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EDUC 4206 Professional Experience 4: Teacher as Inquirer

Professional Inquiry Project Proposal

Pre-service Teacher: Caitlin Brown ID no: 110168993
How can I provide students with specific feedback in a physical education setting to enhance their learning
and engagement?
AISTL Connection:
3.6 Evaluate and Improve Teaching Programs
5.2 Provide Feedback to Students on their Learning
6.3 Engage with Colleagues to Improve Practice
Context
The school in which I have been placed at is located in the Northern Suburbs of Adelaide and has been classed as a category 3 school. At
this particular school, there are 10 NEBS enrolments and 15 Aboriginal enrolments. There are 227 students in the school, they use a
neighbouring YMCA building as their school gym along with a junior and senior oval. I have been placed in a Physical Education setting on
Monday through to Thursday with students ranging from Year 3 to Year 7. On a Friday, I have been placed in the Year 3 class teaching
Science, Mathematics, Computer Technologies and Physical Education. The school has developed a values code which demonstrates
responsibility, respect, integrity and diversity within the school in hope to allow students to collaborate with each other in a positive way. This
school is an active member of the local SAPSASA District with an increasing number of student participation and an increased number of
parent involvement in coaching and transporting of teams. In the last 2 years, the year level that I have been placed in has an attendance
percentage of 87.5%. In 2016, there was a Tier 2 Funding report that took place to improve behaviour management and engagement
throughout the school, this resulted in an increased number of SSO and teacher support in the classroom to ensure all students were
supported according to their needs and to meet their developmental needs.

Plan
The focus on this inquiry is related to the AISTL Standard 3.6 (Evaluate and Improve Teaching Programs), Standard 5.2 (Provide Feedback
to Students on their Learning) and standard 6.3 (Engage with Colleagues to Improve Practice). I have chosen to focus my inquiry project on
these standards as I believe it is essential to gain an understanding on the programs, teaching tools and teaching strategies that are used in
a physical education setting and whether they are beneficial to the students learning and engagement. I have also chosen to focus on
engaging with colleagues as they are able to provide specific feedback based on my performance and whether they believe the students are
being set up for success and whether the teaching strategies are beneficial to their learning. Throughout this professional inquiry project, I will
assess student learning and growth through the use of feedback provided to 3 specific students. I will focus on 3 students who will be given
positive but constructive feedback throughout all lessons and document their growth, this will be done through a self-assessment prior to the
unit and a self-assessment at the end of the unit. The purpose of choosing these 3 students was based on my mentor teacher’s decision as
they believe it would be beneficial to myself and the students to receive specific feedback. These 3 students are performing below, at and
above standards so this will provide a broad range of data to evaluate and reflect on. Self-reflection for the students also allows the students
to reflect on their learning and whether they are being supported by the teacher in order to be successful, this is a time where the students
can be honest without feeling intimidated by their peers. I think it is a vital component of teaching to seek and provide constructive feedback
on another person’s performance or delivery of a lesson in order to help them understand what they are doing and whether the students are
being affected by their practices (Groundwater-Smith, S 2015). The overall aim of feedback is to provide a basis for deep insights and
reflections that help change the teaching practice in order to create success and growth (AITSL 2014). The act of learning involves 3 facets of
teaching with include the teacher, the learner and the curriculum. The teacher needs to have an understanding of the student’s abilities,
interests and learning styles whilst understanding the structure of discipline and content but how these can all be combined to develop
instructional techniques that will be beneficial for all students (Whitton, D 2016). At the beginning of the inquiry, I will observe my mentor
teacher to see how he provides and gains feedback throughout lessons. I hope to see the connection between well-planned activities,
engagement, learning outcomes and constructive feedback. Teachers should be able to master the teaching cycle which incorporates
planning, implementing and evaluating which will be the main focus for myself throughout this inquiry (Whitton, D 2016). Using this approach
will allow the students to communicate with me in a way that is anonomys and in a way that will help them with learning and what they would
like to do in class. Communicating with the students allows them to understand that the teacher wants to see them succeed and their
feedback and communication will make that process easier and personalised (Groundwater-Smith, S 2015). I will be providing my mentor
teacher with a feedback form and checklist to complete on a regular basis, this will provide me with evidence based on whether the feedback
that I am giving is appropriate, allows for growth from the students and whether the students are able to learn from the feedback to improve
their performance.

In previous placements that have taken place in the classroom, I found that the feedback was not specific or sufficient enough for the
students to improve. Using specific feedback would allow the students to understand what aspects of their learning require growth and what
strategies they can put in place to ensure this growth will be successful. Communication should be professional and result in student growth
according to Groundwater-Smith, S (2015). Feedback from my mentor teacher will be critical in the types of feedback that is given to the
students, his feedback will allow me to understand whether the feedback is beneficial or provide strategies/examples on what type of
feedback can be used to increase engagement, motivation and student outcomes. My feedback to the students will allow me to evaluate the
teaching programs that I use in and out of the classroom, it will allow me to evaluate my personal knowledge based around the subject and
whether the feedback that is provided to the students is subject specific and relevant.
Question: How can I provide students with specific feedback in a physical education setting to enhance their learning and

Caitlin Brown ID: 110168993 brocj019

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engagement?

Action
Throughout the professional inquiry project, I will be providing three individuals with specific feedback throughout all lessons such as “Well
done on throwing accurately ensuring you stepped forward with your non-dominant foot” and providing the rest of the class with general and
constructive feedback. When providing feedback, I will be providing feedback based on their skills and how they can use certain techniques
in order to be successful when passing the ball etc. In previous placements and work, I have noticed that the feedback that I am providing the
students is not specific and is generalised. This generalised feedback will be kept to a minimum and will move to more specific feedback that
will include ‘move your dominant foot towards the line and push through the ball’. This type of feedback allows the students to know exactly
what they are required to do in order to be successful and develop their skills. Data will be collected from my mentor teacher and the students
at the end of each lesson.

Observation
Data will be collected at the beginning of the professional inquiry project which is at the start of the physical education unit and data will be
collected at the end of the project and unit. Data will also be collected from my mentor teacher on a daily basis through the use of
conversations, feedback forms and checklists. I will aim to provide students with direct and clear feedback to improve their practice, increase
engagement and motivation throughout the unit. Feedback forms will be used by all students throughout the project as this will allow me to
see whether feedback provided to the whole class has a different impact compared to providing individualised specific feedback. Data will be
collected verbally and on paper throughout the week due to the physical education setting in which I have been placed in. Data collection
forms include surveys, observations and feedback forms which will be posted to me through a personalised letter box. Using this approach
will encourage the students to fill out the forms, the forms will also be numbered according to the child’s name. Therefore, the children do not
have to write their names on the forms, in hope that the students will provide honest feedback without feeling intimidated. The written and
verbal sources of data will take place during the week, at the end of the physical education lessons that are taught. At the beginning of
lessons, I will provide my mentor teacher with a checklist based on feedback that I provide to the students and feedback that he can provide
me based on certain aspects of my teaching. Throughout this inquiry project, data will be collected through the use of observations
throughout sessions and note taking by the teacher, this can include conversation had between the students and teacher or immediate
feedback provided by the students when guided by the teacher. Anonymous feedback forms will be provided to each student at various
stages of the day, not all students are required to fill in these forms after each lesson. These feedback forms provide the teacher with
feedback about how they think I went in the lesson, what they believe I did well, what I could work on and what they learnt throughout the
lesson. Online surveys will be completed at the end of each week, this survey will include questions that specifically tell me what they have
learnt, what teaching strategies and programs were beneficial for their learning and what sections of my teaching could have been explained
better to create success. Oral feedback will be used throughout the lessons, students will be asked questions that allow me to improve my
planning and professional practice. Throughout all lessons, I will ask my supervising teacher to provide feedback on my teaching and
feedback provided to students throughout lessons (Killen, R 2016).

Reflection
When analysing my data, I will be looking for an improvement in student participation, engagement and a growth in their skills. When looking
through the feedback forms from the students, I will be looking for similar responses and constructive feedback based around the delivery of
the lesson and what the students learnt and how this was connected to the specific feedback provided to the whole class and individuals.
This data will indicate to me whether what I am providing enough feedback to the students on how they can improve certain skills and how I
can change my teaching strategies in order to set them up for success. I will also be looking for consistency in responses from the students
and my mentor teaching, for example, are the responses from the students similar to my mentor teacher’s comments and why or why not.
Complete a student self-assessment at the beginning of the unit and at the end will allow me to see whether feedback helped the students
with their feelings towards the lessons and whether they are feeling more confident after they have been provided with feedback. The use of
patterns in my data collection will enable me to understand what areas of my teaching need developing and what areas of my teaching are
working well for myself and the students. Using the data collection results as a reflection allows me to understand what has happened, why
and how I can make changes to improve my teaching and the learning outcomes (Killen, R 2016). This data will allow me to make changes in
my teaching in the future, I will be able to see if students are not meeting the learning outcomes and why through the use of verbal
conversations and written feedback. My mentor teacher, university liaison and critical friend Arnold at University will be involved in this
reflection process in order to improve my teaching and planning processes.

References
Australian Institute for Teaching and School Leadership, 2014, How can I initiate ongoing formal and informal feedback? AITSL, viewed 11th
July 2019, <https://www.aitsl.edu.au/docs/default-source/default-document-library/7-how-can-i-initiate-ongoing-formal-and-informal-
feedbackbe778f91b1e86477b58fff00006709da.pdf?sfvrsn=cdacec3c_2>

Groundwater-Smith, S 2015, Communication in the Educational Environment, Cengage Learning Australia, Melbourne.

Killen, R 2016, Effective Teaching Strategies: Lessons from Research and Practice, 7th Ed,
Cengage Learning Australia, Melbourne.

Killen, R 2016, Effective Teaching Strategies: Becoming a Reflective Teacher, 7th Ed,
Cengage Learning Australia, Melbourne.

Whitton, D 2016, Levels of Planning: Curriculum Planning, Lesson Planning and Structuring the Lesson, Cengage Learning Australia,
Melbourne.

Whitton, D 2016, The Teaching and Learning Cycle, Cengage Learning Australia, Melbourne.

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Appendix:

Appendix 1: Anonyms Feedback Forms

Feedback Form for Miss Brown Feedback Form for Miss Brown

Write down two things that you thought I did Write down two things you learnt from today’s
well in today lesson and one thing that you lesson and one thing you would’ve liked to
think I could improve on. learn.

1. 1.

2. 2.

3. 3.

Feedback Form for Miss Brown Feedback Form for Miss Brown

Write down two skills that you learnt during Write down two things that I did well that made
today’s lesson and one skill you are still you feel engaged and successful in today’s
struggling to understand. Physical Education lesson.

1. 1.

2. 2.

3. 3.

Caitlin Brown ID: 110168993 brocj019

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Appendix 2: Pre-Unit Survey for Students

Name:_____________________________________ Date:______________________

How are you feeling about learning specific netball skills? Why?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

What aspects of netball have you had experience in? When?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

What aspects of netball are you nervous or excited about? Why?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

What specific netball skill would you like to become successful in? For example, how to defend or
how to bounce pass successfully?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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Appendix 3: Post-Unit Survey for Students

Name:_____________________________________ Date:______________________

What was the most exciting part of learning how to play netball? Why?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

What was your favourite part of netball and how did this develop your learning?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

What aspects of netball do you think you need to improve on? Why?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

What specific piece of feedback helped develop your learning? Why?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Did I provide enough individual feedback to you and why do you think this helped you?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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Appendix 4: Checklist and Evaluate form for Mentor Teacher Based on Feedback

Lesson:___________________________ Date:_____________________

Never Sometimes Always

Did I provide specific feedback to the 3 focus
students?
Was the feedback specific to skill
development?
Were children engaged in the learning
activities?
Did I provide enough key cues when
explaining the skill and activity to follow?
Did I give the students enough time to learn
the skill before moving onto another activity?
Were the children having fun?

Was the feedback specific or general? Please provide examples.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

How can I further develop my approaches in the next lesson to ensure progressions are
appropriate?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Mentor Teacher Feedback/Comments:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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Date: _________________ Class: ________________

Please CIRCLE the answer below that best represents how you feel about the use of specific and meaningful
feedback within the learning environment.

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Appendix 5: Supervising Teacher Feedback (guided questions but not limited)

How was the lesson presented?

Were the activities and games engaging?

Was I able to provide specific feedback to the students to help their development?

Were the children engaged?

Were my instructions clear?

How could I improve in future lessons?

What were the positives for the lesson?

Was the work too easy or too hard for their level of learning?

Am I providing adequate amounts of time in order for the students to successfully complete the task?

Caitlin Brown ID: 110168993 brocj019