EEL410 Assessment

3. ADDRESSING AN INTERESTING ASPECT
My research was based around the
different strategies implemented
to cater for the diversity of
learners and learning styles in
the classroom.
An interesting aspect of my
research was a case of a student
in a Stage 3 classroom who was
working at an Early Stage 1 level
as a result of extremely low
attendance records.

4. THE CHALLENGES EXPERIENCED
Having a student with low attendance and working at an extremely low level
in comparison to other students was a challenge in itself. Some of the other
challenges included:
• Planning an almost completely different program for a student – whether
they were there to complete it or not
• Finding and implementing a variety of strategies to cater for her learning
and to help her understand the content
• Assessments – if the student was present on the day of an assessment
but not for the rest of the time, it was difficult for myself as the
classroom teacher and for her
Generally, there were challenges in the research conducted, but these were
the specific challenges. It was a challenge to conduct research with such a
great opportunity for a target student when it was unknown if she would be
at school on that day.

5. IMPLICATIONS FOR CLASSROOM PRACTICE
There are a variety and huge range of implications for teachers and
students for classroom practice in regards to the implementation of
strategies to cater for the variety of learners, as well as those learners
who do have low attendance.

6. IMPLICATIONS FOR CLASSROOM PRACTICE
CONT.
TEACHERS STUDENTS
• Effective delivery of
content and learning
• Learning what strategies
can be used in different
KLAs
• Knowing the students
and how they learn –
what strategies work and
what strategies don’t
• Smooth running lessons
with effective learning
opportunity
• Learning needs and
styles are catered for
when strategies are
implemented
• Participation in a range
of learning experiences

7. RESOLUTION FOR THE PARTICULAR
CHALLENGE
Although this student was only at the school for five weeks
of my placement, I only saw her about six or seven times,
which was unfortunate. As a resolution to my challenges,
I sought out assistance from my Associate Teacher and
began implementing some of the strategies she used,
which was much more helpful – not only with the student
with low attendance, but all students in the classroom.

9. IDENTIFYING THE EDUCATIONAL PROBLEM

10. GAPS IN THE LITERATURE REVIEW
The major gaps in the literature consist of the
definitions held by different scholars and their
interpretations of the make-up of the physical
classroom settings. The major gap in the
methodologies is that they are all qualitative
methods with no incentives of quantitative
methods.

11. GAPS IN THE LITERATURE REVIEW CONT.
The gaps and tensions in the research taken out
in relation to self-regulation, persistence and
motivation holds a significance in the age of
the resources and whether they are still
reliable in the 21st century, as well as
previously mentioned, all of the resources
being qualitative methods. The gaps in the
literature can be noted to say that there was
little mentioning of the effectiveness of these
strategies.

12. DESIGNING A RESEARCH QUESTION
Designing a research question was more of a process than I thought it
would be. Luckily, the research question I ended up putting together
was something that could be related to in all educational contexts. This
meant I didn’t have to do much altering once I was actually
implementing the research.
Research question:
What strategies can be implemented to cater for the diversity of learners in
the classroom?

13. IDENTIFYING A RESEARCH METHOD
Interpretive paradigm
The information gathering that will be evident and implemented in the
proposed action research will consist of a naturalistic inquiry using
qualitative approaches, which are both extensive and diverse (Stringer,
2004). The methods used will include an open-ended answer survey,
interviews and observation. Through the implementation of these
qualitative methodologies, the participants in the study will all be able
to take place in the research and make it a more reliable action
research. Stringer (2004, p. 38) also made note that “one of the major
strengths of qualitative research is its ability to allow researchers to
tentatively state the problem, then refine and then reframe the study by
continuing iterations of the look-think-act research cycle.” The action
research will aim to be an unbiased and reliable information gathering
process to deliver quality information.

14. IMPLEMENTING A RESEARCH METHOD
Implementing the research methods that have been mentioned was a time-
taking process. Unfortunately, my first few weeks of placement were
quite unsettled, however, the research methods were carried out in time
to get on top of things.
Observation – from beginning of placement and throughout
Semi-structured interview – 17th August, 2015
Surveys – 21st August, 2015

15. DESIGNING AN INTERVENTION
When it came to designing an intervention, I had to think really hard about
what strategies had been working really well for not only me, but the
students as well. I chose to use a variety of different techniques and
activities in lessons to see what students responded best to.

16. COLLECTING DATA

17. COLLECTING DATA CONT.

18. COLLECTING DATA CONT.

19. IMPLEMENTING AN INTERVENTION
Through sticking with the strategies that were working best for me, I found
that as the time went on students were responding much better to
lesson delivery and content.
I kept students in their groupings for different topics and KLAs, which was
an effective strategy. By carrying out the surveys, I was able to find out
what the majority of students preferred to do in their lessons in regards
to learning.
The evidence of implementing strategies to cater for the diversity of
learners is shown in the assessment tasks and records that were
carried out throughout my placement.

20. REFERENCE LIST
Dweck, C. S., & Leggett, E. L. (1988). Goals: An Approach to Motivation and Achievement.
Journal of Personality and Social Psychology , 256-273.
Foreman, P., & Arthur-Kelly, M. (2014). Inclusion in Action. South Melbourne: Cengage
Learning Australia.
Miller, R. B., Behrens, J. T., & Greene, B. A. (1993). Contemporary Educational Psychology.
Oklahoma: Department of Educational Physchology.
Ramli, N. H., Ahmad, S., Taib, M. Z., & Masri, M. (2015). Principals' Perception on Classroom
Physical Environemtn. Retrieved May 31, 2015 from Science Direct:
http://www.sciencedirect.com/science/article/pii/S1877042814055025
Sideridis, G. D., & Kaplan, A. (2011, August 16). Achievement Goals and Persistence Across
Tasks: The Roles of Failure and Success. The Journal od Experiemental Education , 429-
451.
Stringer, E. (2004). Action Research in Education. Upper Saddle River: Pearson.
Yang, Z., Becerik-Gerber, B., & Mino, L. (2015). A study on student perceptions of higher
education classrooms: Impact of classroom attributes on student satisfaction and
performance. Retrieved May 31, 2015 from Elsevier:
http://www.journals.elsevier.com/building-and-environment