2014), outlines the importance of a strong and
positive relationship between students and teachers, with particular reference to
Gifted students and EBD students. The authors provide readers with an insight on the
educational issues that these students can encounter in their learning experiences
and the affect that positive interactions with teachers can have on mitigating such
issues. The authors research provides readers with comparisons between the,
‘Valued teacher behaviours that were identified by gifted students and students with
EBD, that were deemed essential for developing positive relationships; but that each
group specified a set of behaviours to address their unique needs’ (Capern &
Hammond,2014 p.40). Capern and Hammond (2014), emphasis throughout their
paper with the use of external literature; the importance of a teacher’s relationship
with their students and the influence it can have on a student’s quality of learning.

Method

Capern and Hammond (2014), used a mixed-methods approach to study Valued

teachers behaviours. The study was conducted in Western Australian secondary
schools, that offer academic programs for gifted students and EBD students. The
authors mixed-method approach comprised of both qualitative and quantitative
observations; quantitative data was gathered via surveys, whereas qualitative data
was gathered through focus groups. The process of data collection occurred over a
period of 18 months, as the authors explored both teachers and student’s perceptions
on student-teacher relationships in Canada and Australia.

The process of data collection began by providing year 9 and 10 students who were
enrolled in gifted student programs a Student-Teacher Relationship Survey. These
same students were asked if they would like to partake in a focus group to discuss
their perspectives on their relationship with their teachers. The same process was
carried out for EBD students, however 12 students who were eager to participate were
chosen to share their perspectives. In order to gather accurate results, the focus
groups studied should have been equal in the number of students chosen. The
authors complied their findings with the work of other reliable sources such as;
‘Malecki, Demaray, and Elliot’s (2000) Child and Adolescent Social Support Scale
(CASSS), Wilkins’ (2006) Student-Teacher Relationship Survey: Student Version,
and from the teacher behaviours that convey high levels of support identified in Suldo
et al. (2009) study’ (Capern & Hammond, 2014). This adds to the reliability of the
authors research as they used external resources to further justify their findings.

Each focus group comprised of six students from each group, however with the
exemption of one of the gifted groups, which had no students to volunteer to
participate in the group. This again adds to unreliability, as equal participation of each
group is essential for accuracy in gathering results. Within the focus groups students
were asked various questions on their personal experiences with their relationships
with teachers and their perspectives on valued teach behaviour. This was
fundamental as students were given the opportunity to voice their opinions in civil
discussions. These discussions were recorded and the transcripts were coded and
categorised according to the main themes that were gathered. Bogden and Biklen
(1998) coding system was used to generate codes.

Results and implications

Capern and Hammond (2014), presented their findings using transcripts from the
focus groups and tables. The results were divided into two sections, the first section
dedicated to gifted students and the second to EBD students. Below each section
there were 10 valued behaviours that received the highest mean scores; these
represented the most valued teacher behaviours by the students. The results
demonstrated that gifted students valued teacher behaviours that demonstrated a
sense of care towards their students’ academic success. Gifted students emphasized
teacher behaviours that would make them feel equally and fairly treated. They also
found that equal opportunity for participation and avoiding favoritism are fundamental;
and listening to student needs and demonstrating consistency in their treatment was
also found to be highly significant.

In comparison, the results regarding EBD students demonstrated that the most
important themes displayed by students were that their teachers demonstrate
behaviours that display a caring, warm, interested and friendly disposition. Students
stated that teachers who demonstrated such behaviours, allowed them to feel
comfortable, connected and equal with their teachers. Each group demonstrated their
own set of unique needs, although both groups diverged in perspectives and needs
they still agreed on teacher behaviours that created the foundations of positive
student-teacher relationships. The authors state that the results have some
implications regarding teacher training organisations. They stress the difficulty in
teaching these behaviours to pre-service teachers; as these teachers have little
experience in fully understand how to completely demonstrate such teaching
behaviours. However, the authors do suggest that video and audio recordings of
teachers carrying out such behaviours in classrooms settings can be used to provide
pre-service teachers with a visual representation of what is desired by students.

Recommendations for improved pedagogical practice

Capern and Hammond (2014) have provided readers with implications and
recommendations for teaching practices, in regards to student-teacher relationships.
The recommendations demonstrated in the article argue the importance of a positive
student-teacher relationship and the affect it can have on a student’s learning
experiences. The authors research demonstrated that gifted students and EBD
students both shared common needs in regard to valued teacher behaviours that were
essential for creating positive relationships with their teachers. These include, treating
students with respect, having a warm and comforting approach and assisting students
with schoolwork. Although, both groups of students could agree on these behaviours,
they are also recognized to be universally accepted characteristics that are desired
from a multitude of students.

The recommendations of both focus groups still differed and the results demonstrated
that each group, gifted students and EBD students had their unique set of needs.
These recommendations will be considered to modify part of a Science lesson plan
(see appendix A). The resource chosen is a science practical that is designed to teach
students on freezing points and chemical reactions. It lacks some clarification is some
aspects, however in other aspects is highly useful. Gifted students emphasized the
importance of teacher behaviours that enhanced academic achievements and
advancement. High order thinking is a crucial component to implement within a
learning environment as it covers a broad range of learning benefits. Brookhart (2010)
divides higher-order thinking into three distinct classifications these include; transfer,
critical thinking, and problem solving. Brookhart (2010) states that these three
categories are skills that are essential for the learning of gifted students, as it allows
them to exceed academically.
Therefore, the first modification of the Science lesson plan is incorporating teaching
practices that can engage gifted students in high order thinking. As shown in appendix
B the modification is demonstrated in the discussion of the practical lesson. By asking
students questions relating to the knowledge they gained from the experiment and the
knowledge from the narrative demonstrated in the beginning of the lesson; allows
students to critically think about the experiment and use that knowledge in problem
solving to answer the questions the teacher desired. The results in the article
demonstrated that gifted students perceived academic provision as the foundation for
positive student-teacher relationships, as they believe that these behaviours permit
teachers to achieve their primary roles as educators. Therefore, by incorporating
higher order thinking, it allows gifted students to engage in an array of valued
behaviours that they found to be essential in creating positive student-teacher
relationships.

In contrast, EBD students place greater emphasis on teacher behaviours that

enhanced personal relationships with their teachers. These include, being patient,
understanding and being able to listen. The authors research demonstrated that EBD
students benefited from inquiry approaches, and that mnemonic teaching is highly
successful in increasing EBD students’ knowledge and preservation of science facts.
Hence, the second modification to the science lesson plan includes incorporating
teaching practices that can help EBD students attain information better and
understand scientific knowledge in an interactive way. Padelt is an interactive activity
that allows students to use their personal knowledge to understand new concepts. It
also allows for the interaction between students and teachers; and provides teachers
with the opportunity to notice which of their students need more help and clarification
in understanding the content. In doing this, teachers can provide further help and
positive feedback to their students particularly EBD students by showing them a sense
of care and interest.

EBD students placed greater importance on valued teacher behaviours that enhanced
personal relationships with their teachers, these included listening and understanding.
These findings are also consistent in the work of Cefai & Cooper, (2010) who state
that, EBD students desire supportive teachers who they feel care and understand
their emotions and circumstances. An additional modification to the science lesson
plan includes altering the method of the experiment to add more clarification; in order
for EBD students to understand and preserve the information presented (see
Appendix B). Teachers can do this by allowing students to understand the method in
an interactive way, by providing students with the opportunity to visualise, act and
construct the instructions in a way they feel they would understand. These
modifications, provide students and teachers with the opportunity to understand one
another better and allows for more class interaction. In ensuring that instructions are
clear, positive feedback is provided and a sense of care and interest is present; then
the learning experiences of EBD students will enhance in various ways.

In conclusion, Capern and Hammond (2014) provide strong arguments throughout

their research. They use various external resources to validate their findings and thus
add to the reliability of their research. The paper presents useful recommendations
that teachers can use as a guide to understand which behaviours are deemed
appropriate in order to enhance and create healthier, stronger and more positive
relationships with their students. It also allows teachers to create lesson plans that
can incorporate such recommendations, in order to increase student engagement and
participation in class discussions. The paper was delightful to read and provided
highly insightful information on the diverse needs of gifted students and EBD students.
 References

Bogden, R. & Biklen, S. (1998). Qualitative research in education: An introductory to

theory and methods. Needham Heights, MA: Allyn & Bacon.

Brookhart, S. (2010). How to Assess Higher Order Thinking Skills in Your Classroom,
ASCD, Retrieved from http://www.ascd.org/Publications/Books/Overview/How-to-
Assess-Higher-Order-Thinking-Skills-in-Your-Classroom.aspx

Capern, T. & Hammond, L. (2014). Establishing Positive Relationships with

Secondary Gifted Students and Students with Emotional/ Behavioural Disorders:
Giving These Diverse Learners What They Need. Australian Journal of Teacher
Education, 39 (4), 46-67. DOI: 10.14221/ajte.2014v39n4.5

Cornelius-White, J. (2007). Learner-centered teacher-student relationships are

effective: a meta- analysis. Review of Educational Research, 77(1), 113-143.
http://dx.doi.org/10.3102/003465430298563

Cefai, C. & Cooper, P. (2010). Students without voices: the unheard accounts of
secondary school students with social, emotional and behaviour difficulties.
European Journal of Special Needs Education. 25(2), 183-198.

Koyangi, C. & Gaines, S. (1993). All systems failure: An examination of the results of
neglecting the needs of children with serious emotional disturbance. Washington,
DC: National Mental Health Association.

Klem, A. & Connell, J. (2004). Relationships matter: linking teacher support to student
engagement and achievement. Journal of School Health, 74(7), 262-273
http://dx.doi.org/10.1111/j.1746-1561.2004.tb08283.x

Malecki, C. K., Demaray, M. K., & Elliot, S. N. (2000). The Child and Adolescent
Social Support Scale. De-Kalb, IL: Northern Illinois University.

Wilkins, J. E. (2006). An examination of the student and teacher behaviors that

contribute to good student-teacher relationships in large urban high schools.
State University of New York at Buffalo, United States: New York.
Western Sydney University. (2018). Science lesson plan [Ebook]. Western Sydney
University. Retrieved from https://vuws.westernsydney.edu.au/bbcswebdav/pid-
3257136-dt-content-rid-26118498_1/xid-26118498_1
 Appendix A: Original Science lesson plan stage 4

Topic area: Stage of Learner: Stage 4 Syllabus Pages:

Temperature, Freezing points and
Chemical reactions.
Date: Location Booked: Lesson Number: /
Science labs
Time: Total Number of students Printing/preparation
60 min 30
Materials for students: 100mm clear
plastic test tubes, test tube lid or
cork, test tube rack, water at 10oC,
salt, sugar, periodic table, freezer,
teaspoon., marker, timer, foam
spheres of different sizes and colours
to represent the elements: Na, Cl and
H2O. Small wooden sticks to
represent connections for the
elements and compound.

Additional Materials: Freezer,

monitor in front of classroom, access
to the internet, large bottles of water
at 100C, correct chemical and physical
equations for both salt water and
sugar water.

Outcomes Assessment Students learn about Students learn to

Chemical World 4 (CW4): Different The students will: C. Describe the effects of
types of chemical reactions are  Explain how factors, eg temperature and
used to produce a range of dissolving salt catalysts, on the rate of
products and can occur at different and sugar into some common chemical
rates and involve energy transfer water will affect reactions (New South
(New South Wales. Board of the freezing point Wales. Board of Studies,
Studies, 2012). depression of 2012).
water.
 Predict the SCLS-4WS: Asks questions
freezing points of that can be tested and
the water makes predictions (New
solutions South Wales. Board of
containing either Studies, 2012).
salt or sugar and
which will freeze
first.
 Demonstrate the
ability to record
and analysis the
data collected
from the
experiment as
they engage in
critically thinking
about the topic.
  Display the ability
to formulate
equations of salt
dissolved in water
and sugar
dissolved in
water.
 Explain the
differences
between a
physical and
chemical
reactions.

Time Teaching and learning actions

5 min
Start the classroom with a brain storm to draw out students current understanding and knowledge of
freezing points and common chemical reactions.

Ask the question “Ok class what come to mind when you think about the word freeze?

Write the word freeze on the board with a circle around it.

Ask how is relates to the topic chemical world.

Guide their thoughts to the lessons focus without influencing there the responses.

By asking:
How does something freeze?
Why it freezes?
What happens when something freezes?

5 min Explain to the class the aim of the today lesson will be on the freezing points of water, salt water and
sugar water.

Explain safety procedures of the experiment before commences.

10
min Assign students into groups. 4-5 students per group. Give the students roles within the group: timer
(keeps track of the time), recorder (writes down results), handler (mixing the solutions together) and
retriever (takes and places the test tube rack in the freezer).

Explain what to do in the practical and to fellow the methods sheet that was handed out.

Ask the students to make their predictions on what will happen to the three solutions before and during
the practical. Predict the aim of the experiment, if students are confused or haven’t identified the correct
aim help them factor it out or provide the aim if necessary.

Guide or provide assistance at the start of the experiment without influencing the students’ thought
processes. Walk around the classroom.

After the students record the first lot of results for the practical introduce the boxes foam spheres
representing the elements: Na (Sodium), Cl (Chloride), C12H22O11 and H2O to each group.

Start with saying: Ok class lets zoom in on what’s happening to the three solutions in the freezer. I have a
box of elements and compounds of the water, salt and sugar
 Ask if the students know the common names of elements and compounds of chemical symbols on the
foam spheres. Allow them to refer to their periodic table for guidance.

Use sugar as an example:

“Sugar is make up of these elements Carbon, Hydrogen and Oxygen which of the spheres has these
elements?”

Followed by: “Now what can Hydrogen and Oxygen make and which of the spheres represents water?”

Instruct the student to predict what is happening to all three solutions using the foam spheres.

20 Discussion and evaluation of the practical.

min
Prepare a table for the combined results of the all class. Have the recorder of each group write down their
result on the table.

Discuss the predictions and errors from each group and compare them with all class. Correct any
misconceptions the students may have.
Ask questions to why the thought that way and how it relates to the topic.

Discuss if by dissolving salt and sugar is a chemical change or physical one referring to the experiment the
student preformed and foam modals.

Demonstrate what the correct formula for salt water and sugar water and the how the freezing point of
water is reduced using the foam spheres.

Video representation of why salt reduces the freezing point of water with similarities to the foam models
(only if time is available)
Link to video: https://www.youtube.com/watch?v=JkhWV2uaHaA
Similarities in 0:50 seconds to 1:12 minutes of the video.

Discuss and compare the video with the experiment the student preformed and demonstration with the
class.
 Appendix B: Modified Science Lesson Plan Stage 4

Topic area: Stage of Learner: Stage 4 Syllabus Pages:

Temperature, Freezing points and
Chemical reactions.
Date: Location Booked: Lesson Number: /
Science labs
Time: Total Number of students Printing/preparation
60 min 30
Materials for students: 100mm clear
plastic test tubes, test tube lid or
cork, test tube rack, water at 10oC,
salt, sugar, periodic table, freezer,
teaspoon., marker, timer, foam
spheres of different sizes and colours
to represent the elements: Na, Cl and
H2O. Small wooden sticks to
represent connections for the
elements and compound.

Additional Materials: Freezer,

monitor in front of classroom, access
to the internet, large bottles of water
at 100C, correct chemical and physical
equations for both salt water and
sugar water.

Outcomes Assessment Students learn about Students learn to

Chemical World 4 (CW4): Different The students will: C. Describe the effects of
types of chemical reactions are  Explain how factors, eg temperature and
used to produce a range of dissolving salt catalysts, on the rate of
products and can occur at different and sugar into some common chemical
rates and involve energy transfer water will affect reactions (New South
(New South Wales. Board of the freezing point Wales. Board of Studies,
Studies, 2012). depression of 2012).
water.
 Predict the SCLS-4WS: Asks questions
freezing points of that can be tested and
the water makes predictions (New
solutions South Wales. Board of
containing either Studies, 2012).
salt or sugar and
which will freeze
first.
 Demonstrate the
ability to record
and analysis the
data collected
from the
experiment as
they engage in
 critically thinking
about the topic.
 Display the ability
to formulate
equations of salt
dissolved in water
and sugar
dissolved in
water.
 Explain the
differences
between a
physical and
chemical
reactions.

Time Teaching and learning actions

5 min
Interactive brainstorm- Padlet (engagement)

Use Padlet to create an interactive brainstorming lesson. This can allow teachers to understand the
current knowledge their students have on freezing point and chemical reactions.

The Padlet can address questions such as:

 What does the word freeze mean to you?
 How things freeze?
 What makes something freeze?
 Why things freeze?

Students can then add what their answers in regards to the questions on Padlet.
5 min Explain to the class the aim of the today lesson will be on the freezing points of water, salt water and
sugar water.

Explain safety procedures of the experiment before commences.

10
min Assign students into groups. 4-5 students per group. Give the students roles within the group: timer
(keeps track of the time), recorder (writes down results), handler (mixing the solutions together) and
retriever (takes and places the test tube rack in the freezer).

Modification Method instructions: Provide instruction that reaches the full spectrum of diverse learners.
Example: Students can see or perform a demonstration of something freezing (real or computer-based),
view and/or construct a diagrammatic depiction of different freezing reactions, read a text-based
description of freezing points, and enact a role play that shows how something freezes, why it freezes and
what happens when it freezes.

Students: In doing this student will be able to understand the concept freeze. Therefore, allowing them
not only to engage in the experiment but also gain a deeper understanding into the method of the
experiment.

Ask the students to make their predictions on what will happen to the three solutions before and during
the practical. Predict the aim of the experiment, if students are confused or haven’t identified the correct
aim help them factor it out or provide the aim if necessary.

Guide or provide assistance at the start of the experiment without influencing the students’ thought
processes. Walk around the classroom.
 After the students record the first lot of results for the practical introduce the boxes foam spheres
representing the elements: Na (Sodium), Cl (Chloride), C12H22O11 and H2O to each group.

Start with saying: Ok class lets zoom in on what’s happening to the three solutions in the freezer. I have a
box of elements and compounds of the water, salt and sugar

Ask if the students know the common names of elements and compounds of chemical symbols on the
foam spheres. Allow them to refer to their periodic table for guidance.

Use sugar as an example:

“Sugar is make up of these elements Carbon, Hydrogen and Oxygen which of the spheres has these
elements?”

Followed by: “Now what can Hydrogen and Oxygen make and which of the spheres represents water?”

Instruct the student to predict what is happening to all three solutions using the foam spheres.

20 Discussion and evaluation of the practical.

min
Prepare a table for the combined results of the all class. Have the recorder of each group write down their
result on the table.

Discuss the predictions and errors from each group and compare them with all class. Correct any
misconceptions the students may have.
Ask questions to why the thought that way and how it relates to the topic.

Discuss if by dissolving salt and sugar is a chemical change or physical one referring to the experiment the
student preformed and foam modals.

Demonstrate what the correct formula for salt water and sugar water and the how the freezing point of
water is reduced using the foam spheres.

Modification High order thinking: Engage students in a Think pair share activity, teachers can implement
this by engaging the students in being able to relate the results of the experiment to the previous
narrative. This can be achieved by asking the students, “how do you believe mammals found in the artic
survive extreme cold conditions and do not freeze?”

If the teacher finds the students confused, additional questions can follow such as, “do you think
mammals would have a higher salt concentration or sugar concentration in their blood composition?”.

Students:
Students will be able to reflect on the experiment and see what ways they could improve it. Students can
individually think about the questions asked and then after gathering their thoughts they can share them
collaboratively within their groups in a classroom discussion.
Video representation of why salt reduces the freezing point of water with similarities to the foam models
(only if time is available)
Link to video: https://www.youtube.com/watch?v=JkhWV2uaHaA
Similarities in 0:50 seconds to 1:12 minutes of the video.

Discuss and compare the video with the experiment the student preformed and demonstration with the
class.