EDUC 4206 Professional Experience 4: Teacher as Inquirer

Professional Inquiry Project Proposal

Pre-service Teacher: Tulasi Hollis ID no.: 110095502

Context (approx. 100 words)

Description of placement context. Include here only those details which are necessary to provide the reader with an overview of your setting ie.
size of school/class; socio-economic factors in the community, nature of class(es), etc. Do not mention the name of your site.

I am attending a DECD children’s centre for early childhood learning and development located in a rural
town, 226 kilometres from Adelaide. The children’s centre incorporates childcare, pre-school and
community programs which seek to support families with parenting skills and connection to the
community. The town has a high-percentage of unemployment and a high-percentage of Aboriginal and
Torres Strait Islander families living in the community. There are particular issues around high-levels of
lead left behind by past industries. Children are granted earlier entry of three years old if considered to
have high-lead levels as this can impact on development. There are a total of 46 enrolments within the
pre-school however the children are split into two groups: Monday/Tuesday and an additional day each
fortnight (Thursday). There are two full-time educators, and two full-time early childhood workers. Play-
based learning guides planning, as well as a DECD funded STEM inquiry project named ‘STEM through
play’. Furthermore, the centre’s number one priority is: ‘to strengthen numeracy achievement of our
children’ and priority two is to: ‘build a community of powerful learners’.

Plan (approx. 500 words)

Overall focus of your inquiry and related AITSL Standard.
Rationale: Why have you chosen the particular focus? This will be based on your “Pre-service self review” against the national standards
& knowledge of your context. Explain how you went about deciding your focus.
How does the literature support your focus? Include at least four references– include a balance of journal and book references if possible.

Focus: How can I use language (including non-verbal) to support children as strong and competent
learners of numeracy?

AITSL standard: Standard 3 – Focus Area: 3.5 Use effective classroom communication Graduate:
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.

Through critical reflection I was able to identify my strengths and areas for improvement in relation to the
national standards for teachers, and careful consideration of what is really important to me to develop
and improve on at this point in time. Upon reflection of how I interact with children at my present
workplace, and on past placements, it was clear that during play-based situations where numeracy
learning and concepts are present I feel that I do not have the confidence or knowledge to extend
children’s numerical thinking. Furthermore, I often find myself reflecting with my colleagues about using
language effectively such as asking meaningful questions and giving meaningful feedback with children
throughout the day, and avoiding saying things just to fill the space in the air. Additionally, through
conversation with my current mentor teacher, it is clear that our responses to children can be improved.
One strategy they are focussing on is their use of questioning with children. Not only will I focus on
developing my own repertoire of meaningful questioning techniques but also how I can use language to
support children as strong and competent learners of numeracy.

Burman (2015) illustrates that the most powerful tool we have as educators is our language (p.1).
Through the language we choose to use we can send certain messages about our philosophy of
learning, and our image of the child. For example, Burman (2015, p. 3) illustrates the language of identity
which suggests that if we talk to children as writers, readers, scientists and investigators they will begin to
see themselves as such identities. Furthermore, we can use ‘the language of noticing and naming’ as
described by Burman (2015) to intentionally model thinking aloud to help make learning visible. Burman
(2015, p. 3) suggests that noticing and naming the learning process, children’s learning dispositions and
children’s thinking will support them to have the words to notice and name their own learning. The
language of feedback vs praise is also illustrated warning educators of using praise to make someone
feel good, creating dependency similar to a reward system. Instead, feedback should be used to push
learning forward by using ‘specific, informative, true and sincere’ language (p.6). Burman (2015, p.1) also
warns educators of using fixed language such as the “guess what’s in the teacher’s head” question. For
example, ‘our language can convey ideas and information as fixed and absolute or as evolving, complex
and ever changing’.

Additionally, to effectively adapt our language to suit the learners needs, and extend thinking, educators
must be able to actively listen to the hundred languages of children. Loris Malaguzzi, the founder of the
Reggio Emilia Approach, believed that each child brings with them a “hundred languages” which includes
words, movements, drawing, building, painting, play and much more. Through the “hundred languages”
children demonstrate a variety of ways of thinking, expressing and understanding, and it is through these
forms that knowledge is constructed (Rinaldi 2013). If we are to extend children’s thinking through
questioning, we should first try to understand what children are thinking and doing by actively observing
and listening to children. Burman (2009) supports this idea of listening to children in order to gain an
understanding of their prior knowledge about the world, and gain an understanding of children’s thinking.
In particular, Burman (2009) outlines the importance of listening with intent which emphasises the
difference between listening and merely hearing children. Once educators listen with intent we may be
able to ask relevant and meaningful questions which extend their ideas.

Burman (2009); McTighe & Wiggins (2013) will be also be important resources for me as they outline the
purpose of using questioning and feedback techniques to develop responses from children that show
their own thinking, and to uncover their ideas, not to test children’s knowledge or to reinforce the
educators existing thinking. This will challenge my own thinking of what my role as an educator is during
play-based situations. Through this resource I will be able to explore a variety of questions such as open-
ended, closed, questions that delve deeper into children’s thinking, questions that clarify and focus ideas,
and questions that connect experiences and ideas.

Action (approx. 50 words)

An exact description of what you are going to change in your practice/behaviour throughout your placement.
An exact description of when you are going to collect data each week during your normal teaching (identify times & a subject area)

I am going to change the language I use during my interactions with children to support and extend
learning, and to support children as strong and competent learners of numeracy. I will be exploring my
language choices through techniques such as:

Questioning
Feedback
Body language
Statements

Burman (2015) notes the importance of asking ourselves: ‘what kind of learning culture do we want to
create and nurture?’ Therefore, I will ask myself the following questions prior to week 1:

- How do I want children to see themselves as learners?

- What do I want children to think and believe about learning?
- What do I believe makes a strong, competent learner?

I believe this will help me to consider what I want to achieve when using language and help me to use
language for a meaningful and intentional purpose.

I will also be observing children’s use of language (including non-verbal) to gain an understanding of the
numeracy concepts they are using within play, and the type of language they are using to help me guide
my own choice of language. I will also be looking at what types of numeracy experiences are available
within the learning environment to help me set up appropriate learning experiences. These observations
will take place in week 1 of my placement to help me guide my thinking.

Week 2 -4 I will be collecting data during the mornings where ‘free-play’ is offered for children. There are
usually some intentional learning experiences set up but also a rich variety of emergent learning
opportunities which children create during this period.
Every second Thursday I will also observe and practice my use of language during children’s ‘loose
parts’ play which is held over at the school with the reception students.

Observation (approx. 200 words)

How will you collect data? Choose techniques most suited to your strategy and situation. Explain your monitoring techniques. Why have you
chosen the particular techniques? Include at least one reference to action research literature.
How will you record your data? Your monitoring process should aim to include at least three observation techniques to ensure triangulation. (ie.
Questionnaire, Supervising Teacher feedback, frequency chart etc). Include data collection proformas as an appendix.

I have chosen to use Supervising Teacher feedback, a reflective journal, mind-mapping and frequency
charts. I believe the chosen monitoring techniques will help me improve on the following areas:
improvement in practices, improvement in the situation in which practice is occurring, and improvement
in understanding practice and the situation (Grundy 1995).

In particular, I value my supervising teachers’ feedback which will be a great tool to use to analyse and
evaluate my practice in the situation. I also think it is vital to have the perspective of another as new
ideas and wonderings are considered.

The reflective journal will be recorded in a written format which I will aim to fill in at the end of the day. I
will have to make jottings to guide my reflections so that I can recall what happened.

I will be using a mind map whilst observing children during play to jot down examples of language they
use.

I will also use a mapping technique where I will draw out areas of the learning environment and list the
numeracy concepts observed and the possible learning experiences I could set up.

I have also chosen a frequency chart as I would like to monitor what type of questions and feedback I am
giving, as well as how often am I giving open-ended questions compared to closed? This will also help
me to consider why I chose certain questions to ask and the general response given by the child. I will
not be identifying the child, but I will be noting whether I received a response or enhanced learning. If
there was no response, why not? How could I improve for next time? I think it is also important to
observe other educators and how they use questioning and feedback – I will use a mapping technique to
jot down examples of questions and feedback used and the general responses received.

Reflection (approx. 200 words)

What will you be looking for when you analyse your data?
How will you interpret your data (ie make sense of the patterns)?
Who else might be involved? How? Name your critical friend as at least one of the people who will be involved
Explain how you will use your analysis to inform your practice in the following action stage (ie. next data collection time).
Include at least one relevant reference about the importance of reflection.

Reflection should aim to improve practice by looking deeper, exploring new ideas, approaches and
becoming thoughtful about our work as we consider what motivates us (Commonwealth of Australia
2010). The information gathered through reflection should aim to inform and enrich our decision-making
about children’s learning and our practice (Commonwealth of Australia 2010). Therefore, through the
process of reflecting on the data I have gathered, I will be looking for information which supports and
enhances my understanding of children’s learning and the impacts of my practice on learning. In
particular, I will be looking at what the data tells me about my image of the child, my language choices
and the types of questions I use, and why.

My critical friend will be X and I will also seek critical feedback from my mentor teacher. I will involve my
critical friend through professional conversations and reflections throughout the process of my inquiry. I
will make sure to write down any wonderings or concerns I have so that my critical friend may be able to
add a different perspective to my understanding. I will use these reflections to build and improve on the
language I am using with children.
 References
Include all references (min. of 6) using the Harvard referencing system.

Australian Institute for Teaching and School Leadership (AITSL) 2011, National Professional Standards for
Teachers, Education Services Australia.

Burman, L 2015, The Language of Learning, Lisa Burman Consultants, viewed 30 July 2018,
http://lisaburman.com.au/wp-
content/uploads/2015/11/revised_language_of_learning_newsletter_nov_15_01.pdf.

Burman, L, 2009, Are you listening? Fostering conversations that help young children learn, Redleaf Press,
Minnesota.

Commonwealth of Australia 2010, Educators belonging, being and becoming: educators guide to the Early Years
Learning Framework for Australia, Australian Department of Education, Employment and Workplace Relations for
the Council of Australian Governments.

Grundy, S 1995, Action research as professional development, Innovative Links Project, Western Australia.

McTighe, J & Wiggins, G 2013, Essential questions: opening doors to student understanding, ASCD, Virginia.

Rinaldi, C 2013, Re-imagining childhood: the inspiration of Reggio Emilia education principles in South Australia,
Government of South Australia, South Australia.

Appendix 1 Frequency Chart

Time/Date/Day:

Learning experience or area:

Duration:

Numeracy concepts observed in learning experience:

Frequency of questions: Were questions closed or open-ended? Were

question meaningful? Did it inspire thinking or
encourage ideas?
 Frequency of feedback: Was feedback appropriate? Did it differ from
praise? Did it extend thinking, ideas or learning?

Did I provide other forms of communication?

(Non-verbal?)

Additional Comments:

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Appendix 2: Supervising Teacher Feedback Form

Time/Date/Day:

Learning experience/area:

Duration:

Focus: How can I use language (including non-verbal) to support children as strong and competent
learners of numeracy?

What numeracy concepts do you observe within this play-based situation?

Was appropriate language used when questioning and giving feedback to children?
Was it necessary to question or to give feedback?

What was a result of the question or feedback? Did it extend thinking? Did it challenge the learner? Did it
introduce new ideas?

Was time given for children to respond to the question?

Were statements/comments given which supported or extended thinking, challenged ideas?

Additional comments: