main themes - focus group questions

8/8/2019 Main Themes - Focus Group Questions

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Focus Group Questions Below are the eight major themes that came out of the survey that you all completed.With each theme I have provided some research findings from the survey and there is a

starter question for each that I would like you to consider before we come together todiscuss them. I look forward to your discussion around these.Thanks again. Kim

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

Notes/Ideas

2. Disengagement StrategiesResearch findings: All of the disengagement strategies fitted into four keyareas. They are: energizer activities e.g. start jumps, high fives etc, new

activities or direction, student reflection/discussion, teacher reflection. Theless experienced teachers tended to indicated activities and direction and themore experienced teachers tended to indicate student reflection/discussionand teacher reflection.Questions: Why do you think this is so? Is experience a key factor here,why/why not? Notes/Ideas

3. InquiryResearch findings: There was a correlation between teachers experiencedin teaching inquiry and the number of components identified. Experiencedteachers averaged nine out of twelve of the components. Teachers with lessexperience averaged five out of twelve of the components. All of the lessexperienced teachers identified the following components: authenticcontext, personal questions, appropriate activities and learning styles.



Question: Why do you think that these four components of inquiryhave been identified by everyone? (Can you explain your ideas forincluding each one) Notes/Ideas

4. Are students more engaged in Inquiry than in other programmes?Research findings: There was a direct correlation with class level (apartfrom with the non-teaching principals). The teachers who were teaching inY3 and above almost all indicated Yes. The teachers in junior classes (Y0 toY3) indicated No. The main reasons given by teachers for yes were: choice,

practical/hands on, authentic contexts, width of learning styles catered for.The main reasons given by teachers who said no were: focus onreading/writing, lack of experience (in Inquiry), the age/stage of their students.Question: Why is it that Inquiry is more engaging in the senior end (Y3and above) of the primary school? What have been your experiences? Notes/Ideas

5. Inquiry aspects that engage students mostResearch findings: There was a direct correlation between the aspects thatengage students most and the aspects that students liked best. The aspectsthat were most often identified were: use of equipment/practical/hands on,Tuning In/Finding Out/Sorting Out – process, speakers/trips.Questions: Many of these aspects involved action/movement etc – whydo you think this is? How should we change our Inquiry programmesas a result of these findings? Do you think Tuning In/FindingOut/Sorting Out processes were identified because that is what teachers

teach/know best or because these aspects are the most interesting? Notes/Ideas

6. Importance of student engagement (specifically in Inquiry programmes)Research Findings: All teachers except one indicated that this was ‘veryimportant’ and one teacher indicated that it was ‘important’. All teachers



were undertaking personal professional development in Inquiry and allidentified the focus through reflection or formative assessment. The keyareas of focus were: Inquiry process, integration with other subjects,components of inquiry that support student engagement and reflection

practices. There was a direct correlation between identified importance and professional development being undertaken.Question: Why do you personally see student engagement as very

important? What do you think the reason is for the correlation betweenimportance and levels of professional development? Notes/Ideas

7. Classroom Examples/ Further Comments (optional)Research findings: All the comments were positive and insightful. Thecomments were all made by more experienced teachers (more than threeyears experience). Classroom examples show excellent understanding of theimpact Inquiry programmes have with their students. Some of theseexamples came from less experienced teachers (less than two years) but themajority came from more experienced teachers.Question: Why do you think all of the comments and examples arepositive? What can we learn from this? Notes/Ideas

8. How can we improve our practice and professional development as aresponse to this survey?Research findings: Experience of teachers has featured in these surveyresults with greater identification of components being the key evidence for this. All teachers can describe student engagement and have indicated its

importance in programmes. The indications are that Inquiry programmesincrease student engagement more in senior classrooms (Y3 to Y6) and lessin junior classrooms even though all teachers indicated its importance.Question: How do you think we can best improve our practice andprofessional development as a response to this survey? Notes/Ideas

main themes - focus group questions

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