40
CONQUERING DISENGAGEMENT HOW CAN TEACHERS RESPOND TO DISENGAGEMENT IN THE LITERACY CLASSROOM? Chiara Colombo, Kelsey Kennedy, Laura Adcock, Lauren Donker & Cara Souness

CONQUERING DISENGAGEMENT

  • Upload
    asasia

  • View
    47

  • Download
    0

Embed Size (px)

DESCRIPTION

CONQUERING DISENGAGEMENT. HOW CAN TEACHERS RESPOND TO DISENGAGEMENT IN THE LITERACY CLASSROOM?. Chiara Colombo, Kelsey Kennedy, Laura Adcock, Lauren Donker & Cara Souness. Rationale. Why was this topic chosen? Why is it relevant?. Have you witnessed disengagement in the classroom? - PowerPoint PPT Presentation

Citation preview

Page 1: CONQUERING DISENGAGEMENT

CONQUERING DISENGAGEMENT

HOW CAN TEACHERS RESPOND TO DISENGAGEMENT IN THE LITERACY CLASSROOM?

Chiara Colombo, Kelsey Kennedy, Laura Adcock, Lauren Donker & Cara Souness

Page 2: CONQUERING DISENGAGEMENT

Why was this topic chosen?

Why is it relevant?

Rationale

Page 3: CONQUERING DISENGAGEMENT

Have you witnessed disengagement in the classroom?

Is it a priority to have engaged students in you own classroom?

Page 4: CONQUERING DISENGAGEMENT

HOW CAN TEACHERS RESPOND TO DISENGAGEMENT IN THE LITERACY CLASSROOM?

What are the reasons for disengagement?

What are the effects of disengagement?

What teaching approaches can reengage disinterested students?

Our Research questions

Page 5: CONQUERING DISENGAGEMENT

Question 1What are the reasons for disengagement?

Page 6: CONQUERING DISENGAGEMENT

5 reasons for disengagement

Page 7: CONQUERING DISENGAGEMENT

Teacher Practices narrowed or traditional

approach to literacy

Page 8: CONQUERING DISENGAGEMENT

Teachers practices may be more traditional than modern

Teachers interests can affect the content being taught within the classroom

Teacher Practices

Page 9: CONQUERING DISENGAGEMENT

School wide policies Whole school non-

negotiable programs

Page 10: CONQUERING DISENGAGEMENT

School policies and non-negotiable standards

Leveled readers

National assessment (NAPLAN)

Classroom sizes

School Wide Policies

Page 11: CONQUERING DISENGAGEMENT

School Wide Policies

Page 12: CONQUERING DISENGAGEMENT

NAPLAN

Page 13: CONQUERING DISENGAGEMENT

LSAY Data

Explaining student

engagement

 Fullarton, S 2002, Student engagement with school: individual and school- level influences, Report No. 27, LSAY Research Reports, Longitudinal Surveys of Australian Youth <http://research.acer.edu.au/lsay_research/31>

Page 14: CONQUERING DISENGAGEMENT

LSAY Data representing Student engagement by school

sector and gender

Fullarton, S 2002, Student engagement with school: individual and school- level influences, Report No. 27, LSAY Research Reports, Longitudinal Surveys of Australian Youth <http://research.acer.edu.au/lsay_research/31>

Page 15: CONQUERING DISENGAGEMENT

LSAY Data representing Student engagement by school type and

gender

Fullarton, S 2002, Student engagement with school: individual and school- level influences, Report No. 27, LSAY Research Reports, Longitudinal Surveys of Australian Youth <http://research.acer.edu.au/lsay_research/31>

Page 16: CONQUERING DISENGAGEMENT

Classroom Size

Studies have shown that areclear correlations between school-level variables and engagement; indicating that students at smaller schools show higher levels of engagement.

http://www.cartoonstock.com/directory/w/whining.asp

Page 17: CONQUERING DISENGAGEMENT

Student wellbeing students’ self-efficacy,

personal motivation and influence from home

background

Page 18: CONQUERING DISENGAGEMENT

Examples of student wellbeing in literacy classroom

Willem (case study) in Turn-around Pedagogies - no confidence, embarrassed when reads to teacher or class. Gives up easily when finds it too hard

Julian* (year 3) – learned helplessness, constantly saying he can’t do it and will just sit doing nothing

Richard* (year 3) – Parents make him do hours of writing at home, so has no motivation to do it at school

Page 19: CONQUERING DISENGAGEMENT

Student WellbeingWhat does the literature say about this?

High self- efficacy does not necessarily equate to high achievement, for it is essential that the student first possess the knowledge and skills required for completing the task.

Albert Bandura theory of self efficacy

Corkett et al (2011) article ‘Student and teacher self-efficacy and the connection to reading and writing'

“self-efficacy is formed through four main constructs: personal accomplishments, vicarious experiences, verbal persuasion, and physiological arousal” (p.67, 2011)

“Students’ literacy is influenced not only by their cognitive ability, but also by non intellectual variables such as the student’s belief that he/she is capable of successfully performing a task (i.e., self-efficacy). The self-efficacy students have in their ability to accomplish a task determines how much effort they initiate and the extent to which they persist when faced with obstacles and adverse situations” (p.66, 2011)

  “If students do not persist in activities that they perceive as threatening, they will maintain their

debilitating expectations and fears, which may eventually lead to a state of learned helplessness” (p.66, 2011)

Ireland primary school literacy intervention program to increase motivation and engagement

Page 20: CONQUERING DISENGAGEMENT

Not catering for Students above or

below expected standard

having a vast range of abilities in one class that are not being catered for

Page 21: CONQUERING DISENGAGEMENT

lessons and content being taught to the students are not at the appropriate level.

An ‘at risk’ student (any student who is below the standard level of achievement) would find the work too hard and disengage

A highly advanced student (any student who is above the standard level of achievement) would find the work to easy and disengage.

Not catering for Students above or below expected standard

Page 22: CONQUERING DISENGAGEMENT

Tobin and McInnes, 2008 states that

“Teachers understand the need to pay attention to variance in student literacy needs; however, many are unsure of how exactly to carry this out in the dynamic classroom, and report that this is one of their greatest challenges”

Not catering for Students above or below expected standard

Page 23: CONQUERING DISENGAGEMENT

Some teachers plan lessons at the one expected ability level

These teachers believe that they can teach a one size fits all approach to learning

YES - Teachers are required to teach the appropriate curriculum as outline in VELS/AUSVELS

BUT – This should not be the only aspect they focus on

Not catering for Students above or below expected standard

Page 24: CONQUERING DISENGAGEMENT

What is the point to push a student to learn something that they are not developmentally ready to learn?

How do you expect a student to be engaged in an activity that is beyond their ability?

Not catering for Students above or below expected standard

Page 25: CONQUERING DISENGAGEMENT

Michelle and I were trying to get some ‘at risk’ students to do handwriting each day of the week. This attempt to get them to write generally went something like this…

Not catering for Students above or below expected standard

Page 26: CONQUERING DISENGAGEMENT

ESL students cultural difficulties

Page 27: CONQUERING DISENGAGEMENT

Recent estimates show that around 20-25% of students attending schools in Australia are from backgrounds where English is an additional language (Hammond 2012, p. 224).

This puts these students at a disadvantage once they start school, as they have not had exposure to the English language from a young age.

While ESL students typically develop fluency in everyday conversational English quite quickly (within a year or two), they take much longer- around 7 – 8 years- to develop peer level control of academic English (Hammond 2012).

If a student has difficulty reading, writing or listening, then these will likely cause significant disengagement in the literacy classroom because of low levels of confidence and low interest in literacy in general due to a lack of understanding.

ESL Students

Page 28: CONQUERING DISENGAGEMENT

In the older year levels especially, the classroom literacy focus may have moved away from basic strategies for spelling, grammar and reading, as it is assumed that the majority of students are able to read, write and spell at standard.

For an ESL child who is sometimes still translating back and forth in their heads, simple writing or reading tasks can be overwhelming and take a lot of extra effort compared to their peers.

While many teachers recognise the importance of language and literacy in learning, and acknowledge the importance of teaching ESL students about language, they lack the confidence to do so (Hammond 2012).

ESL Students

Page 29: CONQUERING DISENGAGEMENT

Question 2What are the effects of disengagement on

student learning?

Page 30: CONQUERING DISENGAGEMENT

What are the effects on student learning in the classroom?

Practical Challenges in the classroom Students cannot keep up with the pace of

instructions and comprehend the tasks (ESL) ESL - Students develop low self-efficacy (ESL) No support at home if parents don’t speak English student becomes disruptive to others student requires a lot of one-one-instruction, not

allowing teacher to be available for all students

Page 31: CONQUERING DISENGAGEMENT

teacher always trying to motivate them, find resources that are different for them (extra preparation time)

student does not produce work, or have good samples for assessment

student does not progress or meet the standards required for the level

student does not do extra work or engage in literacy outside of the classroom, never having extra opportunities to improve

What are the effects on student learning in the classroom?

Page 32: CONQUERING DISENGAGEMENT

Questions 3What approaches can re-engage students?

Page 33: CONQUERING DISENGAGEMENT

School literacy budget

Wider range of resources

NAPLAN

Literacy texts

Approaches and RecommendationsWhole School

Page 34: CONQUERING DISENGAGEMENT

Differentiate Learning

Student Centered

Working environment

Home visits / Student interest

Approaches and RecommendationsClassroom Approaches

Page 35: CONQUERING DISENGAGEMENT

Formal/informal assessment / Learning goals

Feedback

Student reflection / Setting goals

Collaboration

Approaches and RecommendationsClassroom Approaches

Page 36: CONQUERING DISENGAGEMENT

ICT / Multi modal

Zone of Proximal Development (Vygotsky)

Special needs / ESL

Teachers self efficacy

Approaches and RecommendationsClassroom Approaches

Page 37: CONQUERING DISENGAGEMENT

Overall, we have found that not only are there multiple reasons for disengagement, but there are also many different ways in which we can attempt to address it. This can be done across many levels, starting at a whole-school approach, moving into each individual classroom, and sometimes filtering through to the students’ home environment, utilising their interests and experiences.

As pre-service teachers, it is important for us to be aware of these challenges, so that in our future classrooms we can identify disengagement in any of its forms and work towards addressing it. Ultimately, engaging students comes down to us as teachers, and how we choose to utilise the resources, experiences and ideas that we have.

Conclusion

Page 38: CONQUERING DISENGAGEMENT

There multiple reasons for disengagement

Many ways to attempt to address it.

Whole-school approach individual classroom students’ home environment.

pre-service teachers need to be aware of these challenges, so that we can identify disengagement and work towards addressing it

Engaging students comes down to us as teachers, and how we choose to utilise the resources, experiences and ideas that we have.

Conclusion option?

Page 39: CONQUERING DISENGAGEMENT

“The aim of helping one student had an impact on

many.” (Moreau & Sharrad 2005, p. 45)

Page 40: CONQUERING DISENGAGEMENT

Bandura, A 1993, Perceived self-efficacy in cognitive development and functioning, Educational Psychologist, vol. 28, no.2, p.117-148, http://www.centerforefficacyandresiliency.org/assets/docs/Perceived%20Self-Efficacy%20in%20Cognitive%20Development%20and%20Functioning.pdf

Corkett, J, Hatt, B & Benevides, T 2011, 'Student and teacher self-efficacy and the connection to reading and writing', Canadian Journal Of Education, 34, 1, pp. 65-98, Education Research Complete, retrieved 28 August 2012

Hammond, J 2012, ‘Hope and challenge in The Australian Curriculum: Implications for EAL students and their teachers’, Australian Journal of Language and Literacy, Vol. 35, No. 1, pp. 223 – 240.

Kennedy, E 2010, 'Narrowing the Achievement Gap: Motivation, Engagement, and Self-Efficacy Matter', Journal Of Education, 190, 3, pp. 1-11, Education Research Complete, retrieved 28 August 2012.

Kirby, J, & Hogan, B 2008, 'Family Literacy Environment and Early Literacy Development', Exceptionality Education Canada, vol. 18, no. 3, pp. 112-130, Education Research Complete, retrieved 28 August 2012.

Moll, L, Amanti, C, Neff, D & Gonzalez, N 1992, ‘Funds of Knowledge for Teaching: Using a Qualitative approach to connect homes and classroom’, Theory into Practice, vol.31, no.2, p.132-141

Moreau, S & Sharrad, N 2005, ‘Enticing reluctant boys into peer writing communities’, in B. Comber & B. Kamler (eds.), Turn-around Pedagogies: Literacy Interventions for At-risk Students, Primary English Teaching Association, New South Wales, Australia, pp. 31-46.

Tobin, R and McInnes, A 2008, ‘Accommodating differences: variations in differentiated literacy instruction in Grade 2/3 classrooms’, Literacy, Vol 42. No1 pp 3-9.

References