WORKING WITH TEACHERS: THE IMPLEMENTATION AND EVALUATION OF AN
INNOVATIVE IN-SERVICE PROGRAMME.
JOHN WILLIAMSON
SUBMITTED FOR THE DEGREE OF DOCTOR OF PHILOSOPHY,
AT THE UNIVERSITY OF LEICESTER,
1987.
UMI Number: U003934
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ACKNOWLEDGEMENTS
A t h e s i s co n cern ed w it h in n o v a tio n and t h e im p le m e n ta tio n o f an i n s e r v i c e programme i s th e r e s u l t o f t h e c o - o p e r a t io n o f many p e o p le .
I w is h t o thank a l l o f th e t e a c h e r s who p a r t ic i p a t e d in t h e v a r io u s
p h a s e s o f t h i s s tu d y . S p e c ia l m en tio n m u st be made o f t h o s e t e a c h e r s
who found t im e in a b u sy p r o f e s s i o n a l l i f e
t o a c q u ir e new te a c h in g
s t r a t e g i e s , im p lem en ted them in t h e i r c la s s r o o m s , and th en d is c u s s e d
th e e x p e r ie n c e w ith me.
John Lake f a c i l i t a t e d my r e q u e s ts fo r a s s i s t a n c e o f a l l k in d s in th e
F a c u lty o f E d u c a tio n , C u rtin U n iv e r s it y (fo r m e r ly WAIT).
M aurice G alton s u p e r v is e d t h e t h e s i s and engaged in many e d u c a t io n a l
c o n v e r s a t io n s in E ïigland, th e U .S .A ., and A u s t r a li a .
J ill
M id d leto n and h er c o ll e a g u e s word p r o c e s s e d t h e t h e s i s throu gh
i t s several d r a fts .
F in a lly ,
I w is h t o th an k , M arion, Fran and C a th e r in e f o r a llo w in g me
t h e tim e and p r o v id in g me w ith th e su p p o rt to c o m p le te th e t h e s i s .
PAGE
ŒNTENTS
ACKMOWLEDGBian*S
LIST OF TABLES
V ll
LIST ΠFIGURES
V lll
CHAPTER
1
1 ; THE QUALITY OF EDUCATION; IN-SERVICE EDUCATION
-
11
IN A CHANGING CONTEXT
I n t r o d u c tio n
Changes in A u s t r a lia n S o c i e t y
Summary
O r g a n is a tio n o f t h i s t h e s i s
10
CHAPTER 2 : TEACHER DEVELOPMOTT AND IN-SERVICE EDUCATION IN AUSTRALIA
I n t r o d u c tio n
12 - 20
12
T ypes o f I n - S e r v ic e E d u ca tio n
F unding f o r I n - S e r v ic e E d u ca tio n in A u s t r a lia
T each er P a r t ic ip a t i o n in I n - S e r v ic e A c t i v i t i e s
16
Summary
20
CHAPTER 3 : IN-SERVICE EDUCATION; REVIEW
21 - 48
I n t r o d u c tio n
21
A Taxonomy o f A u s t r a lia n I n - S e r v ic e Programmes
26
A c tio n -R e s e a r c h in A u s t r a lia
22
The C oaching Model
41
C u rricu lu m Im p lem en tation S t u d ie s
43
Summary
47
CHAPTER 4 ; METHODOLOGICAL ISSUES
49 - 64
I n t r o d u c tio n
49
Background t o an A c tio n -R e s e a r c h P r o j e c t
49
D e s c r ip t io n o f The A c tio n -R e s e a r c h P r o j e c t
52
The W orkshops
53
11
PAGE
I s s u e s from A c tio n -R e se a r c h
I s s u e s from The C oaching Model
59
62
63
Summary
65 - 78
CHAPTER 5; DESIGN OF THE STDDY
65
I n tr o d u c tio n
The P h ases o f th e I n - S e r v ic e Programme
67
68
D e t a i l s o f t h e I n - s e r v i c e Programme
(The Combined A c tio n -R e se a r c h and C oaching M odels in P r a c tic e )
M o n ito rin g and E v a lu a tio n
76
Summary
79 - 99
CHAPTER 6 ; RESULTS
79
I n tr o d u c tio n
79
T each in g V ig n e t t e s
Survey Q u e s tio n n a ir e s
Aims o f Prim ary E d u cation
82
83
C lassroom O r g a n is a tio n and A c t i v i t i e s
Teacher P e r c e p t i o n s o f t h e I n f l u e n t i a l F a c t o r s A f f e c t i n g
C h oice o f T each in g S t r a t e g i e s and C o n ten t
Summary
91
95
CHAPTER 7 ; THE IMmEMQiTATION OP THE TEACHING STRATEGIES
100 - 14
I n tr o d u c tio n
100
T each in g S t r a t e g i e s
100
The F i d e l i t y o f th e Im p lem en tation
103
The L esson T r a n s c r ip ts
104
Example
Example
Example
Example
Example
1.
2.
3.
4.
5.
The C oncept A tta in m en t T each in g S t r a te g y
C o g n itiv e Growth T each in g S t r a te g y
The In q u ir y S t r a t e g y
The In q u ir y S t r a te g y
The C oncept A tta in m en t T each in g S t r a t e g y
111
104
107
114
121
130
PAGE
The T eacher D eveloped M o n ito rin g and Data G a th erin g Methods
Summary
136
138
CHAPTER 8; THE TEACHERS' SEEf-EFFICBCï AND SETf-CONFIDENCE
141-158
I n tr o d u c tio n
141
The New S t r a t e g i e s Used b y th e T ea ch ers
142
C oncerns E xp ressed b y th e T ea ch ers
143
The E a r ly Im p lem en tation o f th S t r a t e g y
145
Changes t o t h e T ea ch ers' V iew s o f T h eir C lassroom s
150
R e f le c t io n s Upon C u rren t P r a c t ic e a s a B a s is fo r F u tu re A c tio n 154
Summary
CHAPTER 9 :
157
THE TEACHERS* PERCEPTIONS OF THE PRINCIPAL
159-168
AND THE EDUCATION DEPARTMENT AS SUPPORTERS OF INNOVATION
I n t r o d u c tio n
159
T e a c h e r s' P e r c e p tio n s o f th e P r in c ip a l a s a S u p p orter fo r
160
Change
T e a c h e r s' P e r c e p tio n s o f Head O f f ic e in F o s t e r in g Change
Summary
165
167
CHAPTER 10; THE TEACHERS* RELATIONSHIPS WITH THEIR STUDENTS
169-185
I n tr o d u c tio n
169
T eacher Change
169
S o c ia l S tr u c tu r e Changes
172
The D evelopm ent o f "Trust" Betw een The T eacher and th e
176
S tu d e n ts
The New T each in g S t r a t e g i e s and a Programme o f Work
177
T ea ch ers' Aw areness o f R eason in g P r o c e s s e s in C h ild r e n
178
The T each in g S t r a t e g i e s and P u p il S k i l l s and C o n ten t
181
Knowledge
iv
PAGE
184
Summary
CHAPTER 1 1 ; IN-SERVICE ARRANGEMENTS IN THE D.K AND AUSTRALIA;
186-197
A COMPARISON OF SOME RECENT TRQiDS
186
I n tr o d u c tio n
187
The Changes Proposed in DES C ir c u la r 6 /8 6
189
A Com parison w ith A u s t r a lia
191
P o s s ib le B e n e f it s frcan th e Proposed Changes
191
I r r p lic a tio n s f o r H igher E d u cation in th e U.K.
192
The L ik e ly C on sequ en ces o f th e Changes
195
Summary
198-205
CHAPTER 12: THE EVALUATION OF THE IN-SERVICE PROGRAMME
198
I n tr o d u c tio n
199
The C oncerns o f th e I n - S e r v ic e E d u ca tio n
205
Summary
206-235
CHAPTER 1 3 ; SUMMARY AND ISSUES
'
206
I n tr o d u c tio n
206
Summary
216
I s s u e s Emerging from th e Study
2 3 6 -2 4 6
BIBLIOGRAPHY
247-251
APPENDIX 1 ;
TEACHING VIGNETTES
APPENDIX 2;
QUESTIONNAIRE - TEACHERS' OPINIONS AND PRACTICES
APPENDIX 3 ;
QUESTIONNAIRE - INFLUENCES ON CONTENT ORGANISATION
261-265
AND TEACHING STRATEGIES
APPENDIX 4 a ;
LESSON PLAN AND TRANSCRIPT FOR PREDICTIVE INQUIRY
2 6 6 -2 7 6
MODEL
APPENDIX 4 b ;
2 5 2 -2 6 0
LESSON A NALYS IS
IMPLEMENTATION
v
I N T E R V IE W £
SITE
OF
LEAST
2 7 6-280
PAGE
APPENDIX 5 ;
SAMPLE TEACHING STRATEGY ANALYSIS GUIDES USED IN IN SERVICE PROGRAMME
2 8 1 -2 8 7
APPQPIX 6 :
SAMPLE LESSON ANALYSIS SCHEDULES DEVELOPED IN SCHOOL
APPENDIX 7 ;
MONITORING AND EVALUATION OF LESSONS: AN EXAMPLE OF
LESSON ANALYSIS
APPENDIX 8:
2 9 0 -3 0 2
SAMPLE LESSON TRANSCRIPTS
30 3 -4 3 4
.
I n q u ir y
S t r a t e g y , T each er: BE, L esson 1 .
3 0 3-308
.
I n q u ir y
S t r a t e g y , T eacher : BE, L esson 3 .
309-312
.
C on cept A tta in m en t S t r a t e g y , T each er: HT,
L esson 1 .
313-325
. C oncept A tta in m en t S t r a t e g y , T eacher : HT,
L esson 2 .
326-342
. C o g n it iv e T eaching S t r a t e g y , T eacher : EH,
L esson 1 .
343-347
. C o g n it iv e T eaching S t r a t e g y , T eacher : EH,
L esson 2 .
348-352
. C o g n it iv e T eaching S t r a t e g y , T eacher: EH,
L esson 3 .
3 53-356
.
C o g n it iv e T eaching S t r a t e g y , T e a c h e r : EH,
L esson 4 .
357-360
.
In q u ir y S t r a t e g y , T each er:
BR,
L esson 1 .
361-369
.
I n q u ir y S t r a t e g y , T eacher :
BR,
L esson 4 .
370-373
.
In q u ir y S t r a t e g y , T e a c h e r :
BR,
L esson 5 .
37 4 -3 7 8
.
I n q u ir y S t r a t e g y , T eacher :
KA,
L esson 1 .
379-383
.
In q u ir y S t r a t e g y , T eacher :
KA,
L esson 2 .
3 8 4-388
.
I n q u ir y S t r a t e g y , T eacher :
KA,
L esson 3 .
389-395
.
I n q u ir y S t r a t e g y , T each er:
KA,
L esson 4 .
396-403
. C oncept A tta in m en t S t r a t e g y , T eacher : BG,
L esson 1 .
4 0 4-409
. C oncept A tta in m en t S t r a t e g y , T e a ch er: BG,
L esson 2 .
410-413
. C oncept A tta in m en t S t r a t e g y , T e a ch er: BG,
L esson 3 .
414-429
. C oncept A tta in m en t S t r a t e g y , T eacher: BG,
L esson 4 .
4 3 0-434
VI
2 9 8 -2 8 9
PAGE
LIST OF TABLES
2 .1
P r o fe s s io n a l d e v e lo p m e n t program m e fu n d in g
($ '0 0 0 s
in
December 1983 p r ic e s )
15
2 .2
Teacher a tten d a n ce in non-award i n - s e r v ic e programmes
18
2 .3
S t a t e /T e r r it o r y fu n d in g
19
fo r
p r o fe s s io n a l
d e v e lo p m e n t
($ '0 0 0 s e stim a te d 1983 p r ic e s )
3 .1
Year when l a s t a tten d ed an i n - s e r v ic e programme
38
3 .2
Nature o f th e l a s t in - s e r v ic e programme a tten d ed
39
3 .3
Teacher rep orted im pact o f l a s t i n - s e r v ic e programme
40
6 .1
R esponses to "use" o f d i f f e r e n t te a c h in g s t r a t e g i e s
80
6 .2
Aims o f prim ary e d u c a tio n in order o f im portance
84
6 .3
O rg a n isa tio n w ith in th e c la ssro o m
87
6 .4
A c t i v i t i e s w it h in th e cla ssr o o m
87
6 .5
T y p ica l t im e t a b le s fo r p re-p rim a ry and prim ary
88
12.1
A sum mary c o m p a r is o n
programme,
th e
of
'ty p ic a l'
a c tio n - r e s e a r c h approach
V ll
th e
in n o v a tiv e
in -s e r v ic e
in -s e r v ic e
cou rse,
and
th e
204
PAGE
LIST OF FIGURES
2 .1
The i n - s e r v i c e p h a se o f te a c h e r d evelop m en t
14
4 .1
P h ases in i n - s e r v i c e programme
71
4 .2
The g e n e r a l p la n o f t h e s tu d y
77
7 .1
T eacher d e v e lo p e d L esson E v a lu a tio n : L esson 1
8 .1
The t e a c h e r s ' r e p o r te d im p le m e n ta tio n c o u r s e o f e v e n t s
V lll
^49
CHAPTER 1
THE QUALITY OF EDUCATION:
IN-SERVICE EDUCATION IN A CHANGING
CONTEXT.
INTRODUCTION
T h is t h e s i s i s con cern ed w it h h e lp in g t e a c h e r s t o ch ange t h e i r
c la s s r o o m t e a c h i n g b e h a v i o u r . S c h o o l in g i n A u s t r a l i a , a s i n o t h e r
com p arab le i n d u s t r i a l i s e d n a t i o n s , i s a m a jo r n a t i o n a l e n d e a v o u r .
The c e n t r a l r e s o u r c e i n t h i s e n d e a v o u r i s t h e t e a c h i n g f o r c e a s i t
i s t h e t e a c h e r s who im p lem en t th e c u r r ic u lu m t o e d u c a te t h e c h ild r e n
and, u l t i m a t e l y , t o renew t h e s o c i e t y .
The p a c e o f c h a n g e i n A u s t r a l i a n s o c i e t y i s a c c e l e r a t i n g and
t h i s i s h a v in g p r o fo u n d and fu n d a m e n ta l e f f e c t s .
In t h i s d y n a m ic
s i t u a t i o n i t i s t o e d u c a t i o n and s c h o o l s t h a t p e o p l e lo o k f o r t h e
r e s p o n s iv e n e s s and c o n t i n u i t i e s w h ic h w i l l e q u i p i n d i v i d u a l s w i t h
th e s k i l l s ,
k n o w le d g e and a t t i t u d e s s o t h e y c a n c o n t r i b u t e i n a
w o r th w h ile manner t o s o c i e t y .
by s o c ie t y ;
S c h o o ls a r e
in s t it u t io n s e s ta b lis h e d
i f s c h o o ls a r e t o a d a p t t o t h e ch an ged s o c i e t y th e n
t e a c h e r s m u st a l s o ch an ge s o t h a t t h e y a r e a b le t o im p lem en t th e new
c u r r ic u l a or th e new p r a c t i c e s .
In t h i s t h e s i s an in n o v a t iv e i n - s e r v i c e programme was d e v e lo p e d
and im p lem en ted . The f o c u s o f th e s tu d y was t h e in d iv id u a l te a c h e r
and h i s or h er c la s s r o o m
t e a c h in g s t r a t e g y ,
r a th e r th an a r e g io n a l
o r s y s te m -w id e in n o v a tio n . The i m p l i c a t io n s from t h e in n o v a t iv e i n s e r v ic e
program m e,
c o n t e x t s and
to
th e
h ow ever,
n a tu r e
are
r e le v a n t
to
and o r g a n i s a t i o n
th e
of
w id e r
a ll
sy ste m
in -s e r v ic e
programm es.
CHANGES IN AUSTRALIAN SOCIETY
A u s t r a lia n s o c i e t y i s i n a p e r i o d o f u n p r e c e d e n t e d c h a n g e and
th e c a u s e s o f t h i s c h a n g e a r e n o t h a r d t o o b s e r v e ;
p o p u la tio n
changes
and
a c o n c o m ita n t
in c r e a s in g
th e y in c lu d e
m u ltic u ltu r a l
e le m e n t, t h e e c o n o m y , c h a n g e s i n s c i e n c e and t e c h n o l o g y , a l t e r e d
s o c i a l i n s t i t u t i o n s , c h a n g e s in w ork and l e i s u r e , and c h a n g e s i n
p e r s o n a l v a lu e s . A b r i e f c o n s id e r a t io n o f t h e s e c h a n g es w i l l p r o v id e
a c o n t e x t u a l fr a m e w o r k fro m w h ic h t o a p p r e c i a t e t h e m u l t i t u d e o f
f a c t o r s w hich im p in ge upon th e t e a c h e r .
Dem ographic d a t a ,
w h i l e c o n t a i n i n g so m e u n c e r t a i n t y ,
in d ic a te t h a t A u s t r a lia
w ill
h ave a p o p u la tio n
w o u ld
o f around 1 7 -1 8
m i l l i o n b y t h e y e a r 2 0 0 0 AD. T h is f i g u r e w i l l v a r y d e p e n d in g n o t
o n ly o n n a t u r a l
A u s t r a lia .
The
in c r e a s e
la tte r ,
but a ls o
b e in g
th e
r a te
a p o litic a l
of
m ig r a tio n
d e c is io n ,
is
to
very
c h a n g e a b le ; t h e r e c e n t p r o f i l e o f i m m i g r a t i o n , h o w e v e r , s h o w s a
g r e a t e r p e r c e n t a g e o f A s ia n m ig r a n t s th a n fro m t h e t r a d i t i o n a l
U n ite d K ingdom and E u ro p ea n s o u r c e c o u n t r i e s . The d a t a w o u ld a l s o
i n d i c a t e t h a t t h e p o p u la t io n g row th a c r o s s A u s t r a lia w i l l b e uneven
a s som e a r e a s expand r a p id ly a s new r e s o u r c e s ,
e tc .,
a r e d e v e lo p e d ,
and o th e r a r e a s d e c l i n e in im p o r ta n c e , e .g ., h ea v y in d u s t r y c i t i e s .
W hile t h e r e i s som e u n c e r t a in t y a b o u t s p e c i f i c s
it
i s p o s s ib le
t o s e e t h a t t h e v a r io u s S t a t e and T e r r it o r y e d u c a tio n s y s te m s need
t o h a v e a h i g h d e g r e e o f f l e x i b i l i t y ; fro m t h e num ber o f s t u d e n t s
a t t e n d in g s c h o o l i t i s p o s s i b l e t o s e e t h a t t h e b i r t h r a t e s o f t h e
1 9 5 0 s and 1 9 6 0 s m ea n t a s u r g e i n e n r o l m e n t s f i r s t l y
in p r im a r y
s c h o o ls
and
a
la te r
su rg e
as
th e
stu d e n ts
th e n
p assed
on
to
se co n d a r y s c h o o l s . T h is c y c l i c p a t t e r n i s a b o u t t o b e r e p e a t e d and
in p r a c t i c a l te r m s , i t w i l l mean t h a t a t one tim e many m ore t e a c h e r s
a r e r e q u ir e d a t one s c h o o l l e v e l th an a n o th e r .
A nother s i g n i f i c a n t f a c t o r a f f e c t i n g t h e s c h o o l a g e p o p u la t io n
w i l l be t h e number o f m ig r a n ts who a r e a llo w e d t o e n t e r A u s t r a lia .
R e g a r d le ss o f th e number t o com e, h o w e v e r ,it m ust b e r e c o g n is e d t h a t
A u s t r a lia i s a lr e a d y a m u lt i c u lt u r a l s o c i e t y w h ich i s d i f f e r e n t i a t e d
b oth s o c i o - c u l t u r a l 1y and e t h n i c a l l y .
At t h e
p resen t
tim e
th e r e
are u n c e r ta in tie s
a b o u t th e
i n t e r n a t io n a l e c o n o m ic s i t u a t i o n a n d , o f c o u r s e , t h i s a f f e c t s t h e
A u s t r a lia n e c o n o m y . In a fu n d a m e n ta l w ay t h e e c o n o m ic s i t u a t i o n
d i r e c t l y a f f e c t s t h e l e v e l o f p r o v is io n f o r e d u c a tio n . H owever, ov er
th e l a s t 40 y e a r s or s o t h e r e h as been a s h i f t from a p r e d o m in a n tly
a g r ic u l t u r a l s o c i e t y t o an i n d u s t r i a l s o c i e t y , and more r e c e n t ly t o
a
p o s t-in d u s tr ia l
s o c ie ty .
c u r r ic u l a t o r e c o g n is e t h e
T h is
has
m ean t
changes
im p o rta n ce o f " s e r v ic e "
in
sch ool
i n d u s t r i e s su ch
a s t o u r is m , r e c r e a t i o n , and s o c i a l s e r v i c e s .
S c ie n c e and t e c h n o l o g y a r e p r o f o u n d l y a f f e c t i n g
A u s tr a lia n
s o c i e t y th rou gh d i r e c t s t r u c t u r a l ch a n g es in i n d u s t r i e s and s e r v i c e s
and th rou gh w hat i s
in c lu d e d
o f m ic r o -t e c h n o lo g y
f o r s c h o o lin g
and
p resen t
are
lik e ly
to
in s c h o o l c u r r ic u l a . The i m p l i c a t io n s
f o r in s t a n c e , a r e a lr e a d y im m ense
o p t io n s
not
a lr e a d y
c o n s id e r e d
by
e d u c a t io n a l p la n n e r s .
One c o n s e q u e n c e
of
th e
str u c tu r a l
changes
in
tr a d itio n a l
em ploym ent a r e a s h a s b e e n a l t e r a t i o n s
le is u r e .
t o t h e v i e w s on w ork and
Unem ployment among th e u n s k il le d young i s
r e l a t i v e l y h ig h
and i t i s h i g h e s t among t h o s e who r e s i d e o u t s id e th e c a p i t a l c i t i e s ,
a r e f e m a le , and o f non-A nglo background.
A u s t r a lia n s o c i e t y
is
s h o w in g an i n c r e a s e
i n t h e num ber o f
m a r it a l b r e a k d o w n s and t h e num ber o f s e p a r a t e d
and o n e p a r e n t
f a m i l i e s . There a r e new f a m ily p a t t e r n s em erg in g and m ore women a r e
e n t e r in g t h e v / o r k - f o r c e .
The p r e v a l e n c e o f s o c i a l
and p e r s o n a l
p ro b lem s s u c h a s c r i m e , d r u g a b u s e , and s o on i s i n c r e a s i n g and a s
t r a d itio n a l s o c i a l
i n s t i t u t i o n s have d e c lin e d
in
in flu e n c e ,
th e
in f l u e n c e o f th e m edia in m ass com m unication h as in c r e a s e d .
W ith in t h e w id e r s o c i e t a l c h a n g e s , w h ic h h a v e an im p a c t upon
t e a c h in g
at
one l e v e l
or
a n o th e r ,
s p e c i f i c m a t t e r s w h ic h r e l a t e
r e la te s
to
th e ch a n g es
in
to
it
is
p o s s ib le
th e te a c h in g
to
fo rc e .
see
m ore
The f i r s t
th e c a r e e r p a tte r n s o f te a c h e r s .
The
se co n d t o c h a n g e s and i n c r e a s e d e x p e c t a t i o n s o f t h e s c h o o l and t h e
t e a c h e r ' s r o l e , and t h e t h i r d t o t h e c h a n g e s i n C om m o n w ea lth and
S t a t e e d u c a t io n a l p r i o r i t i e s .
(1) C h a n g e s i n t e a c h e r s ' c a r e e r p a t t e r n s . The C om m o n w ea lth
S c h o o ls C o m m is s io n R e p o r t
(1 9 8 1 )
sh o w e d
th a t a decade
ago
th e
r e s i g n a t io n r a t e s f o r p r im a r y and s e c o n d a r y t e a c h e r s w e r e 12 p e r
c e n t and 1 4 .5 p e r c e n t ,
r e s p e c t i v e l y . T h is r e l a t i v e l y h ig h r a t e ,
t o g e t h e r w ith th e g ro w th in t o t a l te a c h e r em p loym en t, r e s u lt e d in a
h ig h t e a c h e r r e c r u i t m e n t w h ic h i n 1 9 7 5 a m o u n ted t o s l i g h t l y m ore
th an 2 0 p e r c e n t o f t h e t e a c h i n g w o r k f o r c e . The a n n u a l r e s i g n a t i o n
r a t e s s i n c e t h a t tim e have d e c r e a s e d d r a m a t ic a lly and a r e c u r r e n t l y
a v e r a g in g 5 - 6 p e r c e n t f o r p r im a r y t e a c h e r s and 6 - 7 p e r c e n t f o r
se c o n d a r y t e a c h e r s .
In t h e 1 9 6 0 s and 1970s th e number o f new g r a d u a te s a p p o in te d a s
b e g in n in g t e a c h e r s in any one y e a r c o n s t i t u t e d a s u f f i c i e n t l y la r g e
p r o p o r tio n o f t h e t o t a l t e a c h in g f o r c e t o s i g n i f i c a n t l y b r in g ab o u t
r e v i t a l i z a t i o n and c h a n g e i n s c h o o l s . A u ch m u ty (1 9 8 0 ) q u o t e d t h e
Commonwealth T e r t ia r y E d u ca tio n C om m ission w h ich in 1979 p r o j e c t e d
t h a t new g r a d u a t e s w o u ld c o m p r i s e o n l y 6 p e r c e n t o f t h e t e a c h i n g
f o r c e i n 1 9 8 5 and t h a t b y t h e m id - 1 9 8 0 s , 94 p e r c e n t o f t e a c h e r s
would a lr e a d y b e in th e s c h o o l sy ste m a t th e b e g in n in g o f ea c h y e a r .
C le a r ly ,
t o p r o v id e a more d e s i r a b l e m atch b e tw e e n t h e r e q u ir e m e n ts
o f t h e s o c i e t y w i t h t h e e x p e r i e n c e and t h e q u a l i f i c a t i o n s o f t h e
tea ch ers,
th e re
is
a w id e s p r e a d n e e d t o a s s i s t t e a c h e r s d e v e l o p
t h e i r p r o f e s s i o n a l c o m p eten ce, r e le v a n t k n ow led ge and c o n f id e n c e .
The ch an ge in r e s i g n a t io n r a t e s h a s come a b o u t p a r t l y b e c a u se
o f t h e e c o n o m ic r e c e s s i o n w h ic h r e d u c e d t h e a l t e r n a t i v e c a r e e r
o p t io n s f o r t e a c h e r s . In p a r t , i t a l s o h a s com e a b o u t b e c a u s e o f a
t e a c h e r o v e r -s u p p ly a t th e p rim a ry s c h o o l l e v e l and in som e s u b j e c t
a r e a s a t t h e s e c o n d a r y s c h o o l l e v e l . T h is c h a n g e i n t h e A u s t r a l i a n
t e a c h in g f o r c e h a s some s i m i l a r i t i e s t o t h o s e r e p o r te d from t h e U.S.
b y S c h le c h ty and Vance (1981). One common and im p o r ta n t f in d in g
t h a t o f t h o s e t e a c h e r s who l e a v e th e te a c h in g f o r c e ,
it
is
i s t h e m ost
a b le and t a l e n t e d vAo move t o o th e r o c c u p a t io n s .
S c h le c h ty and V a n ce
(1 9 8 1 )
p o in t
to
th e
im p o r t a n c e
of
th e
p o lit i c o - e c o n o m i c r e a so n s f o r t h i s and th e y s u g g e s t t h a t g o v ern m en ts
need t o a l lo w m ore t e a c h e r s t o upgrade t h e i r q u a l i f i c a t i o n s and th e n
t o rew ard them w ith an in c r e a s e d s a la r y . They r i g h t l y argued t h a t a t
t h e sam e t im e t h i s w ould im prove t h e g e n e r a l l e v e l o f e d u c a tio n in
th e te a c h e r
w o r k -fo rc e .
The p r o b le m
t h a t A u s tr a lia n
e m p lo y in g
a u t h o r i t i e s now f in d t h e m s e lv e s fa c e d w it h , h ow ever, i s t h a t th e y do
n o t h ave t h e f i n a n c i a l r e s o u r c e s t o o f f e r open -en d ed s a la r y s c a l e s
to th e te a c h e r s .
( ii)
Changes and in c r e a s e d e x p e c t a t io n s o f th e s c h o o ls ' and th e
tea c h e r ' s r o le .
In th e 1970s t h e r e w ere many s u r v e y s i n t o com m unity
e x p e c t a t io n s i n t o s c h o o l s ( s e e f o r e x a m p le , C a m p b e ll and R o b in s o n ,
1979;
W estern A u s t r a lia n D epartm ent o f E d u c a tio n ,
1978a and 1978b)
and t h e y in d ic a t e d t h a t s c h o o ls w ere e x p e c te d t o p u rsu e a w id e range
of g o a ls ,
w h ic h g o b e y o n d t h e m a s t e r y o f c o n t e n t k n o w le d g e t o
in c lu d e e t h i c a l and s o c i a l i s s u e s and p e r s o n a l d e v e lo p m e n t.
The l a r g e s c a l e m ig r a t io n t o A u s t r a lia h a s m eant t h a t t h e r e i s
an a c t i v e p r o m o tio n o f u n d e r sta n d in g and a p p r e c ia t io n o f d i f f e r e n t
c u ltu r a l g r o u p s.
In a d d i t i o n ,
th e r ig h ts o f a l l grou p s to eq u al
a c c e s s and o p p o r tu n ity t o e d u c a tio n i s now g e n e r a ll y a c c e p te d . T hese
g ro u p s i n c l u d e A b o r i g i n a l
stu d e n ts,
g ir ls ,
th e
e c o n o m ic a lly
d is a d v a n ta g e d and t h o s e who h ave s p e c i a l le a r n in g p r o b le m s.
The w id e r im p a c t o f new t e c h n o l o g y i n t h e c o m m u n ity h a s a l s o
had an im p a c t on s c h o o l s .
T h is
is
seen c le a r ly
in
th e area o f
com p uting w h ere t e a c h e r s a r e now e x p e c te d t o be co m p ete n t in t h e u se
of
c o m p u te r s
and
to
prepare
th e ir
stu d e n ts
fo r
a w o r k in g
r e l a t i o n s h i p w it h them .
The
s ig n ific a n t
g row th
of
our
k n ow led ge
b a s e o f e d u c a tio n
h as a l s o b e e n a f a c t o r . T h er e i s now a g r e a t e r e x p e c t a t i o n t h a t
t e a c h e r s need t o move away from th e d i d a c t i c te a c h in g m ethods w h ich
tr a d itio n a lly have c h a r a c te r is e d
th e ir
w ork t o a g r e a t e r u s e o f
i n d i v id u a li s e d o r c o - o p e r a t i v e a p p r o a c h e s w h ic h t a k e a c c o u n t o f
t h e i r s tu d e n ts ' a b i l i t i e s
and n e e d s.
A nother s o c i a l - p o l i t i c a l f a c t o r w h ic h h a s had a s i g n i f i c a n t
im pact h a s
been
p o litic a l sen se,
th e
'a c c o u n ta b ility '
m o v e m e n t.
In
its
w id e s t
t h i s h a s come t o be r e p r e s e n te d by s t a t e m e n t s su ch
a s "a p u b l i c s e r v i c e
fu n d e d b y t h e t a x p a y e r ,
s h o u ld b e o p e n t o
p u b lic s c r u t i n y and comment". I t i s a l s o e v id e n c e d in t h e in c r e a s e d
c o n c e r n t o e v a lu a t e t h e p erform an ce o f t e a c h e r s in b o th p r o f e s s i o n a l
d e v e lo p m e n t,
p r o m o tio n ,
and
perm anancy
(o r
ten u re)
W hatever t h e p a r t i c u l a r e x p r e s s i o n o f t h e c o n c e r n
d e c is io n .
th e re
is
now
g r e a t e r r e s p o n s i b i l i t y p l a c e d upon t h e i n d i v i d u a l t e a c h e r and t h e
s c h o o l f o r t h e i r a c t i o n s and d e c i s i o n s .
A ls o
w ith in
th e
s c h o o ls
th e m s e lv e s
th e
changes
in
o r g a n i s a t i o n , s y s t e m s o f g o v e r n a n c e and m a n a g e m e n t w i l l f u r t h e r
expand t h e ran ge o f s k i l l s and know ledge e x p e c te d o f t h e t e a c h e r s .
(iii)
C hanges
in
e d u c a tio n a l
p r io r itie s .
In
1984
Commonwealth Governm ent o u t lin e d s i x new e d u c a t io n a l p r i o r i t y a r e a s
w hich
it
began
P a r tic ip a tio n
to
reso u rce.
an d E q u i t y
T he
new
P rogram m e;
areas
in c lu d e d :
C o m p u ters
in
th e
E d u c a tio n ;
E d u ca tio n o f G i r l s ; and A b o r i g i n a l E d u c a t io n . The c u r r ic u l u m
and
i n s t r u c t i o n a l ch a n g es a s s o c i a t e d w it h t h e s e e d u c a t io n p r i o r i t y a r e a s
m eant t h a t
tea c h e r s
know ledge and s k i l l s .
w ere r e q u ir e d
to
renew
th e ir
p r o fe s s io n a l
th e
A r e la t e d c o n c e r n i s t h a t o f c a t e r in g f o r p a r t ic u l a r su b -g r o u p s
w it h in t h e s c h o o l p o p u l a t i o n . The c o m m u n ity h a s d e v e lo p e d a new
aw a ren ess o f
th e
n eed s o f p a r tic u la r
c h ild r e n
-
th e p h y s ic a lly
h a n d ica p p ed , t h e e t h n ic m in o r it y , t h e g e o g r a p h ic a lly i s o l a t e d - and
i t may now h a v e th e r e s o u r c e s or th e p o l i t i c a l w i l l t o g i v e s p e c i a l
a t t e n t i o n t o su c h c h ild r e n .
A ll o f t h e a b o v e p o i n t t o t h e c h a n g in g r o l e o f t h e t e a c h e r .
W hile t h e d a t a h a v e r e f e r r e d
o b v io u s
th a t
o p e r a tio n
th ere
in
th e
are
U.K.
to
A u s tr a lia
s im ila r
and
th e
c o n d itio n s
U.S.A.
In
p a r tic u la r ly ,
it
is
and e x p e c t a t i o n s
in
one
sen se,
of
cou rse,
t e a c h e r s h ave a lw a y s changed a s th e s o c i e t y t h e y l i v e in h a s changed
a l s o . What i s d i f f e r e n t in t h e r e c e n t c h a n g e s , h o w ev er, i s t h a t th e
p r e - s e r v i c e p h a se o f th e t e a c h e r 's
p r e p a r a tio n c o u r s e c a n n o t expand
t o accom m odate t o a l l o f t h e new dem ands.
At t h e
in te r n a tio n a l
le v e l,
a s tu d y w as c o n d u c te d by th e
O r g a n is a tio n f o r Econom ic C o -o p e r a tio n and D evelop m en t from 1972 t o
1974
e n title d ,
"T he
C h a n g in g
R o le
of
th e
T eacher
and
its
I m p lic a tio n s " . The s u r v e y r e p o r t e d t h a t t h e t e a c h e r ' s r o l e i n t h e
c o u n t r ie s
in flu e n c e s ;
e x a m in e d
w as
c h a n g in g
as
a r e s u lt
a lo n g e r p e r io d o f s c h o o lin g ;
of
th e
fo llo w in g
t h e t e a c h e r 's p o s i t i o n o f
a u t h o r it y was a l t e r i n g w i t h in t h e g e n e r a l s t r u c t u r e o f a u t h o r it y in
th e s o c ie t y ; th e c u r r ic u la o f th e s c h o o ls w as a l t e r in g a s a r e s u l t
of
th e
k n o w le d g e
o b je c tiv e s
of
th e
e x p lo sio n
and
c u r r ic u lu m ,
t e a c h i n g - le a r n i n g p r o c e s s ,
th e
and
new
th e re
s o c ia l
w ere
and
changes
p erson al
in
th e
w it h t e a c h in g b ecom ing more o f a sh a red
e n t e r p r i s e b e tw e e n te a c h e r and s tu d e n t.
8
T h is v ie w o f " c h a n g e " , o f c o u r s e , i s n o t n ew . A d e c a d e b e f o r e
th is
OECD r e p o r t t h e
B r itis h
M in is tr y
of
E d u c a t io n
(1 9 6 2 )
had
e x p r e s s e d a s i m i l a r v ie w ;
In r e c e n t y e a r s
t h e r e h a s b e e n a g r o w in g
r e c o g n itio n
th ro u g h o u t t h e e d u c a t i o n s e r v i c e t h a t t h e s c h o o l s n e e d
more h e l p i f
t h e y a r e t o a d o p t c u r ic u l u m
m ethods q u i c k l y e n o u g h t o
m eet th e
and t e a c h i n g
c h a n g in g
needs
of
s o c ie ty .
What i s new i s t h a t th e e d u c a t io n a l p o l i c y m akers h ave a c c e p te d
many o f t h e argum en ts and a r e now lo o k in g fo r w ays t o resp on d t o th e
c h a lle n g e s .
SUMMARY
T h is c h a p t e r h a s o u t l i n e d
b r ie fly
th e f a c t o r s
in flu e n c in g
ch an ge in A u s t r a lia n s o c i e t y and r e fe r r e d t o t h r e e s p e c i f i c c l u s t e r s
o f f a c t o r s w hich r e l a t e t o t h e p r e s e n t te a c h in g f o r c e and i t s need
f o r c o n s t a n t r e v i t a l i s a t i o n and p r o f e s s i o n a l g r o w th .
It
is
o b v io u s
t h a t t o a c h ie v e th e expanded r o le f o r t h e t e a c h e r w h ich f o l l o w s from
th e a b o v e ,
it
is
n o t p o s s i b l e t o p u t m o re i n t o
th e p r e -s e r v ic e
com ponent o f t h e t e a c h e r ' s p r e p a r a t i o n . In f a c t , i n m any c a s e s , t h e
l im it e d p r a c t i c a l e x p e r i e n c e o f t h i s i n i t i a l p h a s e o f p r e p a r a t i o n
would make i t u n s u it a b le t o
in c lu d e som e o f t h e s e e le m e n ts anyw ay.
O ften t h e p r o f e s s i o n a l u n d er sta n d in g on e w ould w ant t o d e v e lo p can
ccme o n l y from so m e e x t e n s i v e w ork i n t h e f i e l d . I t i s t h r o u g h t h e
r e c o g n it io n
of
tea c h e r
e d u c a tio n
as
a c o n tin u o u s
p r o fe s s io n a l
d ev elo p m en t t h a t t h e g o a l o f q u a l i t y e d u c a tio n w i l l b e a c h ie v e d . I t
is
th e
in -s e r v ic e
com p onent
of
th is
c o n tin u o u s
p r o fe s s io n a l
d e v e lo p m e n t, i n p a r t i c u l a r , how o n e h e l p s t e a c h e r s t o c h a n g e t h e i r
c la s s r o o m b e h a v io u r , w h ich i s t o be c o n s id e r e d in t h i s t h e s i s .
ORGANISATION OF THIS THESIS
In t h e n e x t c h a p te r t h e o r g a n is a t io n and fu n d in g o f i n - s e r v i c e
e d u c a t io n i n A u s t r a li a i s p r e s e n te d t o show how t h e Commonwealth and
t h e S t a t e and T e r r it o r y G overnm ents have engaged in t h i s im p o r ta n t
a c t i v i t y . In C h apter 3 som e o f th e i n - s e r v i c e l i t e r a t u r e i s r e v ie w e d
and a number o f
i n - s e r v i c e a c t i v i t i e s w h ich h ave been d e v e lo p e d in
A u s t r a lia a r e g iv e n . The d e s c r i p t i o n s a r e u sed t o d e v e lo p a taxonom y
of in -s e r v ic e
a c tiv itie s
and t o h i g h l i g h t t h e d o m in a n c e o f t h e
a c t i o n - r e s e a r c h approach t o A u s t r a lia n i n - s e r v i c e e d u c a tio n . C hapter
4 d e a l s w it h som e o f t h e m e th o d o lo g ic a l i s s u e s w h ich a r i s e from th e
a c t i o n - r e s e a r c h a p p r o a c h and t h e " c o a c h in g " m o d e l a p p r o a c h t o i n s e r v i c e . C h apter 5 p r e s e n te d t h e d e s ig n o f t h e s tu d y ,
in c lu d in g t h e
p h a s e s o f t h e i n - s e r v i c e programme and th e d e t a i l s o f t h e in n o v a t iv e
approach w h ic h w a s u s e d .
In C h a p te r 6 r e s u l t s
q u e s t io n n a ir e s and an i n t e r v i e w
fr o m
a r e g i v e n . C h a p te r s
tw o s u r v e y
7 ,8 ,9
and 10
p r e s e n t t h e r e s u l t s fro m t h e i m p l e m e n t a t io n p h a s e o f t h e s t u d y .
C hapter 7 i s t h e m ain r e s u l t s c h a p te r f o r t h e s tu d y o f th e te a c h in g
s t r a t e g y im p le m e n ta tio n .
In C hapter 8 d a ta r e la t e d t o th e t e a c h e r 's
s e l f r e p o r t s o f s e l f - c o n f i d e n c e and s e l f - e f f i c a c y a r e g iv e n . C hapter
9 o u t lin e s
th e
t e a c h e r 's r e p o r ts o f t h e i r s c h o o l p r in c ip a l and th e
w id er 'e d u c a tio n s y ste m ' a s s u p p o r te r s o f ch an ge. In C hapter 10 d a ta
and
iss u e s
r e la te d
to
th e
te a c h e r 's
r e la tio n s h ip s
w ith
th e ir
s t u d e n t s a r e g i v e n . C h a p te r 11 c o n s i d e r s t h e r e c e n t DES C i r c u l a r
10
6 /8 6 and com pares i t s ' p r o p o s a ls f o r ch a n g e s t o i n - s e r v i c e e d u c a tio n
w ith p r e s e n t t r e n d s i n A u s t r a l i a . In C h a p te r 1 2 , t h e p e n u l t i m a t e
ch a p ter,
so m e c r i t e r i a
to
e v a lu a te
in -s e r v ic e
program m es
are
p rop osed and used t o com pare t h e in n o v a t iv e approach u sed h e r e w ith
t h e ' t y p i c a l' i n - s e r v i c e programme and th e a c t i o n - r e s e a r c h approach.
In C h a p te r 1 3 , t h e f i n a l c h a p t e r , t h e r e i s a sum m ary o f t h e m a in
p o i n t s in th e t h e s i s and som e o f t h e m ajor i s s u e s a r e p r e s e n te d .
11
CHAPTER 2
TEACHER DEVELOPMENT AND IN-SERVICE EVOCATION IN AUSTRALIA
INTRODUCTION
In t h e f i r s t c h a p t e r t h e c e n t r a l r o l e o f t h e t e a c h e r in t h e
s e a r c h f o r a q u a l i t y e d u c a t i o n w a s o u t l i n e d . The k e y p o s i t i o n t h e
tea ch er
o c c u p ie s a s th e
manager o f
th e c la s s r o o m
im p le m e n t e r o f
le a r n in g
t h e c u r r ic u l u m
w as e m p h a s is e d .
and t h e
Some o f t h e
c o n t e x t u a l and s h a p in g s o c i e t a l i n f l u e n c e s w h ic h a r e l e a d i n g t o a
ch an ge in th e r o l e o f th e t e a c h e r w ere o u t lin e d a l s o . T hese ch an ges
b r in g w it h them a t te n d a n t r e q u ir e m e n ts f o r ch a n g es in th e t e a c h e r 's
know ledge and s k i l l s . In sum, i t was argued t h a t any p r o p o s a ls w h ich
p la c e new dem ands on t h e p r o f e s s i o n a l co m p eten ce o f t e a c h e r s m ust be
accom panied by a p p r o p r ia te p r o f e s s i o n a l d e v e lo p m e n t.
In t h i s
ch a p te r
a b r ie f
o v e r v ie w
of
th e o r g a n is a tio n
and
fu n d in g a r r a n g e m e n t s f o r i n - s e r v i c e e d u c a t i o n a t t h e N a t i o n a l and
S t a t e l e v e l in A u s t r a lia w i l l be p r e s e n t e d .
The d e f i n i t i o n o f i n - s e r v i c e w h ich w i l l be used th ro u g h o u t t h i s
th e sis is ;
. . . t h o s e e d u c a tio n and t r a i n i n g a c t i v i t i e s en gaged in by
prim ary and s e c o n d a r y s c h o o l
t e a c h e r s and p r i n c i p a l s ,
f o llo w in g t h e i r i n i t i a l p r o f e s s i o n a l c e r t i f i c a t i o n , and
in te n d e d
m a in ly
or
e x c lu s iv e ly
to
im p r o v e
th e ir
p r o f e s s i o n a l k n o w le d g e , s k i l l s and a t t i t u d e s in o r d e r t h a t
12
th e y
can
ed u ca te
c h ild r e n
m ore
e ffe c tiv e ly
(B o la m ,
1 9 8 0 ,p .3 ) .
T h is d e f i n i t i o n h as been u sed a s i t
i s broad enough t o in c lu d e
Award, N on-A w ard and i n f o r m a l t e a c h e r i n i t i a t e d a c t i v i t i e s and i t
r e c o g n is e s t h a t b o t h ' e d u c a t i o n ' and ' t r a i n i n g ' a r e g o a l s o f
in -
s e r v i c e programm es.
TYPES OF IN-SERVICE ACTIVITY
The i n - s e r v i c e p h a se o f te a c h e r d e v e lo p m e n t f o l l o w s th e i n i t i a l
tea ch er p r e p a r a tio n c o u r s e
and a p e r i o d
of
in d u c tio n
in to
th e
t e a c h in g f o r c e . F i g u r e 2 .1 s h o w s t h e p h a s e s o f t e a c h e r p r e p a r a t i o n
and d e v e lo p m e n t.
a c tiv itie s
th e se
I t a l s o sh ow s t h e t h r e e m ajor t y p e s o f i n - s e r v i c e
t h a t t e a c h e r s in A u s t r a lia have engaged in . The f i r s t o f
in -s e r v ic e
exam p le,
a c tiv itie s
u p g r a d in g
a re th e
program m es a t
f o r m a l aw ard c o u r s e s ,
fo r
t h e d e g r e e and p o s t - g r a d u a t e
d ip lom a l e v e l , and h ig h e r d e g r e e s . The seco n d a r e t h e non-aw ard i n s e r v i c e p r o g r a m m e s; f o r e x a m p le , c o n f e r e n c e s , s c h o o l d e v e lo p m e n t
programm es, and s c h o o l- b a s e d program m es. The t h ir d a r e t h e in fo r m a l
i n - s e r v i c e e d u c a tio n a c t i v i t i e s ;
in v o lv e m e n t
in
c o m m u n ity
f o r e x a m p le , p r o f e s s i o n a l r e a d in g ,
a c tiv itie s ,
carm erce and s u c h a r e a s .
13
e x p e r ie n c e
in
in d u s tr y ,
FIGURE 2 . 1 .
The I n - s e r v i c e Phase o f T eacher D evelop m en t.
► I n d u c tio n
P r e - S e r v ic e p h a se
Formal Award
in -s e r v ic e
- ^ I n - s e r v ic e p h a se
Non-Award i n - S e r v i c e
programmes
Medium term
cou rses
m
Inform al i n - s e r v i c e
e d u c a tio n
S h o r t term
cou rses.
j
u
Taken from Auchmuty (1 9 8 0 , p . 6 9 ) .
W ith in t h i s b r o a d r a n g e o f a c t i v i t i e s
i t has been e s tim a te d
th a t upw ards o f 8 5 -9 0 p er c e n t o f V ic to r ia n t e a c h e r s
(A u ch m u ty ,
1 9 8 0 ), New South W ales and W estern A u s t r a lia n t e a c h e r s (R eyn old s and
C la rk , 1 9 8 2 ) h a v e e x p e r i e n c e d so m e i n - s e r v i c e e d u c a t i o n i n t h e i r
te a c h in g c a r e e r . H ow ever,
in v ie w o f th e v a r ie d n a tu r e o f t h e Award
and N on-A w ard f o r m s o f i n - s e r v i c e a c t i v i t y ,
t h a t i n - s e r v i c e e d u c a tio n was d e s c r ib e d
i t i s n o t s u r p r is in g
in t h e f o ll o w i n g w ay, "any
a tte m p t t o a p p r a i s e t h e s i t u a t i o n i n A u s t r a l i a i s h a m p ered b y t h e
com plex n a t u r e
of
in -s e r v ic e
c h a r a c te r is t ic s
i t p r e s e n ts "
e d u c a tio n
(Auchmuty,
and t h e
ill-d e fin e d
1980, p .7 1 ).
FUNDING FOR IN-SERVICE EDUCATION m AUSTRALIA
In A u s t r a lia i t h a s been t h e Commonwealth S c h o o ls C om m ission
w h ic h ,
s in c e
1973,
h a s p la y e d a m a jo r r o l e
in th e p r o f e s s i o n a l
d ev elo p m en t o f t e a c h e r s . The d r a m a tic im p a ct o f t h e Com m onwealth's
in f u s io n
of
fu n d s c a n b e s e e n
14
w hen o n e c o n s i d e r s
th e S t a te
of
V i c t o r i a . P r i o r t o 1 9 7 4 t h e V i c t o r i a n E d u c a t io n D e p a r tm e n t s p e n t
around $ 6 0 ,0 0 0 f o r s h o r t c o u r s e s ( i . e n o n -a w a r d c o u r s e s ) and w i t h
t h e i n t r o d u c t i o n o f t h e S c h o o l s C o m m is s io n T e a c h e r D e v e lo p m e n t
Programme $ 2.6 m i l l i o n was made a v a i l a b l e t o fund i n - s e r v i c e c o u r s e s
in V i c t o r i a f o r th e tw o y e a r p e r io d 1 9 7 4 -7 5 . Of th e t o t a l o u t la y o f
$467 m i l l i o n w h ich t h e S c h o o ls C om m ission a l l o c a t e d
to
th e S ta te s
f o r t h e p e r io d 1 9 7 4 -5 s l i g h t l y more th an 2 p er c e n t ($10.3 m il li o n )
was a l l o c a t e d t o th e T eacher D evelopm ent Programme. S in c e t h a t tim e
th e
fu n d s
fo r
s ig n ific a n tly .
th is
p a r tic u la r
C o u lt e r and
program m e
In g v a rso n
(1 9 8 5 )
in
have
d ecreased
a r e v ie w
of
th e
Com m onwealth's r o le in t h i s a r e a h ave d e s c r ib e d th e fu n d s a l l o c a t e d .
T a b le 2.1 sh ow s th e d e c r e a s e in fu n d in g o v e r a t e n y e a r p e r io d .
TABLE 2 .1
P r o f e s s io n a l D evelopm ent Programme (PDP)
Funding ( $ '0 0 0 s in December 1983 p r ic e s )
Year
PDP
E d u ca tio n C e n tr e s
1974
1 4 ,3 6 6
1 ,4 4 6
1975
3 0 ,3 1 9
3 ,8 9 1
1976
3 1 ,5 6 7
2 ,8 0 4
3 .0 6
1977
2 9 ,5 3 6
2 ,9 0 1
2 .7 7
1978
2 4 ,9 1 1
2 ,3 9 3
2 .3 2
1979
2 4 ,4 0 1
2 ,3 1 2
2 .2 4
1980
1 8 ,1 8 0
2 ,2 8 5
1 .7 4
1981
1 7 ,9 9 0
2 ,2 8 6
1 .5 9
1982
1 7 ,9 8 9
2 ,2 8 6
1 .5 0
1983
1 7 ,9 8 9
2 ,2 8 6
1 .4 4
1984
1 0 ,6 6 2
2 ,2 8 6
0 .7 9
1985
1 0 ,6 6 2
2 ,2 8 6
0 .7 8
PDP .
Taken from C o u lte r and I n g v a r so n , ( 1 9 8 5 ).
15
The T a b le 2.1 i l l u s t r a t e s c l e a r l y how m ajor t h e d e c l i n e in r e a l
term s h a s b een in t h e Com m onwealth's T eacher D evelopm ent Programme
o v e r th e d e c a d e 1 9 7 4 -8 5 .
One co n se q u e n c e o f th e r e d u c tio n in Commonwealth p r o f e s s i o n a l
d ev elo p m en t m o n ie s h a s b e e n t h e u s e o f t h e t e a c h e r ' s own t i m e t o
upgrade
t h e ir
p r o fe s s io n a l
e x p e r tis e .
T hat
is ,
th e
e m p lo y in g
a u t h o r i t i e s p r e v i o u s l y had u s e d a l a r g e p a r t o f t h e C om m on w ealth
money t o r e l e a s e th e c la s s r o o m t e a c h e r s and a d m in is t r a t o r s t o a tte n d
an i n - s e r v i c e programme o f f t h e s c h o o l p r e m is e s .
T h is had o c c u r re d
th rou gh t h e p r o v i s i o n o f " R e l ie f " o r "Su p p ly" t e a c h e r s and o t h e r
form s o f a d m i n i s t r a t i v e s u p p o r t w h ic h had b e e n p a id f o r w i t h t h e
Commonwealth money. W ith th e r e d u c tio n in th e Commonwealth money th e
t e a c h e r s and a d m i n i s t r a t o r s had a t t e n d e d c o u r s e s e i t h e r t h r o u g h
"donating" so m e o f t h e i r own t i m e i n o u t o f s c h o o l h o u r s , e . g . , a t
w eekends o r a f t e r s c h o o l h o u r s, or th rou gh th e t e a c h e r ta k in g e x t r a
s u p e r v is io n o r t e a c h i n g
r e s p o n s ib ilitie s
to
f r e e a c o lle a g u e or
t h e m s e lf a t a l a t e r tim e .
TEACHER PARTICIPATION ^
IN-SERVICE ACTIVITIES
As i n d i c a t e d a b o v e , i n - s e r v i c e e d u c a t i o n p r o g r a m m e s i n c l u d e
aw ard,
n o n -a w a r d and i n f o r m a l a c t i v i t i e s .
a c t i v i t i e s m akes i t d i f f i c u l t ,
The b r e a d t h o f t h e s e
t h e r e f o r e , t o f in d a s p e c i f i c
fig u r e
fo r th e p a r t i c i p a t i o n r a t e o f t e a c h e r s . H ow ever, a s u r v e y by th e
A u s t r a lia n C o lle g e o f E d u cation in 1 9 7 7 /7 8 showed t h a t a b ou t 13 p er
cen t o f th e t o t a l
te a c h in g
f o r c e w ere in v o lv e d
in F o r m a l Award
c o u r s e s o f f e r e d by t h e t e r t i a r y i n s t i t u t i o n s . T h is f i g u r e w ould now
16
b e c o n s id e r e d a c o n s e r v a t iv e one a s t h e e m p lo y in g a u t h o r i t i e s 'have
encouraged'
d e s ir a b le
t e a c h e r s w it h lo w e r q u a l i f i c a t i o n s t o upgrade t o more
le v e ls .
F or
e x a m p le ,
w h ile
th e
b a s ic
aw ard
fo r
th e
c o m p le tio n o f a p rim a ry te a c h e r 's c o u r s e i s th e D iplom a o f T ea ch in g ,
w hich i s
a 3 y e a r f u l l - t i m e e q u iv a le n t c o u r s e ,
a l l S t a t e e m p lo y in g
a u t h o r i t i e s now r e q u i r e a 4 y e a r q u a l i f i c a t i o n b e f o r e t h e t e a c h e r
can a p p ly f o r a p r o m o tio n a l p o s i t i o n . T h is h a s m eant t h a t t h e r e a r e
many 3 y e a r tr a in e d t e a c h e r s who a r e now e n r o ll e d in th e B a ch elo r o f
E d u ca tio n d e g r e e t o o b t a in th e fo u r th y e a r e q u iv a le n t q u a l i f i c a t i o n .
The V ic k e r y C om m ittee (1 980), w h ich was e s t a b l i s h e d t o r e p o r t
on t h e p r o f e s s i o n a l co m p eten ce o f t e a c h e r s th rou gh t h e p r e - s e r v i c e ,
in d u c t io n and c o n t in u in g e d u c a tio n p h a s e s ,
r e p o r te d t h a t m ore th an
20 p er c e n t o f W estern A u s t r a lia n t e a c h e r s w ere engaged in som e form
o f t e r t i a r y s t u d y . T h is f i g u r e w as r e p o r t e d t o b e s l i g h t l y h i g h e r
th an in an y o th e r A u s t r a lia n S t a t e or T e r r it o r y .
The A u s t r a lia n C o lle g e o f E d u cation (1979) su r v e y r e p o r te d t h a t
d u r in g 1 9 7 7 -7 8 , 54 p er c e n t o f t h e t e a c h e r r e sp o n d e n ts had a tte n d e d
at le a s t
one
N o n -A w a r d
in -s e r v ic e
a c tiv ity
r e la te d
to
th e
c u r r ic u lu m ; 37 p e r c e n t had a t t e n d e d a s e s s i o n r e l a t e d t o t e a c h i n g
m ethods;
17 p er c e n t had p a r t ic i p a t e d in c o u r s e s on a d m in is t r a t io n .
Betw een 8 p e r c e n t and 4 p e r c e n t r e p o r t e d a t t e n d a n c e a t s e s s i o n s
r e l a t e d t o c o m m u n ity r e l a t i o n s , m u l t i c u l t u r a l e d u c a t i o n , and t h e
te a c h in g o f h a n d ic a p p e d c h i l d r e n .
M o st o f t h e t e a c h e r s
in t h i s
s u r v e y had a tte n d e d o n ly one i n - s e r v i c e programme b u t a c o n s id e r a b le
number h ad a t t e n d e d m ore th a n o n e . T a b le 2 .2 s h o w s t h e num ber o f
t e a c h e r s vAio r e p o r te d a tte n d a n c e a t non-award c o u r s e s .
17
TABLE 2 .2
T eacher A tten d an ce in Non-Award I n - S e r v ic e Programmes
D u ra tio n o f
a c tiv itie s
P e r ce n ta g e fr e q u e n c y o f a tte n d a n c e .
1 or 2
cou rses
3 or 4
cou rses
5 or more
cou rses
1 d a y or l e s s
27
13
10
2 to
3 days
31
5
2
4 to
5 days
12
2
2
6 to
10 d a y s
4
2
2
More th an 10 d a y s
4
2
2
The s u r v e y sh o w e d t h a t t h e n e i g h b o u r i n g s c h o o l o r t h e l o c a l
t e a c h e r /e d u c a t io n c e n t r e w ere th e m ost f r e q u e n t ly u sed l o c a t i o n s fo r
th e i n - s e r v i c e a c t i v i t i e s .
F in a lly ,
t h e A u s t r a l i a n C o l l e g e o f E d u c a t io n
(1 9 7 9 ) s u r v e y
showed t h a t f o r t e a c h e r s in governm ent s c h o o ls o v e r h a l f o f t h e NonAward i n - s e r v i c e c o u r s e s to o k p la c e in s c h o o l h o u r s. The t e a c h e r s in
In d ep en d en t s c h o o ls
o th e r
r e lig io u s
( i . e . , b o th Roman C a t h o lic p a r o c h ia l s c h o o ls and
and n o n -d e n o m in a tio n a l s c h o o l s ) ,
h o w ev er,
r e p o r te d
t h a t t h e y s p e n t m ore o f t h e i r own tim e a t te n d in g i n - s e r v i c e c o u r s e s
in o u t - o f - s c h o o l h o u r s . The s i t u a t i o n i n t h e g o v e r n m e n t s c h o o l s ,
th e r e fo r e ,
w as
th a t
in
1977
a p p r o x im a te ly
tw o -th ir d s
of
th e
Commonwealth S c h o o l s C o m m is s io n s f u n d s i n th e T eacher D evelopm ent
Programme ($12.5 m il li o n )
w ent t o pay f o r "rep lacem en t" or "supply"
te a c h e r s w h ile th e c la s s r o o m t e a c h e r s a tte n d e d a s h o r t i n - s e r v i c e
c o u r s e . In W estern A u s t r a lia in 1980 ov er 80 p er c e n t o f th e T eacher
D evelopm ent Program m e f u n d s w h ic h w e r e a v a i l a b l e
18
w e r e s p e n t on
te a c h e r " replacem en t" or "supply" t e a c h e r s .
In a d d it io n t o t h e Commonwealth G overnm ent, through th e S c h o o ls
Com m ission S e r v i c e s
and D e v e lo p m e n t Program m e F u n d s ,
and n o n ­
governm ent s c h o o l fu n d s t h e v a r io u s S t a t e and T e r r it o r y G overnm ents
had a l s o p r o v id e d f u n d s f o r t e a c h e r p r o f e s s i o n a l d e v e lo p m e n t . The
T ab le b e lo w i s fro m C o u lt e r and I n g v a r s o n (1 9 8 4 ) and i t s h o w s t h e
S t a t e and T e r r it o r y fu n d in g fo r p r o f e s s i o n a l d e v e lo p m e n t.
TABLE 2 .3
S t a t e / T e r r i t o r y Funding fo r P r o f e s s io n a l
D evelopm ent ( $ '0 0 0 s , e s tim a t e d Decentoer 1983 p r ic e s )
S ta te /T e r r ito r y
1977
1980
1983
1984.
NSW.
N/A
N/A
1 1 ,1 6 8
1 4 ,1 7 6
V ic .
4 0 ,1 5 8
2 5 ,3 1 6
1 9 ,6 1 7
1 4 ,4 4 4
Q ld.
1 1 ,9 6 9
8 ,5 4 9
9 ,8 0 0
1 0 ,6 5 0
663
1 ,4 7 5
2 ,7 3 4
2 ,6 0 8
1 0 ,3 5 3
6 ,4 3 7
2 ,6 0 8
1 ,7 5 4
1 ,8 8 9
1 ,9 8 0
2 ,6 9 5
2 ,6 7 3
2 ,7 2 7
2 ,6 3 8
2 ,9 8 2
WA.
SA.
N/A
T as.
1 ,7 1 4
NT.
N/A
ACT.
N/A
N/A
T o ta l
“
---
5 6 ,9 5 6
5 5 ,8 6 8
Commonwealth
2 9 ,5 3 6
1 8 ,1 8 0
1 7 ,9 8 9
1 0 ,6 1 1
The v a r ia t i o n s in t h e t o t a l fu n d s made a v a i l a b l e by th e S t a t e s
and T e r r i t o r i e s a r e q u i t e i n t e r e s t i n g .
in t h e fu n d s made a v a i l a b l e
In p a r t i c u l a r ,
th e v a r ia tio n s
in V ic t o r ia and South A u s t r a lia show a
v e r y s i g n i f i c a n t d e c r e a s e . The fu n d s i n W e s te r n A u s t r a l i a , on t h e
19
o th e r hand, have rem ained r e l a t i v e l y s t a b l e . In p r a c t i c a l te r m s many
o f t h e S t a t e and T e r r it o r y g overn m en ts found th e m s e lv e s w ith reduced
reven u e and t h e a r e a o f t e a c h e r p r o f e s s i o n a l d e v e lo p m e n t w a s o n e
b u d g et i t e m t h a t c o u l d b e c u t w i t h l i t t l e e l e c t o r a l im p a c t . S i n c e
1984 t h e sum s made a v a i l a b l e by th e S t a t e and T e r r it o r y g overn m en ts
have a g a in d e c lin e d in r e a l te r m s.
SUMMARY
T h is c h a p t e r h a s b e e n c o n c e r n e d t o o u t l i n e t h e t y p e s o f i n s e r v ic e a c t i v i t y
t h a t A u s tr a lia n
te a c h e r s can en gage
in
and t o
s k e tc h th e f i n a n c i a l c o n t r ib u t io n s o f t h e Commonwealth and S t a t e and
T e r r it o r y g o v e r n m e n t s t o t e a c h e r d e v e lo p m e n t . The d a t a sh o w t h a t
t h e r e h a v e b e e n m a jo r r e d u c t i o n s i n t h e t o t a l fu n d s w h ic h a r e now
a v a ila b le
fo r
th is
s e r v i c e . F u r th e r ,
th ir d
p h ase
of
tea c h e r
e d u c a tio n
i.e .,
in -
in t h e c a s e o f t h e Commonwealth Governm ent i t now
makes fu n d s a v a i l a b l e o n ly f o r i t s n a t io n a l p r i o r i t y a r e a s and t h e s e
c a te g o r ic a l
fu n d s
a llo w
fo r
no l o c a l l y
d e te r m in e d
order
of
im p ortan ce. At th e Commonwealth l e v e l a t l e a s t , i t i s th e a n t i t h e s i s
o f w h a t B olam ( 1 9 8 0 , p .3 9 ) re co m m en d e d : " T h is i n t e r n a t i o n a l s t u d y
h a s r e v e a le d t h e p a r a d o x ic a l n e c e s s i t y fo r c e n t r a l goverm en t fu n d in g
and en couragem ent o f INSET ( i n - s e r v i c e e d u c a tio n and t r a in in g )
w ith
a s l i t t l e c e n t r a l c o n t r o l a s p o s s i b l e ."
In t h e n e x t c h a p t e r t h e r e w i l l b e so m e d e s c r i p t i o n
v a r io u s i n - s e r v i c e ap p roach es u sed in A u s t r a li a .
20
o f th e
CHAPTER 3
IN-SERVICE EDUCATION: A REVIBf
INTRODUCTION
There i s a l a r g e and g r o w in g l i t e r a t u r e i n t h e b r o a d a r e a o f
c o n t in u in g e d u c a t i o n o f t e a c h e r s and m ore s p e c i f i c a l l y i n - s e r v i c e
e d u c a tio n ( s e e f o r e x a m p le , Bolam , 1980; G r i f f i n , 1983; Howey, B en ts
and C o rrig a n , 1981; H oyle and M egarry, 1980; S p a rk s, 1 9 8 3 ). From th e
lite r a tu r e
it
le v e ls
in te r e s t
of
is
p o s s ib le
govern m en tal l e v e l ,
in
to d is c e r n
in -s e r v ic e
a t le a s t
e d u c a tio n .
th ree s tr u c tu r a l
T h ese a r e
( i i ) t h e s c h o o l l e v e l and ( i i i )
( i)
th e
th e in d iv id u a l
tea ch er l e v e l .
At t h e g o v ern m en ta l l e v e l i t
i s p o s s ib le to s e e th a t th ere are
c e r t a i n ch a n g es in t h e A u s t r a lia n e d u c a t io n a l s y s te m w h ich have been
d e ter m in ed b y l e g i s l a t i o n
G overnm ents.
e n a c t e d b y t h e C o m m on w ealth o r S t a t e
T hese l e g i s l a t e d
c h a n g es r e l a t e
to str u c tu r a l
m a tte r s
su ch a s r a i s i n g t h e s c h o o l le a v in g a g e , c r e a t in g new m u lt i-p u r p o s e
e d u c a t io n a l i n s t i t u t i o n s f o r th e w h o le a b i l i t y ran ge o f s t u d e n t s or
th e
d e c is io n
to
in te g r a te
h a n d ic a p p e d
c h ild r e n
in to
o r d in a r y
s c h o o ls . T hey a l s o i n c l u d e c h a n g e s r e l a t e d t o s o c i a l c o n c e r n s s u c h
a s t h e r e c o g n i t i o n o f m i n o r i t y g r o u p s , t r a n s i t i o n fro m s c h o o l t o
work program m es and o p p o r t u n it ie s f o r women.
At t h e s c h o o l l e v e l i t i s p o s s i b l e t o s e e t h a t so m e s c h o o l s
h ave e m b r a c e d
th e
id e a
of
b e in g
a 'p r o b le m -s o lv in g '
sch o o l
(E g g le s t o n , 1 9 8 0 ). T h is i s th e approach argued f o r in t h e A u s t r a lia n
21
c o n t e x t b y In g v a rso n (1980). O ther w r i t e r s
( s e e fo r e x a m p le , Bolam ,
1981) p o i n t t o t h e w i d e - s p r e a d n a t u r e o f t h i s a p p r o a c h b e c a u s e i t
a llo w s
fo r
d e lib e r a tio n
by a l l
th o se
in v o lv e d .
The p a r t i c u l a r
f e a t u r e s w h ich have le a d t o su p p o rt f o r t h e 'p r o b le m -s o lv in g ' s c h o o l
p e r s p e c t iv e a r e t h a t t h e s c h o o l i s s e e n a s a d i s t i n c t e n t i t y w i t h
i t s own m i l i e u ,
im provenent
t h a t m o st o f th e e x p e r t i s e
r e s id e s
in
th e
tea ch ers
and
r e q u ir e d
fo r sc h o o l
th a t p a r tic ip a tio n
by
t e a c h e r s in th e d e c i s i o n m aking p r o c e s s i s e s s e n t i a l t o have change
in th e c la s s r o o m .
At t h e in d iv id u a l t e a c h e r l e v e l i t
i s p o s s ib le to s e e resea rch
w hich in d ic a t e d t h a t o v e r t im e th e t e a c h e r 's c o n c e r n s move from what
h a s b e e n te r m e d " s u r v iv a l " t h r o u g h a c o n c e r n f o r t e a c h i n g and t h e
s c h o o l ' s e x p e c t a t i o n s and i n t o a c o n c e r n a b o u t t h e
s tu d e n t s and th e q u a l i t y o f o n e 's t e a c h in g
im p a c t upon
( s e e f o r e x a m p le . F u lle r
and Bown, 1975; F u lla n , 1 9 8 0 ). The "concerns" m odel h as been f u r th e r
d e v e lo p e d b y H a ll e t a l . (1 9 7 6 ; 1 9 7 8 ; 1 9 7 9 ) and i t w i l l b e r e f e r r e d
t o l a t e r in d i s c u s s i o n o f th e c u r r ic u lu m im p le m e n ta tio n s t u d i e s .
A nother fo c u s o f s tu d y a t th e in d iv id u a l t e a c h e r l e v e l h a s been
th e p r o f e s s i o n a l i t y o f t e a c h e r s .
T h is h a s m e a n t,
e t h i c a l and in form ed d e c i s i o n m aking a b o u t w hat i s
a t th e l e a s t ,
in th e s t u d e n t 's
b e s t i n t e r e s t s and an o b l i g a t i o n t o a d v a n c e t h e k n o w le d g e o f t h e
e d u c a t io n a l com m unity.
The ' t e a c h e r
co n cern s'
and
th e
'te a c h e r p r o f e s s io n a l it y '
ap p roach es m en tion ed above fo c u s on d i f f e r e n t a s p e c t s o f t h e t e a c h e r
and t h e t e a c h i n g p r o c e s s . T h e s e d i f f e r e n c e s o f f o c u s r e f l e c t w h a t
may be term ed c o m p etin g p a ra d ig m s.
22
In s h o r t ,
t h e te a c h in g c o n c e r n s
approach i s
i l l u s t r a t i v e o f th e '\3 ev elo p m en ta l or grow th" p a ra d ig m ,
and t h e t e a c h e r p r o f e s s i o n a l i t y a p p r o a c h i s
t h e " in a d e q u a t e o r
d e f e c t " p a r a d ig m .
The 'd e v e l o p m e n t a l o r g r o w th ' a p p r o a c h h a s b e e n d e s c r i b e d b y
Jack son (1971) in th e f o ll o w i n g way:
...t e a c h in g
is
a com p lex and m u lt if a c e t e d a c t i v i t y a b o u t
w h ich t h e r e i s m o re t o know th a n c a n e v e r b e known b y o n e
p e r s o n . . . ; t h e m o tiv e fo r le a r n in g more a b ou t t e a c h in g i s
n o t t o r e p a i r a p e r s o n a l in a d e q u a c y a s a t e a c h e r b u t t o
se e k g r e a t e r f u l f i l l m e n t a s th e p r a c t i t i o n e r o f th e a r t ...
t h e r e i s no s u c h t h i n g a s t h e c o m p le t e t e a c h e r . Though
some p e o p l e o b v i o u s l y know m ore a b o u t p e d a g o g y th a n d o
o t h e r s , t h o s e who know m ost conform t o no s i n g l e m odel o f
p e r f e c t io n . In t e a c h i n g , a s i n l i f e , t h e r o a d s t o w isd o m
a r e m any (p p . 2 6 - 2 7 ) .
The 'in a d e q u a t e o r d e f e c t ' a p p r o a c h i s p r e m is e d upon e i t h e r
some p e r c e iv e d in a d eq u a cy a n d /o r i n e f f i c i e n c y o f th e te a c h in g f o r c e
or sa n e o b s o le s c e n c e in th e t e a c h e r 's s k i l l s or k n ow led ge.
Campbell
(1980)
e la b o r a te d
on t h e s e
tw o p a r a d ig m s w hen h e
c o n s id e r e d i n - s e r v i c e e d u c a tio n in B r i t a i n . H is d i s c u s s i o n , h o w ev e r ,
was r e l e v a n t t o t h e A u s t r a l i a n c o n t e x t a l s o . C a m p b e ll r e f e r r e d t o
t h e tw o p a ra d ig m s o u t lin e d above a s t h e "Cult o f E f f ic ie n c y " and t h e
" I n d iv id u a l
R e c o n s tr u c tio n "
a p p ro a ch es p r o b a b l y
ap p roach es.
r e p r ese n te d
He a r g u e d
a c o n t in u u m
r a th e r
th a t
th e
t h a n tw o
c a t e g o r i e s t o w h ich a l l i n - s e r v i c e program m es would b e lo n g . C am pbell
23
sta te d ;
...w h e r e ' e f f ic ie n c y *
be p r a c tic a l,
by t e a c h e r s
i s th e g u id in g p u rp o se: c o u r s e s m ust
o r ie n t e d e i t h e r t o s p e c i f i c
in
t h e c la s s r o o m
(s u c h a s
p r o b la n s found
m ix e d a b i l i t y
t e a c h i n g ) , o r t o s t a f f d e v e lo p m e n t , o f t e n i n r e s p e c t o f
m anaging s c h o o l s a s o r g a n i s a t i o n s ,
" r e le v a n t" c u r r ic u lu m
The
gen eral
or in
im p le m e n t in g
of
I n d iv id u a l
in n o v a t io n s .
c h a r a c te r is tic s
R e c o n s tr u c tio n is m , on t h e o t h e r h a n d , a r e a n t a g o n i s t i c t o
m anaganent t e c h n i q u e s and t o e m p h a s is upon t h e n e e d s o f
th e s y s te m .
d e f in e d
In ste a d ,
th e s t r e s s
n eeds as a b a s is
upon i n d i v i d u a l l y
fo r co u rse d e f in it io n ...
p e r s p e c tiv e
d e -e m p h a s is e s
e m p h a sisin g
in s te a d
th e
is
th e
tea c h e r
tea c h e r
as
as
T h is
tea ch er,
a p erson
w ith
a
p a r t ic u l a r b io g r a p h y . I t s t r e s s e s t h e n e e d f o r a g e n e r a l
th e o r y o f a d u l t l e a r n i n g . . . ( p . 1 0 1 ) .
W hile t h e ' d e f e c t i v e ' and 'g r o w th ' p a r a d ig m s i n so m e fo rm o r
o th e r o c c u p y m o s t o f t h e d i s c u s s i o n i n t h e l i t e r a t u r e t h e r e i s a
t h ir d a p p r o a c h ;
t h a t o f t h e 'c h a n g e ' p a r a d ig m . T h is p a r a d ig m
is
b ased on t h e n o t u n r e a so n a b le a ssu m p tio n t h a t th e e d u c a t io n a l sy s te m
n ot o n ly w i l l be r e a c t iv e t o k eep a b r e a s t o f s o c i e t a l c h a n g e s b u t
a l s o , w here p o s s i b l e , i t w i l l b e p r o a c t iv e and a n t i c i p a t e ch a n g es in
t h e w id e r s o c i e t y . T h is w as t h e b a s i s o f t h e d i s c u s s i o n i n C h a p te r
1. T h is w ould mean, in p r a c t i c e , and a s a m a tte r o f c o u r s e , t h a t th e
e d u c a t io n a l sy ste m p e r i o d i c a l l y r e q u ir e d r e - d i r e c t i o n
w ith e c o n o m ic , c u l t u r a l and t e c h n o lo g i c a l c h a n g e s.
24
in a c c o rd a n c e
In c o n t r a s t w i t h t h e ' t e a c h e r i s d e f e c t i v e ' a p p r o a c h w h e r e " ...
( i t ) h a s b e e n b a s e d on t h e d o g m a t ic b e l i e f o f o t h e r e d u c a t o r s t h a t
th e y know, and can j u s t i f y ,
good t e a c h in g "
t h e i r s ta t e m e n t s ab o u t w h at c o n s t i t u t e s
(M c L a u g h lin and M arsh , 1 9 7 8 , p .8 9 ) and t h e g r o w t h
m odel w here th e t e a c h e r 's p o l i t i c a l
i n t e r e s t s w ould b e s t be s e r v e d ,
t h e 'change' m odel i s b ased on t h e t e a c h e r 's p r o f e s s i o n a l k n ow led ge
and a b r o a d e r u n d e r s t a n d in g o f t h e i s s u e s r a t h e r th a n a s e t o f
p a r t ic u l a r t e c h n ic a l s k i l l s .
An a p p r o a c h t o
in -s e r v ic e
w h ic h i s
n o t c o n c e rn ed w ith
th e
' v a lu e s ' d e b a t e o f t h e 'g r o w th ' o r ' d e f e c t i v e ' a p p r o a c h e s h a s b e e n
d e v e lo p e d b y H owey and J o y c e
( 1 9 7 8 ).
T h ey s u g g e s t a f u n c t i o n a l
approach v ^ e r e i n - s e r v i c e can b e:
( i)
Job e m b ed d e d . I t c a n b e em b ed d ed i n t h e j o b , w i t h t h e
em p h asis upon a c t u a l c la s s r o o m p e r fo r m a n c e . For e x a m p le ,
th e
t e a c h e r 's
a n a ly s is
of
v id e o -ta p e
r e c o r d in g s
of
h i s / h e r c la s s r o o m t e a c h in g .
(ii)
Job
r e la te d .
It
can
be p a r t
of
th e
jo b
or
c lo s e ly
r e la t e d t o i t b u t i t d o e s n o t t a k e p l a c e w h i l e t e a c h i n g
i s g o in g on. For e x a m p le , t e a c h e r s may b e engaged in an
a f t e r s c h o o l workshop on new a s s e s s m e n t p r o c e d u r e s.
(iii)
G en eral p r o f e s s i o n a l . I t can b e b ased upon a c t i v i t i e s t o
im prove g e n e r a l c o m p e t e n c e b u t i t
is n ot ta ilo r e d
to
s p e c i f i c n e e d s a s c l o s e l y a s t h e a b o v e . F or e x a m p le ,
m aths t e a c h e r s can ta k e w orkshops on th e a p p l i c a t i o n s o f
c o m p u te r s.
(iv j
C a r e e r /c r e d e n t ia l.
It
25
can
be
a im e d
at
h e lp in g
th e
t e a c h e r o b t a in a new c r e d e n t i a l or t o p r e p a r e f o r a new
r o l e . F or e x a m p le , a c l a s s r o o m
te a c h e r can u n d er ta k e
f u r th e r s tu d y t o become a s c h o o l p s y c h o l o g i s t .
(v)
P e r s o n a l.
I t can f a c i l i t a t e p e r s o n a l d e v e lo p m e n t w h ich
may n o t b e j o b r e l a t e d . For e x a m p le , a t e a c h e r m ig h t
s tu d y p h i l o s o p h y f o r p e r s o n a l i n t e r e s t and i t m ig h t o r
m ig h t n o t be im m e d ia te ly e v id e n t in t h e i r t e a c h in g .
Howey and J o y c e (1980) a l s o asked t h e t e a c h e r s who th e y saw a s
in s t r u c t in g
on t h e i n - s e r v i c e a c t i v i t i e s .
The t e a c h e r s ' a n s w e r s
d iff e r e d a c c o r d in g t o th e ty p e o f i n - s e r v i c e a c t i v i t y .
H owey and
J o y c e ( 1 9 8 0 , p .2 0 7 ) r e p o r t e d :
fe llo w
tea ch ers
and
th e ir
o th e r
r e la te d
sch o o l
p e r s o n n e l w e r e s e e n a s m ore a p p r o p r i a t e f o r i n - s e r v i c e
v ^ ic h s t r e s s e d job-em bedded and jo b r e la t e d c o n c e r n s , b u t
p r o fesso r s
w ere
n o m in a te d
as
m ore d e s i r a b l e
fo r
th e
rem ain in g t h r e e c a t e g o r i e s .
Bolam
(1 9 8 2 )
r e p o r te d
th a t
th e a c tio n -r e s e a r c h
in -s e r v ic e
c o u r s e b ased a t B r i s t o l U n iv e r s it y from 1978 t o 1980 su p p o rted th e
v ie w t h a t i n - s e r v i c e work sh o u ld be s c h o o l- b a s e d or s c h o o l f o c u s s e d .
He n o t e d , "The v a s t m a j o r i t y o f t e a c h e r s a p p e a r e d t o w a n t j o b r e la t e d or s c h o o l r e la t e d INSET"(p.1 7 ) .
A TAXONOMY OF AUSTRALIAN IN-SERVICE PROGRAMMES
In A u s t r a l i a t h e r e h a s b e e n so m e b u t n o t e x t e n s i v e r e s e a r c h
in to th e
in -s e r v ic e
26
program m es f o r
tea ch ers
(see
fo r
e x a m p le .
A u s t r a lia n C o l l e g e o f
E d u c a t io n , 1 9 7 9 ; B a t t e n , 1 9 7 6 ;
In gvarson ,
1980; L o g a n , 1 9 8 7 ; S a d le r and M a c p h e r so n , 1 9 8 3 ) .
A r e v ie w o f th e a v a i l a b l e i n - s e r v i c e l i t e r a t u r e show ed t h a t th e
a r e a i s o n ly w e a k ly c o n c e p t u a lis e d
is
no a g r e e d v i e w
(see a ls o ,
V ic k e r y ,
198 0 ).
There
on t h e p u r p o s e s and o b j e c t i v e s o f i n - s e r v i c e
e d u c a t io n , and t h e q u e s t io n s o f who sh o u ld i n i t i a t e t h e i n - s e r v i c e ,
v^o s h o u ld c o - o r d i n a t e t h e i n - s e r v i c e and who s h o u ld fu n d i t a r e
s till
u n an sw ered .
T h er e h a s b e e n no s y s t e m a t i c
r e v ie w
of
th e
d i f f e r e n t t y p e s o f i n - s e r v i c e p r o g r a m m e s a s o u t l i n e d b y H ow ey and
Joyce
(1 9 7 8 ),
In
s u g g e s te d
lo c a tio n
th e
f o r exam p le.
s e c tio n
w h ic h
by
E raut
( 1 9 8 7 );
and
tim e ,
w ill
fo llo w s
n a m e ly ,
b e u sed
to
th e
in -s e r v ic e
p u rp ose,
m o d e,
p r o v id e
d im e n s io n s
m e m b e r s h ip ,
a ta x o n o m y o f
th e
A u s t r a lia n i n - s e r v i c e e x p e r i e n c e s . T h e s e d i m e n s i o n s r e l a t e t o t h e
r e a so n f o r t h e i n - s e r v i c e p r o g r a m m e , t h e w ay i t w a s o r g a n i s e d /
str u c tu r e d ,
th e
num ber,
e x p e r ie n c e
and
background
of
th e
p a r t i c i p a n t s , t h e venue o f th e programme and t h e d u r a t io n o f t h e i n s e r v i c e prograranne.
i.
E d u ca tio n S tu d y P r o j e c t s .
In W e s te r n A u s t r a l i a t h e r e
h a s b e e n a S e r v i c e s and D e v e lo p m e n t C o m m itte e o f t h e
E d u ca tio n
D e p a r tm e n t
w h ic h
fu n d e d
th ir ty
p e o p le
to
u n d er ta k e e d u c a t i o n s t u d y p r o j e c t s . F or so m e g r a n t e e s ,
th is
in v o lv e d
tr a v e llin g
g r a n te d n o n - t e a c h i n g
to
tim e
o th er
to
S ta te s,
stu d y
and
or
report
p a r ic u la r a s p e c t s o f a l o c a l s c h o o l's a c t i v i t y .
27
b e in g
on
The C om m ittee p u b lis h e d a summary p r o j e c t r e p o r t w h ich
gave
d e ta ils
on
how
readers
c o u ld
o b ta in
fu r th e r
in fo r m a tio n . I t i s d i f f i c u l t t o e s t i m a t e , h o w e v e r , how
much d i s s e m i n a t i o n o f k n o w le d g e t o o k p l a c e b e y o n d t h e
g r a n t e e s t h e m s e lv e s .
The 197 9 r e p o r t ( S e r v i c e s and D e v e lo p m e n t C o m m it t e e ,
1980) in d ic a t e d t h a t th e t o p i c s c o v e re d b y th e g r a n t e e s
in c lu d e d
m u s ic
e d u c a tio n ,
r e lig io u s
e d u c a tio n ,
im p le m e n ta tio n o f a p r im a r y s c i e n c e c o u r s e ,
e d u c a tio n f a c i l i t i e s
r e m e d ia l
and s p e c i a l p u r p o s e c e n t r e s f o r
a r t / c r a f t in p rim a ry s c h o o ls .
ii.
A w h o le s c h o o l c r e a t i v e w e e k .
A s c h o o l in V ic t o r ia
became i n v o l v e d i n a s c h o o l - b a s e d c r e a t i v e e x p r e s s i v e
a r t s p r o g r a m m e . T h is
i n v o l v e d a s t a f f m em ber fr o m a
l o c a l u n i v e r s i t y o r g a n is in g t h e week and a r r a n g in g
24 c o n s u l t a n t s
g r a p h ic s ,
so u n d ,
in
dram a,
m u s ic ,
a r t,
c la y
fo r
c r e a tiv e
w r itin g ,
m o d e llin g ,
c r e a tiv e
p r o b le m - s o lv in g , b a t i k , p a p e r m a k in g , and m e d ia w e r e
prograirmed t o d e m o n s tr a te l e s s o n s w h ich c o u ld be ad op ted
and e x te n d ed by th e t e a c h e r s .
The w h o le s c h o o l a p p r o a c h w a s u s e d a s t h e u n i v e r s i t y
s t a f f member who o r g a n is e d th e week th o u g h t t h a t when an
i n d iv id u a l t e a c h e r r e t u r n e d fro m an i n - s e r v i c e c o u r s e
th ere w as l i t t l e
e f f e c t upon t h e r e s t o f t h e s c h o o l
(B a tte n , 1 9 7 6 ) .
28
iii.
A r e s id e n tia l
s tu d y w eekend.
A p r im a r y s c h o o l t e a c h e r
and s e v e r a l r e a d in g and r e m e d ia tio n s p e c i a l i s t s t o g e t h e r
p la n n ed a program m e t o
e x a m in e v i s u a l and a u d i t o r y
p e r c e p tu a l d e v e lo p m e n t i n c h i l d r e n and i t s r e l a t i o n t o
r e a d in g p r o b l e m s .
The l o c a l
R e g io n a l
D ir e c to r
of
E d u ca tio n a p p r o v e d a w e ek en d p l u s o n e s c h o o l d a y t o b e
sp en t in
r e s id e n c e
in a g u e s t h o u se t o c o n s id e r
th e
is s u e s id e n tif ie d .
In
p r e p a r a tio n
fo r
th e
stu d y
w eekend,
a
o n e -p a g e
c i r c u l a r g i v in g th e g e n e r a l t o p ic programme and le a d e r s '
names w a s d i s t r i b u t e d . S i x w e e k s b e f o r e t h e s e s s i o n ,
in te n d in g p a r t i c i p a n t s a t t e n d e d an o r i e n t a t i o n d a y a t
w hich t h e y w e r e i n s t r u c t e d
on t h e g a t h e r i n g o f c a s e
s tu d y d a t a
la te r
to
be
a n a ly s e d
at
th e
c o n fer e n c e
(L ogan, 1 9 8 7 ).
iv .
A fte r s c h o o l s e s s i o n s .
to
in tr o d u c e
A l o c a l programme was d e v e lo p e d
tea ch ers
to
th e
p r a c tic a l
p h otograp h y. F our s e s s i o n s w e r e h e l d
a sp e c ts
of
fro m 5 .0 0 pm t o
7 .1 5 pm on a s c h o o l d ay d u r in g fo u r c o n s e c u t iv e w eek s. A
number o f c o u r s e s w ere run d u r in g t h e y e a r f o r d i f f e r e n t
grou p s o f t e a c h e r s a s no m ore th a n 8 t e a c h e r s w e r e i n
ea ch group. The grou p s p la c e d an e m p h a sis upon maximum
p r a c t i c a l in v o lv e m e n t (Logan, 1 9 8 7 ).
V
Out o f
te r tia r y
sch ool
" B lock "
in s titu tio n
s e s s io n s .
c o -o p e r a te d
T h ree
w ith
an
sta ff
at
a
E d u c a tio n
D epartm ent S u p e r i n t e n d e n t o f S c i e n c e i n p la n n in g a 1 0 -
29
d ay s c ie n c e cu r r ic u lu m c o u r s e f o r p rim ary t e a c h e r s .
The t e r t i a r y s t a f f fo c u ss e d upon t h e s c h o o ls r a th e r th an
th e
in d iv id u a l t e a c h e r s and th e y
in s is te d
t h a t su p p o rt
b o th f o r p h y s ic a l r e s o u r c e s and p r o f e s s i o n a l l y was g iv e n
b y th e s c h o o l p r in c ip a l and l o c a l s u p e r in t e n d e n t s . Each
sch o o l
w as r e q u e s t e d
to
sen d
th r ee
tea ch ers
to
th e
c o u r s e , w h ic h w as s p r e a d o v e r a tw o m on th p e r i o d and
began
w ith
a
fiv e -d a y
s e s s io n
at
th e
te r tia r y
i n s t i t u t i o n . T h er e w as a t h r e e - d a y s e s s i o n a f t e r
tw o
w eeks and a f i n a l tw o -d a y s e s s i o n a f t e r fo u r w eek s. T h is
arrangem ent a l l o w e d
c u r r ic u l a
in
e x p e r ie n c e s
tea c h e r s
th e ir
w ith
s c h o o ls
t h e ir
to
tr ia l
and
c o lle a g u e s
to
th e ir
s c ie n c e
sh are
a tte n d in g
th e ir
th e
in -
s e r v i c e programme (Dynan and Lake, 1978).
v i.
The s c h o o l a s t h e " U n it o f A c t io n " .
The C o m m o n w ea lth
G overnm ent's p r i o r i t y S c h o o ls Program m e r e c o g n i s e d
im p ortan ce
of
th e
need
fo r
o r g a n is a tio n a l
( i . e . , fro m t h e p r i n c i p a l and o t h e r s t a f f )
w ere
to
im p le m e n t
new
c u r r ic u la ,
or
th e fo c u s
su p p o rt,
i f tea ch ers
change
te a c h in g s t r a t e g i e s on a s c h o o l- w id e b a s i s .
th e
th e ir
A c c o r d in g ly ,
w as on t h e s c h o o l a s t h e " u n i t o f a c t i o n "
r a th e r th an th e in d iv id u a l te a c h e r .
The
S c h o o ls
C o m m is s io n
o u tlin e d
its
D is a d v a n t a g e d
S c h o o ls Programme in th e f o llo w in g term s:
Through th e Programme t h e C om m ission s e e k s t o p rom ote
30
more e q u a l e d u c a t i o n a l o p p o r t u n i t i e s b y p o s i t i v e
d is c r im in a t io n
en c o u r a g in g
th e
in
reso u rce
a d o p tio n
a llo c a tio n
and
by
o f s c h o o l program m es
in
r e sp o n se t o a n a l y s e s o f t h e s p e c i a l n e e d s and l i f e
e x p e r ie n c e s o f
s tu d e n ts ...
The o v e r a l l
a im
of
th e
Programme h as b een t o en c o u r a g e s c h o o ls t o s e e k o u t a
w ide range o f ways o f t a c k lin g t h e p r o b le m s t h e y f a c e
(S c h o o ls C om m ission, 1 9 8 1 , p . 3 6 5 ) .
In W estern A u s t r a lia t h e term " d isadvantaged " was n o t u sed and
th e P r i o r i t y S c h o o ls C om m ittee took t h e programme a s t e p f u r t h e r b y
s t a t i n g t h a t t h e "program m e s h o u ld b e s e e n a s an a c t i o n - r e s e a r c h
programme d e s ig n e d t o p rom ote a p r o c e s s w h ich e n c o u r a g e s p e o p le t o
a n a ly s e
th e
s itu a tio n
in
w h ic h
th ey
are
d i r e c t i o n s o f needed ch ange and im provem en t,
p la c e d ,
to
id e n tify
and t o p r o p o se a c t i o n
a d d r e ssed t o them ."
The s i x b r i e f d e s c r i p t i o n s o f t y p e s o f i n - s e r v i c e e d u c a t i o n
p r e s e n te d
above,
rep resen t le v e ls
of
i n v o lv e m e n t
r a n g in g
fro m
in d iv id u a l t e a c h e r s th r o u g h s c h o o l s and r e g i o n s t o t h e n a t i o n a l
e d u c a tio n
s p e c ific
sy ste m ;
s k ills
sch ool s u b j e c t s
th e y
sh o w
c u r r ic u l u m
(in th e exam p le h e r e ,
to
th e d e s ig n o f
con cern s
photography)
c u r r ic u l u m
r a n g in g
fro m
th rou gh v a r io u s
and
its
a tte n d e n t
c u r r ic u lu m p r o c e s s e s , and c o s t s ra n g in g from v e r y l i t t l e t o m i l l i o n s
o f d o lla r s .
I t sh o u ld be n o ted from th e s i x d e s c r i p t i o n s
(1) t h a t t h e r o le
o f t e r t i a r y i n s t i t u t i o n s t a f f to th e a r e a o f i n - s e r v i c e e d u c a tio n
u n t i l r e c e n t l y h as been p ie c e m e a l, i s o l a t e d from t e a c h e r s in s c h o o ls
31
and a ca d em ic in o r i e n t a t i o n and (2) t h a t t h e m ajor approach h a s been
th e
a c tio n -r e s e a r c h
m o d e l.
S a d le r
and
M a c p h e r so n
(1 9 8 3 ),
fo r
ex a m p le, w r o t e : " S e v e r a l m o d e ls f o r s o l v i n g p r o b l e m s , i n s t i t u t i n g
ch a n g e, and a s s i s t i n g s t a f f t o g r o w p r o f e s s i o n a l l y e x i s t . The o n e
c h o se n f o r t h i s p rogram m e g o e s u n d er t h e nam e o f a c t i o n - r e s e a r c h "
( p .7 ) .
W h ile o t h e r i n - s e r v i c e p r o g r a m m e s d o n o t e x p l i c i t l y s t a t e
t h a t th e y a r e u s in g th e a c t io n - r e s e a r c h approach many o f them f o l l o w
th e e le m e n ts in th e c y c l e o f a c t i o n - r e s e a r c h and th e y s a y so m e th in g
s im i la r
to
"Round
2 w as d e s ig n e d
as
a tim e
fo r
c o lla b o r a tiv e
r e f l e c t i o n on w hat had o ccu rred in t h e v a r io u s s c h o o ls ,
e x tr a c t gen eral p r in c ip le s ,
p r o c e ss e s in s c h o o ls "
t e c h n iq u e s ,
in o r d e r t o
and k n ow led ge a b o u t change
(L ogan , 1 9 8 7 ) .
In th e n e x t s e c t i o n o f t h i s c h a p te r a c t i o n - r e s e a r c h , b e c a u s e i t
i s s o w id e ly u sed in A u s t r a lia , w i l l be exam ined in some d e p th .
ACTION-RESEARCH ^
AUSTRALIA
In a p a p e r b y G rundy and K em m is (1 9 8 1 ) t h e r e i s a c l e a r and
c o n c is e o v e r v ie w o f e d u c a t i o n a l a c t i o n - r e s e a r c h i n A u s t r a l i a . The
a u th o r s s t a t e d t h a t an a c t i o n - r e s e a r c h a p p r o a c h h a s b e e n u s e d i n
s c h o o l- b a s e d c u r r ic u l u m d e v e lo p m e n t , s c h o o l - l e v e l e v a lu a t i o n , i n s e r v i c e e d u c a t i o n and p a r t i c i p a t o r y d e c i s i o n
m a k in g i n s c h o o l s .
A ccord in g t o G rundy and K em m is ( 1 9 8 1 ) , A u s t r a l i a n a c t i o n - r e s e a r c h
h a s b e e n m ore c o n c e r n e d w i t h s t r a t e g i c o r i e n t a t i o n and p o l i t i c a l
a w a r e n e ss,
and
hence,
is
m ore
" c r itic a l"
th a n
its
B r itis h
c o u n te rp a rt.
Grundy and Kemmis (1981) d e f i n e a c t i o n - r e s e a r c h a s :
...a
te r m
u sed
to d e s c r ib e
32
a fa m ily o f a c t i v i t i e s
in
c u r r ic u lu m d e v e lo p m e n t,
p r o f e s s i o n a l d e v e lo p m e n t,
sch o o l
im provanent p r o g r a m m e s , and s y s t e m p l a n n i n g and p o l i c y
d ev elo p m en t.
T h ese
a c tiv itie s
have
in
com m on
th e
i d e n t i f i c a t i o n o f s t r a t e g i e s o f p la n n e d a c t i o n w h ic h a r e
im p la n e n te d ,
and
th e n
s y s te m a tic a lly
o b s e r v a t io n , r e f l e c t i o n and c h a n g e .
s u b m itte d
to
P a r t ic ip a n t s in th e
a c t i o n b e in g c o n s id e r e d a r e i n t e g r a l l y in v o lv e d in a l l o f
th ese a c t i v i t i e s
( p .8 4 ) .
Grundy and K em m is
(1 9 8 1 )
r e fe r r e d
to
t h e r e s e a r c h o f H enry
(1981) a s i l l u s t r a t i n g t h e d i s s a t i s f a c t i o n t h a t t e a c h e r s had w i t h
" expert" and " t y p i c a l i n - s e r v i c e " d a y m o d e ls o f p r o m o t in g c h a n g e .
They argued t h a t i t w as b e c a u se o f t h i s a n t ip a th y t h a t th e i n t e n s i v e
in -s e r v ic e a c t i v i t i e s
o f th e a c t i o n - r e s e a r c h approach w ere o f more
a p p ea l t o t h e t e a c h e r s . G rundy and K em m is (1 9 8 1 ) a l s o s t a t e d t h a t
part
of
th e
rea so n
fo r
th is
tea c h e r
a n tip a th y
is
th a t
th e
t r a d i t i o n a l i n - s e r v i c e p r o g r a m m e s had f o c u s s e d upon t h e i d e a s and
s k ills
w h ic h
it
is
hoped
th e
tea c h e r
w ill
im p le m e n t ,
w ith o u t
p r o v id in g t h e t e a c h e r w i t h t h e s u p p o r t i v e a s s i s t a n c e d u r in g t h e
p r o c e s s o f im p le m e n ta tio n i t s e l f .
The Grundy and Kemmis s ta t e m e n t a l s o made c l e a r t h e im p act o f
t h e a c t io n - r e s e a r c h approach upon i n - s e r v i c e e d u c a tio n .
They w r o te ,
" I t i s in t h e a r e a o f i n - s e r v i c e e d u c a t i o n t h a t so m e o f t h e m o s t
v ig o r o u s and p o w e r f u l
a c tio n -r e s e a r c h
is
c u r r e n t l y b e i n g d on e"
( p .8 9 ) . G rundy and K em m is (1 9 8 1 ) l i s t e d a l l o f t h e S t a t e E d u c a tio n
D epartm ents a s i n v o l v e d t o a g r e a t e r o r l e s s e r e x t e n t w i t h a c t i o n r e s e a r c h and th e y h ig h lig h t e d ea ch S t a t e ' s C u rricu lu m and I n - S e r v ic e
33 *
U n its a s th e m ajor p ro p o n e n ts o f t h i s ap p roach.
Grundy and K em m is (1981) d e s c r i b e d i n s h o r th a n d f a s h i o n tw o
m ajor a im s o f a c t io n - r e s e a r c h ;
" to in v o lv e "
fir s tly ,
"to im prove" and s e c o n d ly ,
( p .8 4 ) , and l i s t e d th e a r e a s f o r im provem ent a s :
( i)
t h e improvem ent o f a p r a c t i c e
(ii)
t h e im p r o v e m e n t (or p r o f e s s i o n a l d e v e lo p m e n t ) o f t h e
u n d er sta n d in g o f a p r a c t i c e b y i t s p r a c t i t i o n e r s , and
(iii)
t h e im provem ent o f t h e s i t u a t i o n
in w h ich th e p r a c t i c e
ta k e s p l a c e .
THE FEATURES OF ACTION-RESEARCH
Grundy and K em m is (1 9 8 1 ) o u t l i n e d t h e f o l l o w i n g f e a t u r e s a s
im p o rta n t in a c t io n - r e s e a r c h :
(a)
S t r a t e g i c a c t i o n and s o c i a l p r a c t i c e a s t h e s u b j e c t m a t t e r o f
a c t io n - r e s e a r c h . By t h i s t h e y m ean t h a t t h e p r a c t i t i o n e r ,
on t h e
b a s i s o f r a t i o n a l r e f l e c t i o n r a t h e r th a n on t h e b a s i s o f c u s t o m ,
h a b it , h e a r s a y , e t c . , e n g a g e s in s t r a t e g i c a c t s . T h ese s t r a t e g i c
a c t s occu r in a c o n t e x t in w h ich i n t e r p r e t a t io n
i s r e q u ir e d b e f o r e
r u l e s can be judged a p p r o p r ia te , or w here a p p r o p r ia te r u l e s may n o t
e x is t,
and
d e c is io n s
s tr a te g ic a c ts ,
are
r e q u ir e d
in s ta n tly .
In
th is
u n lik e r u le
f o ll o w i n g
r e q u ir e p r a c t i c a l
sen se,
ju d gem en t.
I t m eans t h a t th e a c t o r a lo n e can be th e f i n a l a r b i t e r o f t h e t r u th
o f an i n t e r p r e t a t i o n , n o t r u l e s o r p r i n c i p l e s , o r t h e o r i e s . T h is
d o es n o t d en y r a t i o n a l d is c o u r s e in a c t i o n - r e s e a r c h b u t p la c e s a t
t h e c e n t r e t h e n o t i o n o f s t r a t e g i c a c t i o n and t h e p r o m in e n c e o f
p e r s o n a l ju d gem en t.
34
T h is i s s u e o f t h e o r y and t h e o r y t e s t i n g h a s b e e n o f c e n t r a l
im p ortan ce t o t h o s e w orking w i t h in t h e a c t i o n - r e s e a r c h fr a m e w o r k .
E l l i o t t ( 1 9 7 6 - 7 ) , f o r e x a m p le , i n t h e r e p o r t on t h e F ord T e a c h in g
P r o jec t argued a g a in s t th e p o s i t i o n w h ere th e te a c h e r i s to " t e s t
t h e a p p l i c a b i l i t y o f t h e o r i e s t o h i s own s i t u a t i o n " and t h a t " th e
d ev elo p m en t
r e se a r c h e r s "
" test"
of
th e se
th e o r ie s
( p .9 ) . E l l i o t t
o u ts id e g e n e r a te d
is
th e
jo b
of
n o n -te a c h in g
fu r th e r argued t h a t to have te a c h e r s
th e o r ie s ," ...
ig n o r e s th e f a c t
th a t
in
t e s t i n g a t h e o r y , a s o p p o s e d t o m e r e ly a p p l y i n g i t , t h e t e a c h e r i s
n e c e s s a r i l y in v o lv e d in th e o r y d e v e lo p m e n t. The c r i t i c a l a p p l i c a t i o n
o f a th e o r y in a p a r t ic u l a r s i t u a t i o n
c a n n o t b e l o g i c a l l y s e p a r a te d
from
th a t
r e s p o n s ib ility
(1 9 7 6 -7 ,
p .l 5 )
fo r d e v e lo p in g
in s te a d
had
argued
fo r
th eo ry "
tea ch ers
( p .9 ) .
E llio tt
a tte m p tin g
to
u n d ersta n d t h e i r ow n p r a c t i c a l t h e o r i e s o f t e a c h i n g , and t h a t t h i s
sh o u ld b e t h r o u g h " ...t h e c o n s c i o u s d e v e lo p m e n t o f new p r a c t i c a l
t h e o r i e s from s e lf - m o n it o r in g ."
(b)
The A c t io n - R e s e a r c h
d e s c r ib e d
S p ir a l.
th e a c t io n - r e s e a r c h s p i r a l a s
G rundy and Kem m is
in v o lv in g a s i n g l e - l o o p
(1 9 8 1 )
of
p la n n in g , a c t i n g , o b s e r v i n g and r e f l e c t i n g . T h ey a s s e r t e d :
th e
im p r o v e m e n t
s itu a tio n
of
p r a c tic e ,
u n d e r s t a n d in g
and
th e
th ro u g h a c t io n - r e s e a r c h r e q u ir e s a s p i r a l o f
su ch c y c l e s in o r d e r t o b r in g a c t i o n under th e c o n t r o l o f
u n d e r s ta n d in g ,
in o r d e r t o d e v e l o p and in fo r m p r a c t i c a l
ju d g a n e n t, and i n o r d e r t o d e v e l o p an e f f e c t i v e c r i t i q u e
o f t h e s i t u a t i o n " ( p .8 5 ) .
It
is
u n d er sto o d
th a t
in
35
th e p r o c e ss o f
im p le m e n t in g
and
m o d ify in g
th e c y c l e s o f a c t io n t h e u n d e r sta n d in g and r e f l e c t i o n o f
th e tea c h e r
(or any a c to r )
(c)
resea rch .
i s c e n tr a l.
The p a r t i c i p a t o r y and c o l l a b o r a t i v e c h a r a c t e r o f a c t i o n G rundy an d K em m is (1 9 8 1 , p . 87) a s s e r t e d t h a t " . . . a c t i o n -
r e s e a r c h i s a d e m o c r a t i c fo rm o f r e s e a r c h " . T h ey c o n t r a s t i t w i t h
r e s e a r c h i n t o p r a c t i c e w h ich i s und ertak en b y r e s e a r c h e r s w h ose a im ,
th e a s s e r t ,
i s t o in fo r m a p r a c t i c e " from t h e o u t s i d e " ;
th r o u g h
t h e g e n e r a t io n o f t h e o r e t i c a l p r i n c i p l e s t o be used b y p r a c t i t i o n e r s
a s e x t e r n a l l y - v a l i d a t e d g u i d e s t o t h e i r p r a c t i c e . T h is m ea n s t h a t
a ll
are
equal
p a r t i c i p a n t s and a r e in v o lv e d a t e v e r y s t a g e o f th e r e s e a r c h ;
it is ,
in
th o se
sh o r t,
in v o lv e d
in
th e
c o lla b o r a tiv e
a c tio n
resea rch
p a r tic ip a tio n
in
p ro cess
a ll
a sp e c ts
of
th e
resea rch .
T h is i s n o t t o d e n y , h o w e v e r , t h e r o l e o f t h e f a c i l i t a t o r in
t h e g r o u p f o r m a t i o n and g r o u p p r o c e s s e s . G rundy and K em m is (1 9 8 1 ,
p . 95) s t a t e d :
I t se em s t h a t grou p s ca n n o t e a s i l y form or d e v e lo p t o th e
p o in t o f ta k in g
r e s p o n s ib ility
fo r
th e ir
c o m m itm e n ts
w ith o u t th e i n i t i a l in t e r v e n t io n o f a f a c i l i t a t o r . But t h e
q u e s t io n o f t h e c h a n g in g r o l e
o f a fa c ilita to r —
fro m
le a d e r t o s u p p o r t o r r e s o u r c e p e r s o n t o g r o u p m em ber (o r
w ith d raw al)
— n eed s s tu d y .
The ab ove s e c t i o n h a s q u oted e x t e n s i v e l y from Grundy and Kemmis
(1981) who w e r e w r i t i n g fro m t h e i r e x p e r i e n c e i n A u s t r a l i a . T h er e
h ave b een many o th e r r e s e a r c h e r s u s in g th e a c t io n - r e s e a r c h fram ew ork
in A u s t r a l i a
a ls o
b u t th ey have n o t a r tic u la te d
36
th e th e o r y
of
a c t io n - r e s e a r c h a s h a s Kemmis. I n s te a d th e y h ave b een co n cern ed w ith
p r a c tic a l a c t i v i t i e s
Logan,
1 9 8 7 ).
e x te n s iv e ly
In
on t h e
( s e e f o r e x a m p le , K li n g , 1 9 8 1 ; S a d l e r , 1 9 8 4 ;
th e
U n it e d
th eo ry
K ingdom
and u s e
of
E llio tt
has
a c tio n -r e s e a r c h
exam p le, 1 9 7 6 - 7 ; 1 9 8 0 ; 1 9 8 5 ) . R e c e n t l y E l l i o t t
h a s w r i t t e n on t h e w id e r s o c i o - p o l i t i c a l
a ls o
w r itte n
(see
fo r
(1 9 8 5 , pp. 2 4 4 -2 4 5 )
im p a c t o f a c t i o n - r e s e a r c h
th rou gh th e p r o c e s s o f s o c i a l change:
S ta g e one may, w it h r e s p e c t t o e d u c a t io n a l a c t io n - r e s e a r c h
f o r e x a m p le , in v o lv e d e v e lo p in g e x p la n a to r y t h e o r i e s w h ich
f o c u s on t h e c o n s t r a i n i n g
sy s te m ,
and s o c i e t a l
in flu e n c e s o f in s t it u t io n a l,
fa cto r s
on t e a c h e r s '
fr e e d o m
to
f o s t e r e d u c a t i o n a l v a l u e s i n c l a s s r o o m s . The p r o c e s s o f
a c tio n -r e s e a r c h can b r in g th e r e a l i s a t i o n
th a t c e r ta in
gap s b e t w e e n t h e o r y and p r a c t i c e c a n n o t b e c l o s e d u n t i l
som eth in g h a s
fa cto rs.
been done
In t h i s
r e fle c tio n
case,
to
change th e se
a c tio n -r e s e a r c h
co n tex tu a l
m ay m ove fro m
on p e d a g o g ic a l s t r a t e g i e s u n d erta k en t o change
" th e system " in ways w h ich made e d u c a t iv e a c t i o n p o s s i b l e .
WESTERN AUSTRALIAN TEACHER PARTICIPATION IN IN-SERVICE
R eynolds and C lark
(1984) su rv ey ed W estern A u s t r a lia n t e a c h e r s
in 1 9 8 2 /8 3 t o d e t e r m in e , i n t e r a l i a , th e p a r t i c i p a t i o n r a t e s in i n s e r v i c e programm es. T a b le 3 .1 shows t h e t e a c h e r r e s p o n s e s .
37
TABLE 3 .1
Year Wien l a s t a tte n d e d an i n - s e r v i c e programme
(p r o p o r tio n p e r c e n ta g e o f g r o u p ) .
Year
M etro.
C ountry
Prim .
Sec.
G o v t.
C a th .
Ind(
1983
10
8
11
6
9
8
8
1982
62
71
70
59
67
63
49
1981
11
7
8
12
9
11
13
1 9 7 6 -8 0
10
6
6
13
8
9
19
1 9 7 1 -7 5
1
1
1
1
1
1
4
B e fo r e ' 71 1
1
1
1
1
1
0
Never
6
3
8
5
8
7
Key;
5
M etro. -
M e tr o p o lita n P e r th .
C ountry - (Xie o f t h e C ountry r e g io n s o f W estern A u s t r a lia ,
Prim .
- Prim ary ( i . e . Grades 1 t o 7 ) .
Sec.
- Secondary ( i . e . G rades 8 t o 1 2 ) .
G ovt.
- Government S c h o o l.
C a th .
- Roman C a t h o lic S c h o o l, p a r t o f th e C a t h o lic
p a r o c h ia l sy s te m .
In d ep .
- Independ en t s c h o o l, n o t p a r t o f Government or
C a t h o lic sy ste m .
In t h i s s u r v e y 81 p e r c e n t o f t h e p r im a r y t e a c h e r s c o m p a re d
w ith 6 5 p e r c e n t o f t h e s e c o n d a r y t e a c h e r s r e p o r t e d t h a t t h e y had
a tte n d e d an i n - s e r v i c e programme in th e l a s t tw o y e a r s . A ls o , d u r in g
t h e t i m e o f t h e s u r v e y ( i . e . , 1 9 8 2 /8 3 ) t e a c h e r s i n t h e G o v ern m en t
s c h o o ls w ere more l i k e l y t o have engaged in som e form o f i n - s e r v i c e
a c tiv ity
r a th e r
th a n
w ere
tea c h e r s
in
th e
C a th o lic
or
th e
in d e p e n d e n t s c h o o ls . The d i f f e r e n c e , h o w ev er, i s n o t a m ajor on e and
i t m u s t b e rem em b ered t h a t a t
th is
tim e t h e r e
w as m ore m oney
a v a i l a b l e f o r t e a c h e r s in t h e Governm ent s c h o o ls t o g e t " r e li e f " or
" s u jp ly " t e a c h e r s t o c o v e r fo r t h e i r a b s e n c e .
38
THE NATURE OF THE LAST IN-SERVICE PROGRAMME ATTENDED
The R eynolds and C lark (1984) su r v e y a l s o asked th e t e a c h e r s t o
r e p o r t on th e n a tu r e o f t h e i r l a s t i n - s e r v i c e a c t i v i t y . The d a ta a r e
shown in T a b le 3 .2 .
TABLE 3 .2
N atu re o f th e l a s t i n - s e r v i c e programme a tte n d e d
N ature
P e r c e n ta g e o f t o t a l r e sp o n d e n ts
T e a c h e r /E d u c a tio n C en tre
19
C o n s u lta n c y /A3v i s o r y V i s i t
16
R e g io n a lly O rgan ised
16
S ch ool based
9
C e n t r a lly O rgan ised
6
Other
34
The q u e s t i o n n a i r e i t e m u s e d b y R e y n o ld s and C la r k (1 9 8 4 ) t o
o b t a in t h i s i n f o r m a t i o n l i s t e d
w hich w e r e summed t o
"Other"
c a te g o r y .
a tte n d a n c e
at
a
The
o b ta in
tw o
te r tia r y
tw o t y p e s o f i n - s e r v i c e d e l i v e r y
th e
ty p e s
f i g u r e sh o w n
of
in s titu tio n
( i.e .,
in -s e r v ic e
and
34)
d e liv e r y
th r o u g h
in t h e
w ere
an e x t e r n a l
programme. G iv e n t h e c u r r e n t s t a t u s o f e x t e r n a l s t u d i e s i n W e s te r n
A u s t r a lia i t w as h i g h l y u n l i k e l y t h a t m any i n - s e r v i c e a c t i v i t i e s
w ere o f f e r e d e x t e r n a l l y .
I t can be assu m ed ,
th e r e fo r e ,
th a t th e
l a r g e s t r e s p o n s e t o t h e q u e s t i o n n a i r e w as t o t h e p r o v i s i o n o f i n s e r v ic e a c t i v i t i e s th r o u g h t e r t i a r y e d u c a tio n i n s t i t u t i o n fo rm a l
award or non-aw ard c o u r s e .
39
THE IMPACT OF THE IN-SERVICE PROGRAMME UPON PRACTICE OR POLICY.
Teacher a tte n d a n c e a t an i n - s e r v i c e programme h as assum ed t h a t
it
w i l l have som e im p a ct upon t h e t e a c h e r 's tea ch in g '' or c u r r ic u lu m
c o n t e n t or t h e i r s c h o o l's p o l i c y on w h a te v e r was th e s u b j e c t o f t h e
programme. R eyn old s and C lark (1984) ask ed th e t e a c h e r s t o r e p o r t on
w h eth er o r n o t t h e i n - s e r v i c e p rogram m e had an im p a c t on t e a c h i n g
p r a c tic e ,
stu d e n t
p e r fo r m a n c e
or
sch ool
p o lic y /p r a c tic e .
The
t e a c h e r ' s r e s p o n s e s a r e shown in T ab le 3 . 3 .
TABLE 3 .3
T eacher r e p o r te d in p a c t o f l a s t i n - s e r v i c e programme
D egree o f
im pact
Im pact on
t e a c h in g
Im pact on
s tu d e n t
Impact on
sch o o l
No im pact
1 2 .6
2 2 .9
2 5 .5
Seme im pact
6 2 .2
6 6 .0
5 9 .2
C o n sid e r a b le
im pact
2 5 .2
1 1 .1
1 5 .3
Over 87 p er c e n t o f th e t e a c h e r s r e p o r te d som e im p a ct from t h e
in -s e r v ic e
p rog ram m e on t h e i r
te a c h in g .
T h is a s s e r t i o n
by th e
t e a c h e r s i s n o t s u p p o r te d , h ow ever, b y t h e few c la s s r o o m o b s e r v a tio n
s t u d i e s w h ich have been done in A u s t r a lia
( s e e f o r e x a m p le , Bourke,
1984; Power and T is h e r , 1976; T ish e r and Pow er, 197 5 ). The t e a c h e r s
a l s o r e p o r t e d an im p a c t upon t h e i r s t u d e n t s ' p e r f o r m a n c e and upon
t h e w id e r s c h o o l . In t h i s s i t u a t i o n
i t may b e a s E r a u t (1 9 8 2 ) h a s
d e s c r ib e d ;
t e a c h e r s may n o t be a b le t o s t a t e w hat th e y h ave le a r n e d ,
or
e v e n , i n so m e c a s e s , w h e t h e r t h e y h a v e l e a r n e d .
M oreover, th e k n o w leg e may d e r iv e from any c o m b in a tio n o f
40
so u rces —
t h e INSET t e a c h e r ,
p u b lis h e d m a t e r ia l ,
co­
p a r t i c i p a n t s , t h e p r e v i o u s and o n g o in g e x p e r i e n c e o f t h e
le a r n e r
( p .6 ) .
There a r e tw o o t h e r r e s e a r c h a r e a s w h ic h a r e r e l e v a n t t o t h e
s tu d y o f c la s s r o o m
in n o v a tio n and im p le m e n ta tio n .
The f i r s t
is
th e
r e s e a r c h on "coaching" and th e secon d i s t h e m ore g e n e r a l c u r r ic u lu m
im p le m e n ta tio n s t u d i e s , t h e s e two a r e a s w i l l be c o n s id e r e d in t u r n .
THE "COACHING" MODEL
In a s e r i e s o f p u b li c a t i o n s J o y c e and Show ers (1980;
Showers
(1 9 8 2 ;
1984)
h a v e p ro p o sed a m odel o f h e lp in g
1983) and
tea ch ers
expand t h e i r r e p e r t o i r e o f t e a c h i n g s t r a t e g i e s b y u s i n g a " c o a c h " ,
i.e .,
a c o ll e a g u e , a f a c i l i t a t o r , or a s u p e r v is o r , t o work w it h th e
tea ch er
in
th e c la s s r o o m
as
th e y
adopt a s k i l l
or
a
te a c h in g
s t r a t e g y . In a n o t h e r p u b l i c a t i o n J o y c e ,- H e r s h and M cK ib b in (1 9 8 3 )
expanded t h i s p r o c e d u r e t o b r i n g a b o u t w id e r c h a n g e and a p p l i e d i t
t o t h e q u e s t io n o f w h o le s c h o o l im p rovem en ts.
The change
b a se
it
is
"process" i s th e sam e in b o th s i t u a t i o n s and a t i t s
a c r a f t o r ie n te d
a p p r o a c h . J o y c e and S h o w e r s
(1 9 8 0 ,
p . 380) a s c r i b e f i v e com p onents t o w hat th e y term " tr a in in g " :
i.
p r e s e n t a t io n o f t h e o r y or d e s c r i p t i o n o f s k i l l s or s t r a t e g y ;
ii.
m o d e llin g or d e m o n s tr a tio n o f s k i l l s or m od els o f t e a c h in g ;
i i i . p r a c t i c e in s im u la te d c la s s r o o m s e t t i n g s ;
iv .
s tr u c t u r e d
and
o p e n -e n d e d
fe e d b a c k
in fo r m a tio n a b ou t p e r fo r m a n c e );
41
( i.e .,
p r o v is io n
of
V.
c o a c h in g
fo r
a p p lic a tio n
( i.e .
h a n d s-o n ,
in
c la s s r o o m
a s s i s t a n c e w i t h t h e t r a n s f e r o f s k i l l s and s t r a t e g i e s t o t h e
c la ssr o o m ) .
J o y c e and Show ers (1980) sum m arised t h e i r s t u d i e s and a s s e r t e d
t h a t i f t h e f i v e com p onents o f t r a i n i n g
w ere f o llo w e d t h e n " ...it i s
l i k e l y t h a t t h e v a s t m a j o r i t y o f t e a c h e r s w i l l b e a b l e t o ex p a n d
t h e i r r e p e r t o ir e t o t h e p o in t w here t h e y can u t i l i s e a w id e v a r i e t y
o f ap p roach es t o t e a c h in g and cu rricu lu m "
Ih e ap p roach o f J o y ce and Show ers i s
( p .3 8 4 ).
s im ila r
in som e r e s p e c t s
t o t h e c o g n i t i v e b e h a v i o u r i s t p o s i t i o n o f B an d u ra (1 9 7 7 a ; 1 9 7 7 b ) .
The s i m i l a r i t i e s i n t h e p o s i t i o n o f J o y c e and S h o w e r s and B an d u ra
can b e s e e n i n t h e l e t t e r ' s S o c i a l L e a r n in g T h e o r y . In t h i s t h e o r y ,
w hich h a s m oved b e y o n d
th e
r a d ic a l
b e h a v i o u r is m
of
th e
e a r ly
r e s e a r c h e r s , Bandura argued fo r th e im p o r ta n c e o f th e f o l l o w i n g fo u r
com ponent p r o c e s s e s ; a t t e n d i n g , r e t e n t i o n , m o to r r e p r o d u c t i o n and
m o t iv ia t io n .
In
th e
' s h a p in g o f b e h a v io u r ' B an dura
(1 9 7 7 b ),
put
p a r t ic u l a r e m p h a s is upon t h e i n f o r m a t i v e f u n c t i o n o f m o d e ls . The
fo u r c o m p o n e n ts o f B a n d u r a 's t h e o r y and t h e s h a r e d im p o r t a n c e o f
m o d e llin g i n d i c a t e t h e s i m i l a r i t y o f app roach . The s t u d i e s con d u cted
b y t h e s e r e s e a r c h e r s and o t h e r s in c o g n a te a r e a s
McDonald,
1973;
M cD onald and A l l a n ,
1967)
sh o w
(s e e f o r e x a m p le ,
t h a t m o d e llin g
p r o c e d u r e s c a n h a v e a p o w e r f u l e f f e c t on b e h a v io u r and t h a t t h e s e
new b e h a v io u r s can b e t r a n s f e r r e d t o t h e c la s s r o o m .
42
CURRICULUM IMPLEMENTATION STUDIES
A r e v ie w o f t h e c u r r ic u lu m im p le m e n ta tio n l i t e r a t u r e
W illia m so n ,
and
P a tte r so n ,
1984)
sh o w ed
th a t
(Kennedy,
o n e -sh o t
pre-
im p la n e n ta tio n s t r a t e g i e s w i t h a f o c u s on t h e m e c h a n ic s o f c o n t e n t
or s k i l l s
was u n s u c c e s s f u l in b r in g in g a b o u t ch an ge. H ow ever,
has been
fo u n d
to
be
th e
m o s t comm on a p p r o a c h
to
th is
in -s e r v ic e
e d u c a tio n ( F u l l a n , 1 9 8 2 ) .
The s t u d y b y Berm an and M c L a u g h lin (1 9 7 6 ) r e p o r t e d t h a t t h e
fa c to r s a ffe c tin g
i.e .,
im p le m e n ta tio n w ere t h e p r o j e c t c h a r a c t e r i s t i c s ,
th e n a tu r e o f th e in n o v a t io n , th e sc o p e o f th e c h a n g e , th e
im p le m e n ta tio n s t r a t e g i e s , th e e f f e c t s o f t h e i n s t i t u t i o n a l s e t t i n g s
and t h e i n d i v i d u a l c o m m itm e n t. In t h e i r w ork on t h e Rand C h an ge
A gent S t u d y , a f o u r y e a r U.S. O f f i c e o f E d u c a t io n s t u d y , B erm an and
M cLaughlin (1 9 7 8 )
fo u n d t h a t e v e n a m b i t i o u s and q u i t e d e m a n d in g
in n o v a t io n s w e r e a b l e t o b e a d o p t e d b y t e a c h e r s w i t h o u t c a u s i n g
unm anageable im p le m e n ta tio n p r o b le m s. They i d e n t i f i e d th e f o ll o w i n g
c h a r a c t e r i s t i c s a s c e n t r a l t o th e p r o c e s s ; c o n c r e t e t e a c h e r - s p e c i f i c
and ex te n d ed t r a in in g ;
c la s s r o o m a s s i s t a n c e from t h e p r o j e c t s t a f f ;
t e a c h e r o b s e r v a tio n s o f t h e in n o v a tio n in a c t i o n and r e g u la r p r o j e c t
m e e tin g s w h ich fo c u s s e d on p r a c t i c a l p r o b le m s.
A l a t e r s t u d y b y C r a n d a ll and A s s o c i a t e s ( 1 9 8 2 ) , t h e S tu d y o f
D is s e m in a tio n E f f o r t s S u p p o rtin g S ch ool Im provem ent (DESSI), lo o k e d
a t th e t e a c h e r 's r o l e
in s c h o o l
im provem en t.
T h is p r o j e c t
in v o lv e d
146 s c h o o l d i s t r i c t s a c r o s s th e U.S. and r e p o r te d t h a t t e a c h e r s w ere
s u c c e s s f u lly
im p le m e n t in g
in n o v a tio n s
fid e lity .
43
w ith
a h ig h
degree
of
C ran d all e t a l .
(1982) l i s t e d t h e in f l u e n c e s th e y i d e n t i f i e d a s
im p ortan t and t h e y i n c l u d e d : a s u p p o r t i v e o r ,
a d m in is t r a t io n ;
a t le a s t,
n e u tr a l
t r a i n i n g by a c r e d ib l e p e r so n in th e u se o f th e
in n o v a tio n o r p r a c t i c e ;
th e p r o v is io n
o f c o n t in u e d
s u p p o r t and
a s s i s t a n c e , and th e o p p o r tu n ity t o t r y t h e in n o v a t io n , m a ste r i t and
a c h ie v e s a t i s f y i n g r e s u l t s w ith th e s t u d e n t s .
C ra n d a ll
e t a l.
em u lators" a n d d u e
(1 9 8 2 )
to
argued
p ressu re o f
th a t
te a c h e r s
tim e ,
are
reso u rces
" n a tu r a l
an d
o th e r
p r o f e s s i o n a l c o m m itm en ts, th e y do n o t h ave t im e t o d e v e lo p t h e i r own
in n o v a t iv e program m es. The t e a c h e r s , h o w ev er, w i l l a d op t (or adapt)
t h e s u c c e s s f u l p r a c t i c e s o f t h e i r p e e r s and c o l l e a g u e s . C r a n d a ll
et
a l.
argued
th a t
th e
u se
of
a
c r e d ib le
e n th u s ia s tic
t e a c h e r / f a c i l i t a t o r w it h an ex em p la ry in n o v a tio n t h a t i s c o n s i s t e n t
w ith
th e
v a lu e s
and a b i l i t i e s
of
th e
a d o p tin g
tea ch er
had
an
e f f e c t i v e i n f lu e n c e upon th e im p le m e n ta tio n .
There i s a g r e a t d e a l o f r e s e a r c h
in te n s iv e
sta ff
tr a in in g
and
im p lem en ta tio n o f an i n n o v a t i o n .
t o s u p p o r t t h e id e a
su p p ort
w as
e s s e n tia l
F u l l a n and Pom f r e t
fo r
(19 7 7 )
r e v ie w w r o te :
Im p le n e n ta tio n
is
a
h ig h ly
c o m p le x
p r o c e s s ...
c h a r a c t e r is e d b y i n e v i t a b l e c o n f l i c t and b y a n t i c i p a t e d
and u n a n t i c i p a t e d p r o b l e m s ... E f f e c t i v e i m p l e m e n t a t io n
r e q u ir e s t i m e ,
p erson al
in te r a c tio n
and c o n t a c t s ,
in -
s e r v i c e t r a i n i n g and o th e r fo rm s o f p e o p le b ased s u p p o r t.
R esearch h a s sh o w n t i m e and t i m e a g a i n t h a t t h e r e i s no
44
th a t
th e
in a
s u b s t i t u t e f o r t h e p r im a c y o f p e r s o n a l c o n t a c t . . . i f t h e
d i f f i c u l t p r o c e s s o f u n le a r n in g o ld r o l e s and le a r n in g new
o n es i s t o o c c u r .
M cLaughlin
(1 9 7 6 )
a ls o
fa c ilita to r
w o r k in g
w ith
s itu a tio n s .
He a s s e r t e d
r e fe r r e d
th e
th a t
to
te a c h e r s
th is
th e
in
im p o r t a n c e
" h a n d s-o n "
in v o lv e m e n t
in
of
th e
p r a c tic a l
" c o n c r ete "
a c t i v i t i e s i s b e s t d o n e th r o u g h r e g u l a r m e e t i n g s t o s h a r e i d e a s ,
p rob lem s and prom ote su p p o r t.
Huberman
(1 9 8 3 )
d e s c r ib e d
th e
su c c e ssfu l
s c e n a r io
fo r
im p le m e n ta tio n a s one in w h ich th e t e a c h e r s w ere a b le t o m a ste r th e
u s e o f th e in n o v a tio n w h ile r e c e iv in g s u s t a in e d a s s i s t a n c e . Huberman
argued t h a t o n c e t h e c y c l e in v o lv in g a s s i s t a n c e - m a s te r y - com m itm ent
was e s t a b l i s h e d t h e n i t l e a d t o s t a b i l i s e d u s e b y t h e t e a c h e r and
was i n t e r n a l i s e d and i n s t i t u t i o n a l i s e d .
Loucks and L ie b e r m a n (1 9 8 3 ) a l s o i d e n t i f i e d t h e r e l a t i o n s h i p
betw een t h e
tea c h e r
and
th o se
r e s p o n s ib le
fo r
fa c ilita tin g
im p le m e n ta tio n a s a k e y v a r i a b l e . T h ey d e s c r i b e d t h i s r e l a t i o n s h o p
a s " tr u st" and t h e i r d e s c r i p t i o n
is
s im ila r
to
th e c h a r a c t e r is t ic s
o u t lin e d b y H oyle (1 9 7 0 ).
The r e s e a r c h
R u th e r fo rd , 1979;
is
a ls o
r e le v a n t
o f H a ll and h i s
c o lle a g u e s
(H a ll,
G e o r g e and
H all and L oucks, 1978; H a ll and R u th e r fo rd , 1976)
to
th is
i m p l e m e n t a t io n
stu d y .
H a ll
and h i s
c o ll e a g u e s d e m o n s t r a t e d t h a t c h a n g e i s a p r o c e s s and n o t an e v e n t ,
t h a t t h e i n d i v i d u a l t e a c h e r m u st b e s e e n a s t h e m o s t i m p o r t a n t
t a r g e t o f i n t e r v e n t i o n s w h ic h a r e a im e d a t t h e c l a s s r o o m ,
45
th a t
change i s a h i g h l y p e r s o n a l e x p e r i e n c e and t h a t s t a f f d e v e lo p m e n t
can b e s t b e a c h i e v e d
c e n tr e d
fo r th e in d iv id u a l by th e u se o f a c l i e n t
d ia g n o s tic /p r e s c r ip tiv e
a p p r o a c h . The C o n c e r n s B a se d
A d option M odel (CBAM) p r o p o s e d b y H a ll e t a l . sa w t h e c o n c e r n s o f
tea c h e r s a s
in itia lly
concern ed
w ith
" s e lf"
and w hen t h e s e a r e
r e s o lv e d t h e i n d i v i d u a l ' s c o n c e r n s s h i f t t o f o c u s on t h e t a s k and
th e n u l t i m a t e l y upon t h e im p a c t t h a t t h e
i n n o v a t i o n had on t h e
stu d e n ts.
The f i n d i n g s
fro m
th e
H a ll
et
a l.
resea rch
w h ic h h a v e
im p lic a t io n s f o r i n - s e r v i c e programmes a r e :
i.
n o n -u s e r s o f an in n o v a tio n have t h e i r m o st in t e n s e c o n c e rn s a t
th e
sta g e
of
" s e lf"
and
th e
" n a tu re
of
th e
c o n c e rn s a r e a d d r e sse d b y p r o v id in g g e n e r a l
th e i n n o v a t i o n and b y d e s c r i b i n g
how i t
ta sk " .
T h e se
in fo r m a tio n ab ou t
w ill
a ffe c t
th em
p e r s o n a ll y .
ii.
when w o r k in g w i t h n o n - u s e r s o f an i n n o v a t i o n t h e f a c i l i t a t o r
i n i t i a l l y i s t o e m p h a sise t h o s e a s p e c t s o f th e in n o v a tio n w h ich
r e l a t e t o th e n o n -u se r r a th e r th an t o th e s t u d e n t s .
i i i . th e p r o c e s s o f m o v in g fro m c o n c e r n s a b o u t " s e l f " t o c o n c e r n s
ab ou t "inç)act upon t h e s tu d e n ts " can be s lo w .
iv .
t h e a f f e c t i v e s i d e o f change m ust be r e c o g n is e d .
V.
within any group of in-service participants there is likely to
be a variety of concerns.
A c c o r d in g ly ,
in
th e
in itia l
s e s s io n s
w ith
th e
in -s e r v ic e
t e a c h e r s t h e f a c i l i t a t o r p r o v id e d a h ig h d e g r e e o f s t r u c t u r e in th e
t a s k s and a l o t o f s o c ia l - e m o t i o n a l su p p o r t.
46
SUMMARY
T h is C h a p te r had a b r o a d s e r i e s o f a i m s . F i r s t l y , i t o u t l i n e d
t h e tw o r e s e a r c h p e r s p e c t i v e s w h ich have ten d ed t o fram e i n - s e r v i c e
e d u c a tio n r e s e a r c h , n a m e ly ; t h e ' t e a c h e r g r o w t h o r d e v e lo p m e n t '
approach and t h e
'te a c h e r d e f e c t i v e
or
in a d e q u a te '
approach.
S e c o n d ly , t h e t y p o l o g y o f i n - s e r v i c e a c t i v i t i e s p r o p o s e d b y H owey
and J o y c e
(1978)
w as p r e s e n t e d a s i t m oved c o n s i d e r a t i o n o f i n -
s e r v i c e e d u c a tio n from th e p o s s i b l e n e g a t iv e c o n n o t a tio n s o f t h e tw o
m ajor a p p ro a ch es.
I n s te a d i t
i s co n cern ed t o lo o k a t t h e c o n t e x t o f
i n - s e r v i c e s o t h a t th e p r o f e s s i o n a l and p e r s o n a l d im e n s io n s a r e t o
th e fo r e .
T h ir d ly ,
t h e 'co a ch in g ' m odel p rop osed by J o y c e and Show ers and
t h e r e le v a n t f in d in g s from th e c u r r ic u lu m
im p le m e n ta tio n l i t e r a t u r e
w ere a l s o o u t l i n e d . T h e s e s t u d i e s e m p h a s is e d t h e n e e d f o r s u p p o r t
fo r th e te a c h e r a s h e or sh e b e g in s to en g a g e in ch a n g e in
th e
c la s s r o o m and a l s o f o r t h e n e e d t o p r o v i d e o p p o r t u n i t i e s f o r t h e
t e a c h e r t o a c q u i r e t h e s k i l l s and k n o w le d g e t h a t t h e y a r e b e in g
a sk ed
to
im p le m e n t .
The ' o u t s i d e '
e x p e r t p r o v id in g
a o n e-sh o t
im p le m e n ta tio n i n - s e r v i c e programme was s e e n t o be a s i n e f f e c t i v e in
a s s is tin g
te a c h e r
is
te a c h e r s
to
change a s a s e r i e s
n e v e r sh o w n how t o
p r a c tic e . A l i t e r a t u r e
r e v ie w
o f m e e tin g s w h ere th e
im p le m e n t t h e
fa ile d
to
new c u r r i c u l a
id e n tify
or
an y p u b lis h e d
A u s t r a lia n i n - s e r v i c e a c t i v i t i e s w h ic h e x p l i c i t l y u t i l i s e d
th e se
r e s e a r c h f i n d i n g s . The s i m i l a r i t y o f t h e ' c o a c h in g ' m o d e l t o t h e
c o g n i t i v e - b e h a v i o u r i s t th e o r y p rop osed in t h e S o c ia l L earning Theory
o f Bandura (1977) was e x p lo r e d .
47
To g a i n an o v e r v ie w o f i n - s e r v i c e a c t i v i t i e s
in A u s t r a l i a a
taxonom y w as d e v e lo p e d w h ic h u s e d t h e c r i t e r i a o f ; p u r p o s e , m od e,
m em bership,
lo c a tio n
and t im e
to p ro p o se s ix
c a te g o r ie s o f
in -
s e r v i c e programme. T h is taxonom y made i t p o s s i b l e t o c o n s id e r l e v e l s
o f i n v o lv e m e n t r a n g in g fro m i n d i v i d u a l t e a c h e r s t h r o u g h t o w h o le
s c h o o ls and r e g i o n s , c u r r i c u l a c o n c e r n s r a n g in g fro m i n d i v i d u a l
s u b j e c t c o n t e n t th rou gh t o th e d e s ig n o f c u r r ic u lu m and i t s r e la t e d
p r o c e s s e s and c o s t s r a n g in g from v e r y l i t t l e
to m illio n s o f d o lla r s .
The in n o v a t iv e i n - s e r v i c e programme t o be im p lem en ted in t h i s s tu d y
i s am enable t o u s e in any o f t h e s e c a t e g o r i e s .
The b r i e f
r e v ie w
of
A u s tr a lia n
in -s e r v ic e
a c tiv itie s
h ig h lig h t e d th e m ajor in f lu e n c e o f t h e a c t io n - r e s e a r c h approach. One
illu s tr a tiv e
A u s t r a lia
e x a m p le
w h ere
th e
of
th is
w as
E d u c a tio n
seen
in
th e
D e p a r tm e n t
ca se
had
of
W e s te r n
r e w r itte n
a
C aim onw ealth G o v ern m en t G u i d e l i n e t o s p e c i f i c a l l y m e n t io n t h a t an
" a c t io n - r e s e a r c h
approach"
s h o u ld
be u sed .
The e l e m e n t s
in
th e
a c t io n - r e s e a r c h c y c l e , a s o u t lin e d b y Grundy and Kemmis (1 9 8 1 ), w ere
p r e s e n te d in some d e t a i l a s t h e s e e le m e n ts h ave been c e n t r a l in th e
o r g a n is a t io n and p r a c t i c e o f
i n - s e r v i c e a c t i v i t i e s in A u s t r a lia .
48
CHAPTER 4
METHODOLOGICAL ISSUES
INTRODUCTION
In C hapter 3 in t e r a l i a ,
was d e v i s e d
A u s t r a li a .
to
The
illu s tr a te
a taxonom y o f i n - s e r v i c e a c t i v i t i e s
th e range o f in - s e r v ic e a c t i v i t i e s
a c tio n -r e s e a r c h
approach
w a s d o m in a n t
in
in
th e
p u b lis h e d A u s t r a lia n i n - s e r v i c e a c t i v i t i e s .
T h is c h a p t e r c o n s i d e r s so m e o f t h e m e t h o d o l o g i c a l i s s u e s ( i)
w h ich p e r t a i n t o t h e u s e o f t h e a c t i o n - r e s e a r c h a p p r o a c h and ( i i )
w h ich f o l l o w
fro m a 'c o a c h in g ' o r t e c h n i c a l s k i l l s d e v e lo p m e n t
ap p roach w i l l b e d i s c u s s e d . The a c t i o n - r e s e a r c h a p p r o a c h w i l l b e
c o n s id e r e d th ro u g h th e e x t e n s i v e c a s e n o t e s from an a c t io n - r e s e a r c h
p r o j e c t . The a c t i o n - r e s e a r c h approach w i l l be d e a l t w it h in g r e a t e r
d e p th th an t h e 'co a ch in g ' m odel.
BACKGROUND TO M ACTION-RESEARCH PROJECT
In May 1 9 7 9 , a number o f s c h o o l t e a c h e r s from G eelong m et w ith
s e v e r a l s t a f f from t h e Sch ool o f E d u ca tio n , D eakin U n iv e r s it y .
They
d i s c u s s e d p r o b le m s w it h t h e i r own t e a c h in g p r a c t i c e s and c u r r ic u la
and m e th o d s o f m o n i t o r i n g t h e i r own t e a c h i n g . I t w a s a g r e e d t h a t
t h e y w o u ld
m eet to g e th e r
a tte m p ts t o
overcom e t h e ir
on a m o n t h ly b a s i s
p r o b le m s and
ch a n g in g t h e i r c la s s r o o m b e h a v io u r .
49
t h e ir
to d is c u s s
p ro g ress
t h e ir
to w a r d
T h is g r o u p o f
t e a c h e r s and t e r t i a r y
s t a f f m et f o r a b o u t 5
m onths and in t h e i r f i n a l r e p o r t i t was n o te d :
The e x p e r i e n c e had b e e n a c o m p le x o n e .
p ro g ress,
so m e had fo u n d i t d i f f i c u l t
Som e had m ade
to d e fin e
t h e ir
prob lem s in a way t h a t made them am en able t o a n a l y s i s and
t h e d e v e lo p m e n t o f a p p r o p r ia te p la n s o f a c t i o n ,
l e f t th e group f e e l i n g
t h a t i t had f a i l e d
m eet t h e i r own n e e d s (Deakin U n iv e r s it y ,
and some
t o h e l p them
1982,
p .1 6 1 ).
S u b se q u e n tly in N ovem ber 1 9 7 9 a s e c o n d g r o u p o f t e a c h e r s w as
formed and tw o
te a c h e r s
fro m
th e
fir s t
group
c o n t in u e d
th e ir
a s s o c ia tio n .
In O c to b e r 1 9 7 9 , S te p h e n K em m is a d d r e s s e d t h e V i c t o r i a n I n S e r v ic e E d u cation C om m ittee on th e t o p ic "Some i m p l i c a t io n s f o r i n s e r v ic e
e d u c a tio n
and a new m o d e l:
The c l u s t e r - b a s e d
a c tio n -
r e s e a r c h and d e v e lo p m e n t a p p r o a c h " . In t h i s p a p e r Kem m is o u t l i n e d
th e m a jo r s t r u c t u r a l and c u r r i c u l a c h a n g e s w h ic h had o c c u r r e d in
V i c t o r i a o v e r th e l a s t d e c a d e . Kemmis n o ted p a r a d o x ic a lly t h a t t h e s e
f o r c e s f o r c h a n g e had o c c u r r e d j u s t when t h e r e w a s a su d d e n mood
s h i f t and t h e o rd er o f th e day was th e n r e s t r a i n t . Kemmis a t t r i b u t e d
th e
s h ift
to
a
m ore
c o n s e r v a tiv e
p la n
fo r
change
d e t e r i o r a t i n g A u s t r a l i a n e c o n o m y and t h e p u b l i c r e a c t i o n
to
to th e
m agnitude and fr e q u e n c y o f t h e p rop osed c h a n g e s .
In t h i s c o n t e x t , Kemmis argued :
Under c i r c u m s t a n c e s s u c h a s t h e s e , t h e r e se e m t o b e tw o
im p e r a tiv e s
fo r
in -s e r v ic e
e d u c a tio n :
fir s t,
s m a ll
r e s e r v e s o f s c a r c e f u n d s m u s t b e m ade a v a i l a b l e t o h e l p
50
th e
t h o s e s c h o o l s d e e p l y c o m m itt e d t o t h e i d e a l o f s c h o o l based c u r r ic u l u m
se co n d ,
n e tw o r k s
d e v e lo p m e n t
of
in te lle c tu a l
su p p o rt m u s t b e e s t a b l i s h e d
a v a ila b le
s y s te m ic
and
w h ic h
reso u rces
in
e v a lu a t io n ...
and
and
a d m in is tr a tiv e
h arn ess p r e s e n tly n ew
w ays
so
th a t
d ev elo p m en t c a n c o n t i n u e w i t h o u t t h e a d d i c t i v e " f ix " o f
e x tr a o r d in a r y
d e v e lo p m e n ts
reso u rces
(quoted i n ,
w h ic h
a r tific ia lly
D eakin U n iv e r s it y ,
m a in t a i n
1982, p .l6 4 ) .
Kemmis r e m in d e d t h e a u d i e n c e t h a t i n s t i t u t i o n s d o n o t c h a n g e
e a s i l y and q u oted McDonald who w r o te o f t h e c u r r ic u lu m d e v e lo p e r s in
th e B r i t i s h N a t i o n a l D e v e lo p m e n t Program m e i n C om p u ter A s s i s t e d
L e a r n in g :
The b e l i e f t h a t i n n o v a t i o n s s u c c e e d on t h e i r m e r i t s , a
b e l i e f t h a t s u s t a in e d th e r a t io n a l o p tim ism o f t h e f i r s t
g e n e r a tio n o f c u r r ic u l u m d e v e l o p e r s , h a s n e v e r b e e n much
in e v id e n c e a t t h e c e n t r e o f th e N a tio n a l Programme and i s
becom ing r a r e r a t o u t s t a t i o n s .
I t i s g e n e r a l l y a ssu m e d
t h a t th e c i t a d e l o f e s t a b l i s h e d p r a c t i c e w i l l seld om f a l l
t o th e p o l i t e knock o f a good id e a .
I t may how ever y i e l d
t o a lo n g s i e g e , a p r e -e m p tiv e s t r i k e , a wooden h o r s e or a
cu n n in g a l l i a n c e .
to
th e o b served
Sound s t r a t e g i e s a r e c h o se n w ith a v ie w
n a tu r e o f th e c a s e
(q u o te d
in
D e a k in
U n iv e r s it y , 1 9 8 2 , p . l 6 4 ) .
In t h e s e c t i o n
w h ic h
fo llo w s
th e d e t a i l s
fo rm
an a c t i o n -
r e s e a r c h programm e, whch was co n d u cted b y Kemmis and h i s c o ll e a g u e s
a t D eakin U n iv e r s it y , w i l l be p r e s e n te d . The exam p le w i l l b e u sed t o
i l l u s t r a t e t h e p ro b lem s w h ich f o l l o w from u s e o f t h e a c t io n - r e s e a r c h
approach t o f o s t e r c h a n g e .
51
D e s c r ip t io n o f t h e A c t io n -r e s e a r c h P r o j e c t
The p r o p o sa l
A p r o j e c t team from Deakin U n iv e r s it y and a number o f t e a c h e r s
in
r e m e d ia l
c o n s id e r
r e a d in g d e c id e d
how
stu d e n ts
to
w ith
arrange a resea rch
r e a d in g
d iffic u ltie s
p r o jec t
are
to
b est
accommodated in th e c la s s r o o m .
The D e a k i n
U n iv e r s ity
A c tio n -r e s e a r c h
G roup p r o p o s e d a
p ro c e d u r e w h e r e b y : ( i ) t h r e e o r f o u r s c h o o l s w o u ld p a r t i c i p a t e i n
t h e p r o j e c t and e a c h
sch o o l
w o u ld
have b etw e e n
th r ee
and s i x
v o lu n t e e r t e a c h e r s in v o lv e d . The r e s e a r c h team a l s o s t a t e d t h a t th e
p r o je c t m u st h ave
th e
su p p ort o f th e sc h o o l p r in c ip a l
and t h e
r e le v a n t Head o f D epartm ent.
( i i ) an i n i t i a l t w o - d a y w o r k s h o p , w o u ld b e h e l d o v e r a F r id a y
and S a t u r d a y , a t w h ic h t h e y (a) d i s c u s s e d t h e p r o b le m s o f s p e c i a l
la n g u a g e te a c h in g and th e s t r a t e g i e s t h a t th e t e a c h e r s w ere u s in g t o
d e a l w ith i t ;
e ffe c tiv e
(b) i d e n t i f i e d and d e s c r i b e d a r a n g e o f p o t e n t i a l l y
s tr a te g ie s
to
be tr ie d
by th e
group;
(c)
f o r m u la t e d
d e s r ip tio n s o f t h e s e s t r a t e g i e s ;
(d) p r a c t i c e d t h e s t r a t e g i e s ;
(e)
d e s c r ib e d
w h ic h
be
th e
c o n d itio n s
u n d er
th e
s tr a te g ie s
w o u ld
a p p r o p r ia te .
(iii)
t h e t e a c h e r s w o u ld t h e n r e t u r n t o t h e i r s c h o o l s t o t r y
th e s t r a t e g i e s .
(iv )
i t was a g r e ed t h a t a m o n th ly m e e tin g o f th e p a r t i c i p a t i n g
t e a c h e r s and t h e D e a k in U n i v e r s i t y A c t i o n - r e s e a r c h Group w o u ld b e
52
h e ld . A t t h i s m e e tin g t h e group w ould d i s c u s s t h e i r im p le m e n ta tio n
o f t h e s t r a t e g i e s and r e f i n e t h e i r p r a c t i c e and e x p e r ie n c e .
(v)
i t was a g reed t h a t a 'd e b r ie f in g " m e e tin g o f tw o d a y s w ould
b e h e l d a t t h e en d o f t h e t e r m . A j o i n t s t a t e m e n t w o u ld co m e fr o m
t h i s s e s s i o n and i t w o u ld s u m m a r is e t h e t e a c h e r s ' e x p e r i e n c e and
r e p o r t t h e s u c c e s s w ith th e new s t r a t e g i e s .
P r io r t o
t h e f i r s t tw o d a y i n t r o d u c t o r y m e e t in g t h e D e a k in
U n iv e r s it y g r o u p w r o t e f o r m a l l y t o e a c h o f t h e t e a c h e r s i n v i t i n g
them t o p a r t i c i p a t e . A cop y o f John E l l i o t t ' s (1978) p a p e r , "What i s
a c tio n -r e s e a r c h
in
s c h o o ls ? "
an d a c o p y o f a p a p e r
o u tlin in g
in fo r m a l m eth od s o f c o l l e c t i n g d a ta was a l s o s e n t . A few d a y s l a t e r
t h e D e a k in g r o u p s e n t t o t h e t e a c h e r s a p a p e r on r e m e d i a l r e a d in g
and t h e te a c h e r and one on rem ed ia l E n g lis h .
The D eakin group w r o te in t h e i r reco rd :
. . . t h e s e m a t e r i a l s , read in c o n j u n c tio n w it h th e p r o p o s a l, g ave
p a r t i c i p a n t s an id e a o f m e th o d s f o r r e f l e c t i o n and a s e t o f
q u e s t io n s w h ich c o u ld s e n s i t i s e them t o p r o b le m s in th e a r e a o f
r e m e d ia l r e a d i n g . By t h e t i m e t h e y a r r i v e d a t t h e w o r k s h o p ,
e v e r y o n e w o u ld b e 'tu n e d
in ' t o i t s
s u b s t a n c e , b e g in n in g to
s h a r e e x p e c t a t i o n s a b o u t w h a t m ig h t h a p p e n ,
and h a v e
th e
b e g in n in g s o f a common la n g u a g e f o r d i s c u s s i n g th e p r o b le m s.
The W orkshops
The w o r k s h o p w as h e l d on 1 6 - 1 7 N o v e m b e r ,
1979.
The D e a k in
U n i v e r s i t y ' s " O b serv er" s e n t a l l p a r t i c i p a n t s a d r a f t O b s e r v e r 's
53
R ep ort f o r co m m en t and im p r o v e m e n t. (The n o t e s w h ic h f o l l o w a r e
ta k e n from t h e O b serv er's R eports o f t h e s e s s i o n s and a r e qu oted in
D eakin U n iv e r s it y 1982, pp. 173-212.)
F r id a y , November 1 6 .
The m o r n in g o p e n e d w i t h an o u t l i n e o f t h e w o r k s h o p 's a g e n d a
from Kemmis, D eakin U n iv e r s it y , t o th e 24 p a r t i c i p a t i n g t e a c h e r s . He
o u t li n e d t h e f o llo w - u p m e e t in g s , t h e " d e b r ie fin g " w orkshop, th e r o le
o f i n - s c h o o l and b e t w e e n - s c h o o l g r o u p s , why ' r e m e d ia l ' la n g u a g e
t e a c h in g had b een c h o s e n , w hat a c t io n - r e s e a r c h in v o lv e d and th e r o le
o f t h e D eakin U n iv e r s it y O bserver.
The t e a c h e r s w r o t e up t h e s t r a t e g i e s t h e y had n o m in a te d and
t h e y began t o c o n s id e r th e ap p roach es th e y m ig h t u s e t o m o n ito r t h e
s t r a t e g i e s in p r a c t i c e .
S a tu r d a y , November 1 7 .
The p a r t i c i p a n t s
m et a s
s t r a t e g i e s th e y w ould a tte m p t.
sch o o l
groups
to
ch oose
w h ic h
The grou p s th e n r e p o r te d back t o th e
w h ole grou p w h ich s p e c i f i c s t r a t e g i e s t h e y w ould s tu d y . The r e s t o f
t h e s e s s i o n w a s g i v e n o v e r t o a r e p o r t b y t h e D e a k in g r o u p on w h a t
d a t a g a t h e r in g ap p roach es m ig h t b e u s e d , and som e o f th e c o n s t r a i n t s
on ch an ge — b o th p e r s o n a l and s y s t e m ic .
T here w e r e 22 p a r t i c i p a n t s on S a t u r d a y m o r n in g and 18 a f t e r
lu n c h .
The D e a k in O b s e r v e r w r o t e :
"At t h e en d o f t h e a f t e r n o o n i t
seem ed t h a t a few p a r t ic i p a n t s s t i l l
54
had q u e s t io n s a b ou t s e l e c t i n g
s p e c ific
t e c h n iq u e s .
P erhaps
d e fin ite
t e c h n iq u e s d e c id e d
it
w o u ld h a v e b e e n b e t t e r
upon b e f o r e
le a v in g
th e
to have
w ork sh op "
(p .1 7 8 ).
The F i r s t F ollow -U p M eeting
The D e a k in g r o u p s e n t a r e m in d e r l e t t e r t o a l l p a r t i c i p a n t s
e a r l y in t h e s c h o o l y e a r t o t e l l them t h a t t h e r e was t o b e a m e e tin g
on F eb ru ary 21 a t w h ich th e s c h o o ls w ould r e p o r t on t h e s t r a t e g i e s
th e y had im p lem en ted .
T here w ere 9 t e a c h e r s from fo u r p a r t i c i p a t i n g s c h o o ls p r e s e n t
and 6 D e a k in s t a f f . A p o l o g i e s w e r e r e c e i v e d fr o m 7 t e a c h e r s . The
t e a c h e r s r e p o r te d on t h e i r im p le m e n ta tio n s or prop osed s t r a t e g i e s .
I t w a s c l e a r fro m t h e t e a c h e r s ' r e p o r t s t h a t t h e y w e r e u s i n g
in fo r m a l m e t h o d s o f m o n it o r in g and t h a t m o s t had n o t y e t c h o s e n t o
u s e t h e t e c h n i q u e s d e s c r i b e d d u r in g t h e w o r k s h o p s . Kem m is s t a t e d ,
"We've co m e a l o n g w ay i n t h r e e m o n th s . O ver t h e l o n g e r t e r m , w h a t
can b e d o n e o v e r s i x m o n th s?
c o n tr a c t"
T h is i s an a g r e e m e n t we h a v e n o t a
( p .1 8 8 ) .
The Second F o llo w -U p M eeting
The se co n d m e e tin g was h e ld on March 20. There w ere 8 te a c h e r s
from
th r ee
p a r tic ip a tin g
s c h o o ls
p resen t
and
5
D e a k in
sta ff.
A p o lo g ie s w ere r e c e iv e d f r a n 8 t e a c h e r s .
The D eakin O bserver r e p o r te d t h a t th e t e a c h e r s p r e s e n te d v e r b a l
55
r e p o r ts and t h e r e w as l i t t l e
e v id e n c e t h a t t e a c h e r s w ere u s in g
form al m o n ito r in g t e c h n iq u e s .
The Third F ollow -U p M eeting
The t h i r d m e e t in g w as h e l d on May 1 and a w eek o r s o b e f o r e
t h is
d a te
th e
D e a k in
group
sen t
a
r e m in d e r
le tte r
to
th e
p a r t i c i p a n t s . The r e m in d e r l e t t e r , f o r t h e f i r s t t i m e , r e f e r r e d t o
" w r itte n r e p o r t s " fro m m em b ers. T h er e w e r e 9 t e a c h e r s from f o u r
p a r t i c i p a t i n g s c h o o l s p r e s e n t and 4 D e a k in s t a f f . A p o l o g i e s w e r e
r e c e iv e d from 4 p a r t ic i p a n t s (th e O b serv er's R eport d o e s n o t s a y i f
t h e y w ere t e a c h e r s or D eakin S t a f f ) .
The D e a k in O b s e r v e r w r o t e : "The D e a k in s t a f f w e r e b e c o m in g
a n x io u s ab ou t th e d e g r e e t o w h ich th e m e e tin g s w ere becom ing a " ta lk
sh op " ,
in w h ich t h e a c t io n - r e s e a r c h c y c l e was b e in g lo s t " (p .l9 1 ).
The O b s e r v e r a l s o
w r o te :
Kem m is w a s u n a b le t o
a tte n d
th e
m ee tin g b u t he d r a f te d a l e t t e r w h ich was handed o u t a t th e s e s s i o n .
The l e t t e r ,
in p a r t , s a id ;
. . . w e m ig h t t r y t o s h o r te n th e a c t i o n - r e s e a r c h c y c l e . Two ways
t o do t h i s a r e :
1.
W rite
up s t r a t e g i e s
s c h o o ls — ijQ,
as
th ey
a r e b e in g
im p le m e n t e d
in
r e v i s e our i n i t i a l s t r a t e g y d ocum ents from
l a s t y e a r 's w orkshop t o r e f l e c t c u r r e n t p r a c t i c e . T h is w i l l
h e lp
to
c lo s e
im p le m e n ta tio n ,
2 . B eg in
a r is in g
th e
fir s t
m a jo r
lo o p
of
in itia l
(u n d e r lin e d in o r i g i n a l ) .
s y s te m a tic
id e n tific a tio n
of
p a r tic u la r
is s u e s
in c o n n e c tio n w ith th e s t r a t e g i e s - i n - u s e ,
56
p la n
a c t i o n on t h e s e p a r t i c u l a r s ,...
g a th e r r e le v a n t in fo r m a tio n . .
...
im p lem en t t h e a c t i o n ,
th e n
(u n d e r lin e d in o r i g i n a l ) .
I p u t (th e se ) t o you in t h e hope t h a t we can s tr e n g t h e n our
w h o le -g ro u p e n t e r p r i s e b y b u ild in g in a l i t t l e
more s y s t e m a t i c
a c t i o n and r e s e a r c h w h ic h c a n g i v e u s a c e r t a i n s e n s e o f o u r
p ro g ress:
w h a t h a s a l r e a d y b e e n a c h i e v e d and m ore s p e c i f i c
s h o r t- t e r m g o a l s f o r c o n t i n u i n g
t o m ake p r o g r e s s .
(K em m is,
q u o ted in Deakin U n iv e r s it y , 1 9 8 1 , p p . 1 9 1 - 1 9 2 ).
The tw o s u g g e s t io n s in Ifem mis's l e t t e r w ere t o be t h e f o c u s fo r
t h e f o u r th m e e tin g , w hich was s c h e d u le d f o r th e 23rd Ju n e.
The F ou rth F ollow -U p M eetin g
The o r i g i n a l m e e t in g t i m e c o u l d n o t b e u s e d a s t h e t e a c h e r s
w ere s t a r t i n g a new t e r m . The m e e t in g t o o k p l a c e a f o r t n i g h t l a t e r
on J u l y 7 . T h e r e w e r e 7 t e a c h e r s fro m t h r e e p a r t i c i p a t i n g s c h o o l s
p r e se n t,
and
p a r tic ip a n ts
3 D e a k in
(th e
sta ff.
O b s e r v e r 's
A p o lo g ie s
R eport d o e s
w ere
r e c e iv e d
fr o m
not
say
if
th ey
to
th e
m e e tin g .
7
w ere
t e a c h e r s or D eakin s t a f f ) .
Two s c h o o l s
brought
w r itte n
r e p o r ts
r e p o r te d on a c o n t r a c t l e a r n i n g p rogram m e and t h e o t h e r
One
on c o ­
o p e r a t iv e t e a c h i n g ( i . e . , tea m t e a c h i n g ) . I t w a s a g r e e d t h a t t h e s e
r e p o r t s would be s e n t t o a l l p a r t i c i p a n t s .
57
The F i f t h F ollow -U p M eeting
The f i f t h m e e t in g w as h e l d on A u g u s t 7 . T h e r e w e r e 5 t e a c h e r s
from t h r e e s c h o o l s p r e s e n t , and 3 D e a k in s t a f f .
A p o lo g ie s w ere
r e c e iv e d fro m 5 p e o p l e ( t h e O b s e r v e r 's R e p o r t d o e s n o t s a y i f t h e y
w ere t e a c h e r s or D eakin s t a f f ) .
At t h i s m e e t in g t h r e e r e p o r t s b y p a r t i c i p a n t s w e r e p r e s e n t e d
and d i s c u s s e d ; o n e on t h e c o n s u l t a t i v e g r o u p s t r a t e g y , a n o t h e r on
s i l e n t r e a d in g and th e t h ir d on c o - o p e r a t iv e t e a c h in g .
In t h i s
s e s s io n
w h ile d is c u s s io n
w as g o in g
on a b o u t
one
s c h o o l ' s a t t e m p t a t c o - o p e r a t i v e t e a c h i n g , K em m is w as q u o t e d a s
s a y in g ,
" ...v id e o -t a p e
is
a n o t h e r w ay o f t e l l i n g
p e o p le w h at i s
h ap p en in g. J u s t a p o r ta -p a k , r o l l in and f i l m a c t i v i t i e s — n o th in g
e la b o r a t e " .
The O b serv er's R eport showed t h a t t h e i n i t i a l
Kemmis comment
was ig n o red b y th e t e a c h e r s , so th en Kemmis s a id :
Could we a g r e e i n p r i n c i p l e t o m ake a f e w b r i e f f i l m s , e . g . ,
one a b o u t c o n t r a c t s (s u c h a s m a k in g t h e c o n t r a c t s ) , a s c i e n c e
te a c h e r w orking w ith a r e m e d ia l t e a c h e r , e t c . (quoted in Deakin
U n iv e r s it y , 1 9 8 1 , p . 2 0 4 ) .
The S ix th F ollow -U p M eeting
The
s ix th
m e e t in g
w as
h e ld
25.
The D e a k in
O b s e r v e r 's R eport s t a t e d , "At th e tim e o f t h i s w r i t i n g ,
t h e r e i s no
O b s e r v e r 's R e p o r t f o r t h e m e e t in g "
58
on
S e p te m b e r
(q u o te d i n D e a k in U n i v e r s i t y ,
1 9 8 1 , p .2 0 8 ). The number in a tte n d a n c e was n o t g iv e n b u t t h e r e was a
n o te w h ic h s a i d , "One o f t h e s c h o o l s h a s d e c i d e d t o w it h d r a w s i n c e
it
h a s a new p r i n c i p a l
and t h e r e
are
new d e v e lo p m e n t s a f o o t "
a n d ... "The t e a c h e r s i n v o l v e d w a n t t o b e k e p t in fo r m e d o f w h a t i s
happ en ing and th e y w i l l c o -o p e r a t e on som e a s p e c t s o f f u t u r e work"
( p .2 0 8 ) .
ISSUES FROM ACTION-RESEARCH
The e x t e n s i v e q u o t a t io n s fro m t h e D e a k in U n i v e r s i t y O b s e r v e r
who p a r t ic i p a t e d
in t h e a c t io n - r e s e a r c h programme w ere p r e s e n te d t o
h i g h l i g h t and i l l u s t r a t e s e v e r a l o f t h e i s s u e s w h ic h f o l l o w
fr o m
t h i s a p p ro a ch .
F ir s tly ,
throu gh
th e
th e re
is
th e
is s u e o f
a c tio n -r e s e a r c h
ste p s
t i m e . W ork in g m e t h o d i c a l l y
of
p la n n in g ,
a c tin g ,
d a ta
g a th e r in g and o b s e r v in g and r e f l e c t i n g th rou gh s e v e r a l c y c l e s t a k e s
a l o t o f t i m e . M o st t e a c h e r s d o n o t h a v e t h i s am ou n t o f t i m e and
th u s e i t h e r le a v e t h e a c t i v i t y or becom e f r u s t r a t e d . I f t h e p a c e o f
change i s
s lo w th e n t h e new p r o c e d u r e s / p r o c e s s e s / s k i l l s / i d e a s m ust
be a t t r a c t i v e e n o u g h t o j u s t i f y t h e e f f o r t b e i n g d e v o t e d t o th e m .
W hile t h e t e a c h e r s i n t h e D e a k in p r o j e c t a p p e a r e d t o h a v e a h i g h
i n i t i a l c o m m itm e n t,
i t a p p ea rs t h a t a f t e r a b r i e f s t a y w ith th e
p r o j e c t , m any f e l t i t w as m o re t r o u b l e th a n i t w as w o r th and o p t e d
o u t.
S e c o n d ly , t h e r e i s th e i s s u e o f how autonom ous a r e t h e t e a c h e r s
and i n p r a c t i c e , how d e m o c r a tic a r e th e p r o c e s s e s r a th e r th an m e r e ly
r h e t o r i c . In t h e D e a k in p r o j e c t Kemmis i s " p r o d d in g " t h e t e a c h e r s
59
w ith h i s
le tte r ,
and l a t e r
h i s v i e w s on v i d e o - t a p i n g a l e s s o n .
S i m i l a r l y , B ow en , G reen and P o l s ( 1 9 7 5 ) , t h r e e t e a c h e r s on t h e Ford
T p ro ject,
w ith
w r o te , "...They (th e r e s e a r c h team) k e p t u s w e l l s u p p lie d
m a te r ia l
to d is c u s s ,
c r itic is e
and
w ork on".
T h e s e tw o
in s t a n c e s p o in t t o a p o s s i b l e c o n t r a d ic t io n in p r a c t i c e ; n am ely, th e
a c t i o n - r e s e a r c h a p p r o a c h i s g u id e d b y t h e r e c o n n a i s s a n c e p h a s e and
t h e d e v e lo p m e n t o f t h e r ig h t m easu re(s) t o f i t th e s i t u a t i o n and y e t
th e i n - s e r v i c e a c t i v i t y or th e s c h o o l i n i t i a t i v e o f t e n com es a s a
fin a l,
c o m p le te p ack age m eant t o be im p lem en ted a s i t i s d e s c r ib e d .
( S a d le r , (1984) h a s d e s c r i b e d how in s o m e a c t i o n - r e s e a r c h p r o j e c t s
t h e r e o f t e n a p p e a r s t o b e no c o l l e g i a t e p l a n n i n g and no o b v i o u s
e x p la n a t io n a s t o why th e change or p r a c t i c e i s needed and s o on. In
p r a c tic e ,
th e r e fo r e ,
th e p r o c e s s i s a c e n t r e - p e r ip h e r y m odel o f
im pl o r ie n tâ t i o n .
T h ir d ly , t h e r e i s t h e i s s u e o f v a l u e f o r m on ey. In t h e D e a k in
p r o j e c t t h e r e w ere a b o u t tw o s c h o o l t e a c h e r s f o r e v e r y D eakin s t a f f
member a t t h e f o l l o w - u p m e e t i n g s .
In t h e s e f i n a n c i a l
tim e s th e
j u s t i f i c a t i o n o f s u c h an e x p e n d i t u r e n e e d s t o b e q u e s t i o n e d . Two
r e la t e d p o i n t s a r e t h a t g iv e n th e t e a c h in g s t a f f c o s t s in v o lv e d h e r e
i s i t r e a so n a b le t o move in su ch a p ie c e m e a l f a s h io n and, g iv e n su ch
an a p p r o a c h , d o e s i t m ake c h a n g e w i t h i n t h e w id e r c o n t e x t o f t h e
s c h o o l o r t h e 's y s t e m ' p o s s i b l e .
F o u r th ly , t h e r e i s th e i s s u e o f t e a c h e r p r o f e s s i o n a li s m . In t h e
D eakin p r o j e c t t h e r e i s no e v id e n c e o f an a r t i c u l a t e d v ie w from t h e
t e a c h e r s on w h a t t h e y h a v e b e e n e n g a g e d i n .
The i n - s e r v i c e a c t i v i t y a g r e e d b y t h e t e a c h e r s and t h e D e a k in
60
sta ff
was co n c e rn ed w it h te a c h in g s t r a t e g i e s f o r r e m e d ia l r e a d e r s .
In t h i s s i t u a t i o n o n e w o u ld e x p e c t a s u b s t a n t i a l i n c r e a s e i n t h e
p r o fe s s io n a l
u n d e r s ta n d in g
r e p o r te d . The v i e w s
move b e y o n d
s tr a te g ie s
an d
s k ills
of
th e
tea c h e r s
to
be
w h ic h w e r e e x p r e s s e d b y t h e t e a c h e r s d i d n o t
a p e r ip h e r a l
c o n s id e r a tio n
o f t h e new t e a c h i n g
f o r r e m e d ia l s tu d e n ts .
F ifth ly , th e r e i s th e is s u e o f c o l l e g i a l i t y .
W h ile i t i s n o t
e v id e n t h e r e , t h e r e i s d a t a ( s e e f o r e x a m p le , N ix o n , 1 9 8 1 ; G al t o n
and M oon, 1 9 8 4 ) t o s u g g e s t t h a t so m e t e a c h e r s i n v o l v e d i n a c t i o n r e s e a r c h p r o j e c t s ten d t o d e v e lo p a n ' i n - g r o u p
o u t-g r o u p ' f e e l i n g
and a s a c o n se q u e n c e th e y c r i t i c i s e o th e r t e a c h e r s o r d e r id e o th e r
a p p ro a ch es t o c h a n g e .
S i x t h l y , t h e r e i s th e i s s u e o f c h o o s in g th e b e s t approach f o r a
p a r t i c u l a r t a s k . The a c t i o n - r e s e a r c h a p p r o a c h o f t e n a p p e a r s t o b e
u sed
on
th e
b a s is
of
an ' i d e o l o g i c a l '
c o m m itm e n t,
r a th e r
th a n
b e c a u s e i t i s t h e b e s t a p p r o a c h a v a i l a b l e . In t h e D e a k in s t u d y , f o r
in s t a n c e , i t m ig h t h a v e b e e n b e t t e r t o f o c u s a t t e n t i o n on a d i r e c t
in s tr u c tio n a l
read ers
approach
w hen w o r k in g
w ith
tea c h e r s
of
r e m e d ia l
(G age, 1 9 7 8 ) .
F i n a l l y t h e r e i s th e i s s u e o f r e i f i c a t i o n o f p r a c t i c a l or c r a f t
kn ow led ge. A m ajor l i m i t a t i o n in t h e a c t io n - r e s e a r c h approach i s th e
i m p l i c i t a ssu m p tio n t h a t p r a c t i c a l e x p e r ie n c e o n ly i s
th e b a s i s o f
l e a r n in g and d e v e lo p m e n t. T h is d e l i b e r a t e d o w n p la y in g or ig n o r in g o f
t h e o r e t i c a l k n ow led ge i s
t e a c h in g
p r o fe s s io n .
p r o fe s s io n a l
in im i c a l t o t h e lo n g term v i t a l i t y o f t h e
The q u e s t i o n
e x p e r ie n c e
m u st
be
61
of
p la c e d
e x p a n d in g
in
th e
a w id e
tea ch ers'
th e o r e tic a l
fram ework and s e t o f p r o c e s s e s r a t h e r th a n l o c a t e d i n a s p e c i f i c
s i t e and p r a c t i c e p e r c e iv e d t o be u n iq u e t o t h a t s i t u a t i o n .
ISSUES FROM THE COACHING MODEL
The ' c o a c h in g ' m o d e l a p p r o a c h h a s so m e i s s u e s w h ic h r e l a t e t o
i t a ls o .
F i r s t l y , t h e p u b l i s h e d r e p o r t s p r o v i d e no t e a c h e r ' s v i e w s on
w hat i t i s th e y w ere d o in g . S i m i l a r l y ,
t h e r e i s no comment from th e
t e a c h e r s on t h e i r p r o f e s s i o n a l u n d e r s t a n d in g o f w id e r e d u c a t io n a l
i s s u e s f o llo w in g a 'c o a c h in g ' e p is o d e .
S e c o n d ly ,
th e re
is
th e
r e la te d
is s u e
of
th e
tea c h e r
m e c h a n ic a lly im p le m e n tin g a s e r i e s o f s k i l l s w it h no a p p r e c ia t io n o f
im p o rta n t c o n t e x t u a l or in te r v e n in g f a c t o r s .
T h ir d ly , th e c o a c h in g m o d el's v ie w o f th e te a c h e r ap p ea rs t o b e
a narrow o n e. C le a r ly ,
th e te a c h e r m ust be s e e n n o t o n ly a s engaged
in c e r t a i n c la s s r o o m b e h a v io u r s b u t a l s o a s an a c t i v e p r o c e s s o r o f
in fo r m a tio n b e f o r e , d u r in g and a f t e r c l a s s r o o m
i n s t r u c t i o n . T h is
p e r s p e c t i v e o f th e t e a c h e r a s 'in fo r m a tio n p r o c e s s o r ' h a s been shown
c le a r ly
in th e U.S. N a tio n a l I n s t i t u t e o f E d u ca tio n R ep o rt, when i t
a sser te d ;
I t i s o b v i o u s t h a t w h a t t e a c h e r s d o i s d i r e c t i v e t o no
s n a il m ea su re f o r w h at th e y t h in k .
M oreover, i t w i l l be
n e c e ssa r y fo r any in n o v a tio n in th e c o n t e x t , p r a c t i c e s ,
and t h e te c h n o lo g y o f te a c h in g t o b e m ed ia te d th rou gh t h e
m inds and m o tiv e s o f t e a c h e r s . To th e e x t e n t t h a t o b serv ed
62
or in te n d ed b eh a v io u r i s " th o u g h tle s s " ,
i t makes no s e n s e
o f t h e human t e a c h e r s m o st u n iq u e a t t r i b u t e s . In d o in g s o ,
i t becom es m ec h a n ic a l and m ig h t w e l l be d one b y a m ach ine.
I f , h ow ever, t e a c h in g i s d one and, in a l l l i k e l i h o o d , w i l l
c o n t in u e t o be d one by human t e a c h e r s , th e q u e s t io n o f th e
r e l a t i o n s h i p s b e tw e e n th o u g h t and a c t i o n b ecom es c r u c ia l
(N a tio n a l I n s t i t u t e o f E d u c a tio n , 1 9 7 5 , p . l ) .
S in c e t h e p u b lic a t io n o f t h i s R ep ort, th e r e s e a r c h on te a c h e r s '
th o u g h t p r o c e s s e s and d e c i s i o n s h as b u rgeoned.
S h a v e lso n and S te r n
(1981) and C la r k and P e t e r s o n ( 1 9 8 6 ) , h a v e p r o v id e d c o m p r e h e n s iv e
r e v ie w s o f t h i s r e s e a r c h . The p i c t u r e t h a t o n e r g e s from th e r e s e a r c h
shows t e a c h e r s a s m ore a k in t o d o c t o r s and l a w y e r s r a t h e r th a n t o
t e c h n ic i a n s . T h a t i s ,
r o u t in e s k i l l s
th e te a c h e r d o e s n o t s im p ly a p p ly a s e t o f
or b e h a v io u r s ,
b u t r a th e r
is
engaged
i n c o m p le x
d e c i s i o n m a k in g , w h ic h i s r e f l e c t e d i n c l a s s r o o m b e h a v io u r w h ic h
v a r i e s t o new c ir c u m s ta n c e s .
SUMMARY
T h is c h a p t e r h a s b e e n c o n c e r n e d t o e x p l i c a t e m e t h o d o l o g i c a l
i s s u e s w h ich come from th e a c t io n - r e s e a r c h approach and th e c o a c h in g
m odel. In c o n n e c t i o n w i t h t h e fo r m e r i t h a s d o n e t h i s th r o u g h a
c o n s id e r a t io n i n so m e d e p t h an a c t i o n - r e s e a r c h p r o j e c t w h ic h w as
co n d u cted in A u s t r a lia . The O b serv er's n o t e s from t h e m e e tin g s w ere
u sed t o h i g h l i g h t s e v e r a l im p o r t a n t i s s u e s w h ic h f o l l o w fro m t h e
a c t io n - r e s e a r c h a p p r o a c h . T h e s e i s s u e s i n c l u d e d ; t h e l a r g e a m o u n ts
of
tim e
th a t
are
r e q u ir e d ;
th e
63
gap
b e tw e e n
th e
r h e to r ic
of
c o l l e g i a l i t y and d e m o c r a t i c d e c i s i o n m a k in g c o n t r a s t e d w i t h t h e
r e a l i t y o f a c o v e r t and o v e r t l e a d e r s h i p b y t h e f a c i l i t a t o r ;
th e
c o s t e f f e c t i v e n e s s o f t h e approach; t h e p o s s i b i l i t y o f th e a d h e r e n ts
d e v e lo p in g an 'in -g r o u p o u t-grou p ' fram e o f r e f e r e n c e w h ich makes i t
d iffic u lt
fo r
a w h o le
sch ool
sta ff
to
w ork
to g eth e r ,
and
th e
c o u n t e r - p r o d u c t iv e n a t u r e o f f o c u s s i n g e x c l u s i v e l y on p r a c t i c a l o r
c r a f t k n ow led ge.
The c o a c h in g
m odel
a ls o
w as
seen
to
have s e v e r a l
is s u e s
a s s o c i a t e d w ith i t s u s e . These i s s u e s r e la t e d t o th e b e h a v i o u r is t ic
framework o f
th e
a p p r o a c h an d
in c lu d e d :
th e
la c k
of
tea c h e r
d i s c u s s i o n o f w id e r p r o f e s s i o n a l c o n c e r n s ; and t h e p o s s i b i l i t y o f
th e te a c h e r ig n o r in g im p o r ta n t c o n t e x t u a l and i n t e r a c t i v e f a c t o r s t o
im p la n en t som e p r e -d e te r m in e d p r a c t i c e or p ro c e d u r e .
W hile t h i s c h a p te r h a s fo c u s s e d on som e o f t h e n e g a t iv e i s s u e s
a s s o c i a t e d w ith t h e a c t io n - r e s e a r c h approach and th e c o a c h in g m o d el,
t h e r e a r e , o f c o u r s e , im p o r ta n t p o s i t i v e a s p e c t s f o ll o w i n g from ea ch
approach a l s o . For e x a m p le E l l i o t t (1 9 7 6 -7 ) sh o w e d how t h e a c t i o n r e s e a r c h approach can h e lp t e a c h e r s t o d e v e lo p a w id e r p r o f e s s i o n a l
u n d er sta n d in g o f t h e i r c la s s r o o m b e h a v io u r and th e r e s e a r c h o f Jo y ce
and Show ers (1983) d e m o n str a ted how t h e c o a c h in g m odel can be u sed
t o change a t e a c h e r 's c la s s r o o m b e h a v io u r .
In
th e
next
c h a p te r
an
in -s e r v ic e
p rogram m e
b ased
on
a
s y n t h e s i s o f th e a c t i o n - r e s e a r c h and c o a c h in g m odel a p p roach es and
t h e r e l e v a n t f i n d i n g s fro m t h e c u r r ic u lu m im p le m e n ta tio n r e s e a r c h
w i l l b e p r o p o s e d and u s e d w i t h a g r o u p o f i n - s e r v i c e t e a c h e r s .
In
la t e r c h a p te r s th e s u c c e s s o f t h i s ap p roach in h e lp in g t e a c h e r s
ch an ge t h e i r t e a c h i n g s t r a t e g i e s and t h e i r p e r c e p t i o n s o f w id e r
p r o f e s s i o n a l i s s u e s w i l l b e exam in ed .
64
CHAPTER 5 .
DESIGN OF THE STUDY
INTRODUCTION
In t h e l a s t tw o c h a p te r s th e e s s e n t i a l f e a t u r e s o f th e a c t i o n r e s e a r c h approach t h e 'co a c h in g m odel' and some o f th e f in d in g s from
c u r r ic u lu m
im p le m e n ta tio n s t u d i e s w ere o u t li n e d .
In t h e d i s c u s s i o n
o f t h e tw o m a jo r a p p r o a c h e s , i . e . , a c t i o n - r e s e a r c h and c o a c h i n g i t
was s e e n t h a t b o t h had so m e i m p o r t a n t l i m i t a t i o n s . The a c t i o n r e s e a r c h ap p roach, f o r in s t a n c e ,
to
s c a le ,
tim e
and
fu n d in g ,
ccxnmitment (D unk in and B i d d l e ,
was s e e n t o h ave p ro b lem s r e l a t i n g
and,
p r e s e n tly ,
1974)
to
a sp e c ts
an
'id e o lo g ic a l'
of
t h e g r o u p 's
f u n c t io n in g .
The c o a c h in g o r t r a i n i n g m odel o f t e n p r e s e n t s th e t e a c h e r a s a
m ec h a n ic a l im p lem en ter o f d i s c r e t e
s k i l l s or te a c h in g s t r a t e g i e s ,
i s n o t c o n c e r n e d t o u n d e r s t a n d o r e x p l o r e w id e r c l a s s r o o m o r
e d u c a t io n a l i s s u e s . In a d d i t i o n , b o t h t h e a c t i o n - r e s e a r c h and t h e
'c o a c h in g ' a j^ r o a c h e s appeared t o h ave ig n o r e d th e w id e r l i t e r a t u r e
on c u r r ic u l u m
i m p l e m e n t a t io n w h ic h h a s d i r e c t r e l e v a n c e t o t h e
t r a n s l a t i o n o f new s k i l l s , u n d e r s t a n d i n g s , and b e h a v io u r i n t o t h e
s c h o o ls .
The d e s i g n o f t h e p r e s e n t s t u d y c o m p r i s e s a s p e c t s o f a c t i o n resea rch
approach,
th e
c o a c h in g
m odel
and
th e
c u r r ic u lu m
im p le m e n ta tio n s t u d i e s . The c o n s t r a i n t s o f t i m e , r e s o u r c e s and t h e
com m itm ents o f th e t e a c h e r s in v o lv e d in t h e i n - s e r v i c e programme t o
th e ir
o n g o in g s c h o o l
te a c h in g
65
s itu a tio n
m ean t t h a t
it
w as n o t
p o s s i b l e t o u t i l i s e an e x p e r i m e n t a l d e s i g n (C a m p b e ll and S t a n l e y ,
1 9 6 3 ). P r a c t i c a l c o n s t r a i n t s s u c h a s t h e t i m e a v a i l a b l e and t h e
number o f t e a c h e r s in v o lv e d m eant t h a t t h e r e was no o p p o r tu n ity t o
random ise t h e i n - s e r v i c e t e a c h e r s i n v o l v e d t o t h e t r e a t m e n t s , i . e ,
t h e new t e a c h i n g s t r a t e g i e s ,
and s o g a i n e x p e r i m e n t a l c o n t r o l .
A ls o , g iv e n th e c la s s r o o m based n a tu r e o f t h e i n - s e r v i c e program m e,
w here t h e d y n a m ic s o f t h e c la s s r o o m
s it u a t io n r e q u ir e s th a t th e
t e a c h e r s a r e n o t u n d er an o b l i g a t i o n t o a c t o r b e h a v e i n a w ay t h a t
was c o n s id e r e d a p p r o p r ia te a t an e a r l i e r t im e , i t i s l i k e l y t h a t th e
tea c h e r s w i l l
have to
changed c l a s s r o o m
change t h e ir
c ir c u m s ta n c e s .
b e h a v io u r t o
In s h o r t ,
deal
w ith
th e
th e c la s s r o o m s a r e
dynam ic s i t u a t i o n s and th e te a c h e r m u st be f r e e t o a l t e r h i s o r h er
b e h a v io u r i f th e s i t u a t i o n w a r r a n ts i t .
The d e s ig n can b e s e e n
a s a 'p a tc h e d - u p ' t i m e s e r i e s d e s i g n (C a m p b e ll and S t a n l e y , 1 9 6 3 ) ,
w here th e t e a c h e r 's c la s s r o o m
s e r v i c e p rogram m e i s
programme c a n
te a c h in g
b e h a v io u r p r io r t o t h e i n -
know n, t h e b e h a v io u r a f t e r
be a s c e r ta in e d
and
th e
th e in - s e r v ic e
tea c h e r s
are
a b le
to
d e m o n s tr a te , in t h e i r c la s s r o o m s , th e new te a c h in g s t r a t e g y when and
a s t h e y c h o o se .
W hile t h i s i n - s e r v i c e p rogram m e and i t s e v a l u a t i o n w a s n o t a
t r u e e x p e r im e n ta l d e s ig n i t i s c o n s id e r e d n o t a m ajor c o n c e r n ,
th e
stu d y
does
in v e s tig a tio n .
p o ssess
F ir s tly ,
te a c h e r c l a s s r o o m
th e
it
im p o r t a n t
e le m e n ts
of
fo r
s c ie n tific
i t p r o p o s i n g an a p p r o a c h t o c h a n g in g
b e h a v io u r w h ic h i s
' t e s t a b l e ' . S e c o n d ly ,
i t is
a n p i r ic a l i n t h a t t h e d a t a u s e d t o t e s t w h e t h e r o r n o t t h e r e i s a
ch an ge i n t h e t e a c h e r ' s b e h a v io u r
is
g a th e r e d b y a r e p r o d u c ib le
m eth o d o lo g y . T h i r d l y , t h e 't h e o r y ' u s e d i n c h a n g in g t h e t e a c h e r ' s
c la s s r o o m b e h a v io u r i s open t o f a l s i f i c a t i o n .
66
As R o s e n s h i n e a n d F u r s t ( 1 9 7 3 , p .7 6 ) s t a t e :
...u n t il
e d u c a to rs con cern
th e m s e lv e s
w ith
im p r o v in g
r a th e r than p r o v in g h y p o th e s e s , and u n t i l we s t o p g e t t i n g
l e t t e r s fro m c o l l e a g u e s who i n d i c a t e m ore i n t e r e s t
in
s t a t i s t i c s th an s t u d e n t s , we s h a l l n o t le a r n t h e a n sw e r s.
The T each ers in t h e Study
There w ere t h r e e grou p s o f t e a c h e r s in v o lv e d a t d i f f e r e n t tim e s
in t h e s t u d y . F i r s t l y , an o p p o r t u n i t y s a m p le o f 1 6 0 t e a c h e r s w e r e
su r v e y ed th rou gh tw o q u e s t io n n a ir e s t o a s c e r t a i n t h e i r v ie w s on t h e
Aims o f E d u c a tio n and t h e i r C la s s r o o m O r g a n i s a t i o n . S e c o n d ly , a
s m a lle r group o f 26 t e a c h e r s who w ere a v a i l a b l e and a c c e s s i b l e f o r
in t e r v ie w
w e r e t a k e n fro m t h e w id e r s a m p le . T h i r d l y , o f t h e
26
te a c h e r s i n t e r v i e w e d , 10 who c o u ld j o i n t h e i n n o v a t i v e i n - s e r v i c e
programme w ere ask ed t o do s o .
The t e a c h e r s in v o lv e d in th e v a r io u s a c t i v i t i e s d id n o t d i f f e r
s i g n i f i c a n t l y from t e a c h e r s d e s c r ib e d b y R eynolds and C lark
(1984).
Most w e r e i n t h e m e t r o p o l i t a n r e g i o n and t h e r e w e r e n o n e fro m t h e
o u t ly i n g r e g io n s in W estern A u s t r a li a .
The P h a ses o f t h e I n - s e r v i c e Programme
There w ere fo u r s e p a r a te b u t i n t e r - r e l a t e d p h a se s in th e s tu d y .
T h ese a r e sh ow n i n F i g u r e 4 .1 . The f i r s t p h a s e i n v o l v e d a s e m i ­
s tr u c t u r e d in t e r v ie w w it h t h e t e a c h e r s w h ich so u g h t t o e l i c i t
from
them in fo r m a tio n on t h e i r c u r r e n t te a c h in g s t r a t e g i e s and c la s s r o o m
p r o c e d u r e s.
In
th is
p h ase,
th e
tea c h e r s
q u e s t io n n a ir e s (A p p e n d ic e s 1 ,2 and 3 ) .
67
a ls o
c o m p le te d
tw o
The s e c o n d
p h ase
in v o lv e d
t e a c h e r s and t h e f a c i l i t a t o r
th e
w e e k ly
s e s s io n s
w h ere
th e
w ork ed t o g e t h e r t o d e v e l o p t h e new
c la s s r o o m t e a c h i n g s t r a t e g i e s and s k i l l s i n m o n it o r in g c l a s s r o o m
p ro cesses.
The t h i r d p h a s e i n v o l v e d t h e t e a c h e r s in t r y i n g t o im p le m e n t
t h e new te a c h in g s t r a t e g y in t h e i r c la s s r o o m s .
The f o u r t h p h a s e cam e a f t e r t h e t e a c h e r s had im p le m e n te d t h e
new t e a c h i n g s t r a t e g y . I t i n v o l v e d t h e t e a c h e r s t e a c h i n g a l e s s o n
u s in g t h e new s t r a t e g y ,
w eeks o r
up t o
s ix
a f t e r an i n t e r v a l o f a m inim um o f t h r e e
w eek s.
D e t a i l s o f t h e I n - s e r v i c e Programme
Phase 1
The f a c i l i t a t o r
co n d u cted s e m i- s t r u c t u r e d
in t e r v ie w s w ith th e
t e a c h e r s d u r in g t h e i n i t i a l p h a se o f t h e s tu d y . T hese w ere aim ed a t
g a in in g
so m e
u n d e r s t a n d in g
of
th e
t e a c h e r 's
sch o o l
or
c o lle g e
w orking s i t u a t i o n . T h is i n f o r m a t i o n w a s a l s o s h a r e d i n t h e f i r s t
group m e e tin g . In a d d it io n t h e t e a c h e r s w ere ask ed t o d e s c r ib e t h e i r
te a c h in g s t r a t e g i e s ,
and t h e " in -s c h o o l" and " o u t -o f - s c h o o l" f a c t o r s
w hich t h e y i d e n t i f i e d a s b a r r ie r s t o ch an ge or th e r e a so n s why th e y
w ere te a c h in g a s t h e y p r e s e n t l y w ere.
P hase 2
In th e f i r s t group m e e tin g s i t u a t i o n s t h e t e a c h e r s w ere g iv e n a
s e r i e s o f 'ic e -b r e a k e r ' a c t i v i t i e s by t h e f a c i l i t a t o r .
The t e a c h e r s
in t e r a c t e d a s d y a d s , t r i a d s and d id s e v e r a l v ^ o le -g r o u p a c t i v i t i e s .
68
In a l l l a t e r s e s s i o n s t h e f a c i l i t a t o r s o u g h t t o s tr e n g t h e n th e
s o c i a l - a n o t i o n a l a s p e c t s o f t h e g r o u p s a s t h e d e v e lo p m e n t o f t r u s t
and su p p o r t b e tw e e n t h e group members w as s e e n a s im p o r ta n t in th e
l a t e r d e m o n s tr a tio n and p e e r te a c h in g a c t i v i t i e s
(H o y le , 1 9 7 0 ).
The g e n e r a l p la n f o r t h e im p le m e n ta tio n o f an a c t io n - r e s e a r c h
p r o j e c t (Deakin U n iv e r s it y ,
1982) a l s o was in tr o d u c e d b r i e f l y t o th e
t e a c h e r s in t h e i n - s e r v i c e p rogram m e a t t h e s e c o n d m e e t i n g . O th e r
a s p e c t s and r e l e v a n t e x t r a c t s fro m The A c t io n
(D eakin U n i v e r s i t y ,
Gal to n ,
et
a l.
R e s e a r c h R ea d er
1 9 8 2 ) , M e th o d s o f I n v e s t i g a t i n g C l a s s r o o m s ,
(1 9 8 2 ),
" S tu d y in g
le a r n in g
in
a
c o lla b o r a tiv e
c la s s r o o m " , ( W i l l i a m s o n , 1 9 8 4 ) , and M o d e ls o f T e a c h in g ( J o y c e and
W e il, 1 9 8 6 ) , w ere g iv e n t o t h e te a c h e r s d u r in g t h i s s e s s i o n .
In
th is
an d
la te r
s e s s io n s
a ls o ,
several
p o in ts
w ere
h i g h l ig h t e d fo r th e t e a c h e r s ;
i.
t h a t t h e i n t e n t i o n o f t h i s i n - s e r v i c e p r o g r a m m e , w h ic h w o u ld
in v o lv e t h e p r o c e d u r e s fro m t h e a c t i o n - r e s e a r c h a p p r o a c h and
t h e s k i l l d e v e lo p m e n t c o m p o n e n ts fro m J o y c e and W e il ( 1 9 8 6 ) ,
was t o im p r o v e t h e i r own c l a s s r o o m
p r a c t i c e s and p r o c e s s e s
th ro u g h th e im p le m e n ta tio n o f a new te a c h in g s t r a t e g y ,
ii.
th a t
th e
te a c h in g
str a te g y
w h ic h
th e
te a c h e r s
ch ose
to
im plem ent s h o u ld b e a c h i e v a b l e and n o t d e p e n d e n t upon so m e
w id e r s y s te m ic c h a n g e ,
iii.
t h a t th e p rop osed ch an ge sh o u ld h ave som e o u tco m es w h ich c o u ld
b e e s t a b l i s h e d a s e i t h e r " d i r e c t " o r " n u r tu r a n t" e f f e c t s f o r
69
th e s tu d e n ts
iv .
(J o y c e and Weil, 1986),
t h a t th e w e e k ly m e e tin g would be used t o d e a l w ith any q u e r ie s
t h a t t h e t e a c h e r s had r e g a r d in g t h e i m p l e m e n t a t io n o f t h e i r
c h o se n
te a c h in g
d e m o n str a te
a
str a te g y
w id e r
range
and
of
th a t
th e
m o d e ls
of
fa c ilita to r
te a c h in g
w o u ld
fo r
th e
t e a c h e r s . In a d d i t i o n v i d e o - t a p e r e c o r d i n g s o f o t h e r t e a c h e r s
u s in g t h e t e a c h i n g s t r a t e g i e s
i n m ic r o t e a c h in g and c la s s r o o m
s i t u a t i o n s w ould b e a v a i l a b l e f o r v ie w in g e i t h e r in th e m e e tin g
or th e y c o u ld borrow them ,
V.
t h a t t h e f a c i l i t a t o r w o u ld b e a v a i l a b l e t o com e o u t t o t h e i r
s c h o o l t o d e m o n str a te t h e t e a c h in g s t r a t e g y in t h e i r c la s s r o o m
a n d /o r t o w atch th an w orking in t h e i r c la s s r o o m ,
v i.
th a t th e s k i l l s
th e
t e a c h e r s w o u ld l e a r n and a p p ly i n t h i s
a c t i v i t y w ould be v a lu a b le t o t h e i r p r o f e s s i o n a l c a r e e r s .
was i n t h e c o n t e x t w h e r e t h e W e s te r n A u s t r a l i a n
(T his
E d u c a tio n
D epartm ent had b e e n r e - o r g a n i s e d a s t h e W e s te r n A u s t r a l i a n
M in is tr y o f E d u ca tio n (B e a z le y , 1 9 8 4 ) .)
In e a c h o f t h e w e e k l y s e s s i o n s , t h e f a c i l i t a t o r d e l i b e r a t e l y
p a id s p e c i a l a t t e n t i o n to
th e "group" d im e n s io n s (B ion ,
1961) o f th e
i n - s e r v i c e program m e, and e v e r y o g ^ r t u n i t y was ta k en t o s tr e n g t h e n
t h e g r o u p 's c o h e s i v e n e s s and s o c i a l - e m o t i o n a l c l i m a t e . Among t h e
t e a c h e r s th e s o c i a l su p p o r t t h a t th e y began t o o f f e r e a c h o th e r was
q u i t e rem ark ab le and i t i s l i k e l y t o have b een th e r e a so n why t h e r e
w ere no d i s r u p t i v e or d y s f u n c t io n a l c o p in g b e h a v io u r . The im p o rta n ce
o f t h i s " s o c i a l s u p p o r t" i n a l l human a c t i v i t i e s h a s b e e n sh o w n b y
P e r lin c h , L ieberm an, M enaghen, and Mullam (1 9 8 1 ).
70
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1
The t e a c h e r s
w ere a sk ed to a u d io -ta p e r e co r d one o f t h e ir
t y p i c a l c l a s s l e s s o n s and t o b r in g i t t o th e n e x t i n - s e r v i c e m e e tin g
f o r p la y in g t o th e w h o le group. The f a c i l i t a t o r d e s c r ib e d t h e Joyce
and W e il (1986) a p p r o a c h t o t e a c h i n g s t r a t e g i e s and t h e t e a c h e r s
w ere r e q u e s te d t o read t h o s e c h a p te r s w h ich th e y th o u g h t th e y m ig h t
be in t e r e s t e d
i n im p l e m e n t i n g , and t o co m e t o t h e n e x t s e s s i o n
p rep a red t o d i s c u s s them .
At th e n e x t s e s s i o n e a c h o f th e c h o se n te a c h in g s t r a t e g i e s was
d i s c u s s e d and th e f a c i l i t a t o r d e m o n str a ted one o f them t o th e groLÇ).
The f a c i l i t a t o r
made a v a i l a b l e v id e o - t a p e s o f o th e r t e a c h e r s u s in g
th e v a r io u s t e a c h in g s t r a t e g i e s in t h e i r c la s s r o o m s . T h ese v id e o ­
t a p e s w ere a v a i l a b l e f o r t h e t e a c h e r s t o b orrow f o r l a t e r v ie w in g ,
o r th e y c o u ld v ie w them in th e grou^.
The f a c i l i t a t o r d e m o n s t r a t e d e a c h o f th e t e a c h in g s t r a t e g i e s
t h a t had b e e n s e l e c t e d
o r p la y e d
s tr a te g y b e in g u sed
a c la s s r o o m .
in
a v id e o -ta p e
of
th e
te a c h in g
A fte r d is c u s s io n about th e
te a c h in g s t r a t e g y t o c l a r i f y any i s s u e s and f u r th e r d e m o n s tr a tio n b y
th e f a c i l i t a t o r
th e te a c h e r s w ere ask ed to p e e r te a c h th e group
u s in g t h e i r ch o se n te a c h in g s t r a t e g y .
T h is p h a se in c o r p o r a te d th e c o a c h in g m odel com p on en ts.
Phase 2
The
te a c h e r s
w ere
r e q u e ste d
to
im p le m e n t
th e ir
s e le c te d
te a c h in g s t r a t e g y in t h e i r own c la s s r o o m s and t o a u d io - ta p e reco rd
i t . The t e a c h e r s w e r e t o l d t h a t t h e i r t a p e s w o u ld b e p l a y e d t o t h e
w h o le g r o u p . Even th o u g h t h i s s i t u a t i o n c o u l d b e a n x i e t y i n d u c in g
72
a l l o f t h e t e a c h e r s a g r e e d . A t t h i s s t a g e i n t h e g r o u p 's h i s t o r y i t
was r e c o g n i s e d t h a t t h e t e a c h i n g s t r a t e g y s h o u ld b e t r i e d
in th e
c la s s r o o m . As B u s s i s , e t a l . ( 1 9 7 9 , p .l 7 ) s t a t e ;
S in p ly
having
an
idea
a
feelin g
is
rela tiv ely
in c o n s e q u e n tia l f o r e f f e c t i v e ch an ge. T r a n s la tin g an id e a
in t o a c t i o n and exp an d in g i t s c o n se q u e n c e s c o u n ts f o r much
more and c o n s t i t u t e s th e b a s i s f o r p e r s o n a l k n ow led ge and
le a r n in g .
This
sh a p es
up t h e
obvious
importance
of
e x p e r ie n c e in sh a p in g p e r s o n a l c o n s t r a i n t s . I f s i g n i f i c a n t
ch an ge i s t o o c c u r , i t r e q u i r e s a q u a l i t y o f e x p e r i e n c e
t h a t s u p p o r t s p e r s o n a l e x p l o r a t i o n , e x p e r im e n ta t io n and
r e fle c tio n .
To p r o v id e a s tr u c t u r e d f o c u s on t h e t e a c h in g s t r a t e g y f o r th e
t e a c h e r s , t h e f a c i l i t a t o r ask ed them t o c o n s id e r t h e f o l l o w i n g fo u r
q u e s t io n s ;
1.
What i s th e m ain id e a around w hich th e l e s s o n i s c o n c e iv e d ?
ii.
What le a r n in g outcom es a r e you aim in g fo r ?
i i i . How do you im p len en t ea c h s t e p in th e l e s s o n ' s sy n ta x ?
iv .
What d i d
you do t h a t c o u ld
be d e s c r ib e d
a s " P r in c ip le s o f
R eaction " ? (J o y ce and W e il, 1 9 8 6 ) .
A fter
th e
tea ch ers
had
ta u g h t
th e
le s s o n
and
a u d io -ta p e
record ed i t , t h e y w ere ask ed f i r s t l y t o r e p la y th e ta p e r e c o r d in g t o
73
th e m s e lv e s ; s e c o n d l y t o m ake so m e " e v a lu a t i n g " n o t e s on t h e i r own
p erform ance w ith t h e t e a c h in g s t r a t e g y and t h i r d l y , t o th in k o f ways
o f im p r o v in g t h e i r p e r fo r m a n c e i n t h e n e x t c y c l e o f a c t i o n . T h is
p la n o f t h e s t u d y i s
sh o w n in F i g u r e 4 .2 .
and i n c o r p o r a t e d
th e
a c t io n - r e s e a r c h a p p roach .
The t e a c h e r s w e r e a s k e d t o t e a c h t h r e e l e s s o n s u s i n g t h e i r
ch o se n
te a c h in g
str a te g y
and
to
m ake
iir p le m e n ta tio n s o t h a t i t m ore c l o s e l y
s t r a t e g y d e s c r ib e d b y J o y c e and W eil
m o d ific a tio n s
re p r ese n te d
to
th e ir
th e te a c h in g
(1986). To a s s i s t th e t e a c h e r s
t o m o n it o r t h e i r own p e r f o r m a n c e t h e f a c i l i t a t o r m ade a v a i l a b l e
c h e c k l i s t s ( s e e Appendix 5 f o r exam p les) w h ich showed t h e com ponents
o f th e te a c h in g s t r a t e g y . The t e a c h e r s w ere ask ed t o c o n s id e r ea ch
o f t h e com p onents and t o com pare i t w it h t h e i r own p erfo rm a n ce.
The t e a c h e r s '
a u d io -ta p e s
w h ic h
w ere p la y e d
at
m e e tin g s w ere used n o t o n ly t o show how s u c c e s s f u l
"looks"
in
p r a c tic e ,
but
a ls o
to
illu s tr a te
th e group
im p le m e n ta tio n
th e
p r o b le m s
of
im p lem en tin g th e te a c h in g s t r a t e g i e s .
The u s e o f m u l t i p l e
s o u r c e s o f fe e d b a c k —
m o n ito r in g , p r o v id e d b y t h e f a c i l i t a t o r ,
in c lu d in g s e l f
and o f p e e r s —
fo r th e
t e a c h e r s was e s s e n t i a l t o t h e d e s ig n o f th e s tu d y . The fee d b a ck was
r e g u la r ly sc h e d u le d r a th e r th an o c c a s i o n a l .
The im p o rta n ce o f th e fee d b a ck was o u t lin e d by J o y c e , H ersh and
MoKibbin ( 1 9 8 3 , p . 141) :
I f c o n s ta n t fee d b a ck i s p ro v id ed w it h c la s s r o o m p r a c t i c e .
74
a good many, b u t n o t a l l ,
t h e te a c h in g s i t u a t i o n .
w i l l t r a n s f e r t h e i r s k i l l s in t o
For many o t h e r s ,
h o w ev er,
d ir e c t
c o a c h in g on how t o a p p ly th e new s k i l l s and m o d els ap p ears
to be n e c e ssa r y .
The f a c i l i t a t o r v i s i t e d s e v e r a l c la s s r o o m s d u r in g t h i s p h a se o f
t h e s tu d y t o v ie w n o n - s y s t e m a t ic a lly th e l e s s o n s in o p e r a t io n .
P hase 2
T h is p h a s e o c c u r r e d 3 t o 6 w e e k s a f t e r t h e i n i t i a l s e r i e s o f
a u d io ta p e r e c o r d e d
a n o th e r l e s s o n
i m p l e m e n t a t io n l e s s o n s .
u s in g
The t e a c h e r s
ta u g h t
t h e i r new t e a c h i n g s t r a t e g y and a u d i o t a p e
r e c o r d e d i t a l s o . T h is a u d io t a p e w as g i v e n t o t h e f a c i l i t a t o r . The
f a c i l i t a t o r a l s o v i s i t e d c la s s r o a n s d u r in g t h i s p h a se o f t h e s t u d y .
The Combined A c tio n -R e s e a r c h and C oaching M odels in P r a c t i c e .
At v a r i o u s
tim e s
w ith in
th e fo u r p h a se s o f
th e stu d y th e
e le m e n ts o f t h e a c t i o n - r e s e a r c h and th e c o a c h in g m o d els w ere e v id e n t
t o v a r y in g d e g r e e s . In p h a s e 2 , f o r e x a m p le , t h e e m p h a s is w as upon
th e
c o a c h in g
m odel
as
th e
tea ch ers
le a r n e d
th e
new
te a c h in g
s t r a t e g y . T h a t i s , t h e f a c i l i t a t o r d e m o n s t r a t e d t h e new t e a c h i n g
s t r a t e g y t o them and t h e t e a c h e r s th en p r a c t ic e d i t w it h feed b a ck on
t h e i r p e r f o r m a n c e . A ls o d u r in g t h i s p h a s e h o w e v e r , t h e y d i s c u s s e d
and p r a c t ic e d th e e le m e n ts o f t h e a c t io n - r e s e a r c h c y c l e .
In p h a s e 3 , t h e t e a c h e r s m o n it o r e d t h e i r c l a s s r o o m b e h a v io u r
and m o d ifie d i t t o more c l o s e l y r e se m b le th e i d e a l te a c h in g s t r a t e g y
th ro u g h t h e a p p l i c a t i o n
o f th e e le m e n ts
75
in th e a c t io n - r e s e a r c h
c y c le . That i s ,
t h e y p la n n e d t h e i r l e s s o n
i n c o r p o r a t i n g t h e new
te a c h in g s t r a t e g y and t h e y t h e n t a u g h t i t .
The t e a c h e r s g a t h e r e d
in fo r m a tio n on th e s t r a t e g y 's im p le m e n ta tio n and th e y th e n r e f l e c t e d
on t h e new t e a c h in g s t r a t e g y in o p e r a tio n .
T h is te a c h e r r e f l e c t i o n
r e s u lt e d in a r e v is e d p la n o f a c t i o n w h ich saw th e c y c l e s t a r t ov er
a g a in .
In b r i e f , d u r in g th e v a r io u s p h a s e s o f t h e s tu d y a s p e c t s o f th e
a c t io n - r e s e a r c h c y c l e o r th e c o a c h in g m odel w ere e v id e n t . In som e o f
th e p h a s e s , h o w ev er, t h e r e was a much c l e a r e r fo c u s upon on e m odel
o r t h e O ther. For ex a m p le, in p h a se 2, when t h e t e a c h e r s le a r n e d th e
new te a c h in g s t r a t e g y th e fo c u s was upon t h e c o a c h in g m od el. W hereas
in p h a s e 3 , t h e t e a c h e r s u s e d t h e e l e m e n t s i n t h e a c t i o n - r e s e a r c h
c y c l e t o m o d ify t h e i r c la s s r o o m u s e o f t h e new te a c h in g s t r a t e g y .
SUMMARY
In t h i s C h a p te r t h e d e s i g n o f t h e i m p l e m e n t a t io n s t u d y w as
p r e s e n te d . There w ere fo u r s e p a r a te b u t i n t e r - r e l a t e d p h a s e s in th e
s tu d y . The f i r s t p h a se was an in t e r v ie w w it h th e t e a c h e r s t o o b t a in
seme b i o g r a p h i c a l i n f o r m a t i o n and i n f o r m a t i o n on t h e i r s c h o o l o r
c o lle g e c o n te x t.
The s e c o n d
p h ase
in v o lv e d
a num ber o f
e le m e n ts .
F ir s tly ,
i n i t i a l g r o u p m e e t i n g s w h e r e a p a r t i c u l a r e m p h a s is w a s u pon t h e
f o s t e r in g o f a p o s i t i v e and s u p p o r t i v e s o c i a l - e m o t i o n a l c l i m a t e .
S e c o n d ly , t h e a c q u i s i t i o n o f a new te a c h in g s t r a t e g y by t h e t e a c h e r s
th rou gh t h e u s e o f a ' t r a i n i n g ' m o d e l
th ese s e s s io n s
th e te a c h e r s
w ere
76
( J o y c e and W e i l ,
p r e se n te d
w ith
1 9 8 6 ) . In
th e
th e o ry
u n d e r ly in g t h e te a c h in g s t r a t e g y and th e f a c i l i t a t o r d e m o n str a te d i t
t o th e m . The t e a c h e r s p r a c t i s e d t h e t e a c h i n g s t a t e g y i n a m ic r o ­
te a c h in g c o n t e x t and w ere g iv e n fee d b a ck on t h e i r p erfo rm a n ce b y th e
fa c ilita to r
an d
d ev elo p m en t o f
fo u r th ly ,
other
th e
teachers
tea c h e r s'
in
the
c la s s r o o m
group.
Thirdly,
m o n ito r in g
th e
skills;
and
d i s c u s s i o n a b o u t th e a c t i o n - r e s e a r c h 'c y c le '.
In p h a s e t h r e e , t h e t e a c h e r s w e r e r e q u e s t e d t o im p le m e n t t h e
new t e a c h in g s t r a t e g y in t h e i r own c la s s r o o m s and u s in g a m o d ifie d
a c t io n - r e s e a r c h approach t o m o n ito r t h e i r p e rfo rm a n ce.
D uring t h i s
p h a se in t h e w e e k ly m e e tin g s n o t o n ly w ere th e t e a c h in g s t r a t e g i e s
f u r th e r
refined
and p r a c t i c e d
but
the
teachers'
audio-tape
r e c o r d in g s w ere l i s t e n e d t o and a n a ly s e d .
In
p h ase
four,
a p p r o x im a te ly f o u r
which
occurred
w eeks th e te a c h e r s
after
an
w ere a sk ed
interval
to
of
a u d io -ta p e
r eco rd a l e s s o n u s in g t h e i r r e c e n t l y a c q u ir e d te a c h in g s t r a t e g y .
In th e n e x t tw o c h a p t e r s th e r e s u l t s from th e s tu d y a r e g iv e n .
In C hapter S ix d a ta from th e q u e s t io n n a ir e s and in t e r v ie w s w it h th e
t e a c h e r s a r e p r e s e n te d .
te a c h e r s '
c la s s r o o m s
In C hapter S even,
are
e x a m in e d
to
l e s s o n t r a n s c r i p t s o f th e
ascertain
s u c c e s s f u l in im p la n e n tin g th e new te a c h in g s t r a t e g y .
77
if
th ey
w ere
Figure 4.2
The general plan of the study
Plan
• Theory
• Demonstration
• Practice
• Feedback
• Practice
—C ycle 1
Revised
•
•
•
•
•
Theory
Demonstration
Practice
Feedback
Practice
- Cycle 2
etc
78
CHAPTER 6
RESULTS
INTRODUCTION
In
th is
ch a p te r
r e s u lts
fro m
in te r v ie w s
w ith
t e a c h e r s c o n c e r n in g t h e i r p r e s e n t t e a c h i n g s t r a t e g i e s
tw e n ty
s ix
and t h e i r
p e r c e p t io n s o f t h e a im s o f p r im a r y e d u c a t i o n and t h e i r c l a s s r o o m
o r g a n is a t io n a r e g iv e n . The te n t e a c h e r s in th e i n - s e r v i c e programme
w hose l e s s o n t r a n s c r i p t s a r e d is c u s s e d l a t e r , a r e p a r t o f t h e group
o f t w e n t y - s i x . A l l o f t h e t e a c h e r s c o n s t i t u t e d an " o p p o r t u n it y "
sa m p le ,
yet
th e y d id
t e a c h in g f o r c e .
not d iffe r
The v i g n e t t e s
s ig n ific a n tly
w ere d e v e lo p e d
to
p a r t ic u l a r t e a c h in g s t r a t e g i e s from J o y c e and W eil
in
A p p e n d ix
tea c h e r s
1.
w h ils t
The t e n
th e
v ig n e tte s
w ere
in te r v ie w s ,
ty p e d
s e e k in g
fro m
th e
illu s tr a te
th e
(1986) a r e shown
and g i v e n
som e
to ta l
to
th e
b io g r a p h ic a l
in fo r m a tio n and d e t a i l s o f t h e i r s c h o o l o r c o l l e g e w e r e c o n d u c t e d .
I f t h e t e a c h e r w as u n s u r e o f w h a t t h e v i g n e t t e w o u ld l o o k l i k e in
p r a c tic e in th e c la s s r o o m ,
t h e f a c i l i t a t o r g a v e an e x a m p le o f a
c u r r ic u lu m a r e a and how t h e s t r a t e g y w o u ld w o rk . I f t h a t d i d n o t
c la r i f y i t fo r th e t e a c h e r , th e y w ere ask ed to c o n s id e r th e n e x t
v ig n e tte .
TEACHING VIGNETTES
The t e a c h e r s w ere ask ed t o in d i c a t e on a f i v e p o in t s c a l e from
'N ever'
to
'A lw a y s ',
how f r e q u e n t l y
th ey
ta u g h t
in
th e
m anner
d e s c r ib e d in th e v i g n e t t e . The r e s u l t s a r e shown in T ab le 6.1.
79
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As a s i m p l e
fa c ilita to r
c o n ten t
v a lid ity
was ask ed i f h e c o u ld
check
a c o lle a g u e
of
th e
i d e n t i f y t h e te a c h in g s t r a t e g i e s
i l l u s t r a t e d i n t h e v i g n e t t e s . He c o u l d i d e n t i f y th em a l l . H o w e v e r ,
i t i s p o s s i b l e t h a t t h e v i g n e t t e s d o n o t r e p r e s e n t t h e m o d e ls a s
d e s c r ib e d b y J o y c e and W e il ( 1 9 8 6 ) , and t h i s a c c o u n t s f o r t h e l a r g e
number o f 'N e v e r ' r e s p o n s e s . H o w e v e r, e v e n a s a fo r m o f p r o j e c t i v e
i n s t r u m a it ,
it
i s s u r p r is in g t o s e e t h a t o f th e tw e n ty s i x t e a c h e r s
in te r v ie w e d n i n e o f th em a s s e r t e d t h a t t h e y n e v e r u s e d a R o l e - p l a y
s t r a t e g y . S i m i l a r l y , g iv e n th e e m p h a sis t h a t p r im a r y s c h o o l s c i e n c e
h a s had from th e c u r r ic u lu m d e v e lo p e r s and a l l E d u cation D ep artm en ts
in A u s t r a l i a , i t i s s u r p r i s i n g t h a t t e n t e a c h e r s s t a t e d t h a t t h e y
n e v e r u sed an In q u ir y T r a in in g approach.
The m o s t w i d e l y u s e d t e a c h i n g s t r a t e g i e s , a s r e p o r t e d b y t h e
tea c h e r s,
a r e t h e C o n t in g e n c y M an agem en t s t r a t e g y ,
t h e A d v a n ce
O rg a n ise r s t r a t e g y and t h e T r a in in g s t r a t e g y . In J o y c e and W e i l ' s
(1986) d e s c r i p t i o n o f t h e s e s t r a t e g i e s t h e y d o n o t co m e fro m t h e
same " fam ily" o f m o d els; t h a t i s , th e C o n tin g e n c y Management and th e
T r a in in g s t r a t e g i e s d e r iv e from t h e B e h a v io u r is t P sy c h o lo g y o f B.F.
S k in n e r , and t h e A d v a n ce O r g a n is e r s t r a t e g y i s d e v e lo p e d fro m t h e
"m ean in gfu l v e r b a l le a r n in g th eory" o f David A usubel and c l a s s i f i e d
a s b e lo n g in g t o th e In fo r m a tio n P r o c e s s in g f a m ily . H ow ever, th e m o st
u sed t e a c h e r s t r a t e g i e s h a v e i n com m on t h e f e a t u r e t h a t t h e y a r e
t e a c h e r le d and c o n t r o l l e d .
The m ore
stu d e n t-c e n tr e d
a p p roach es,
le a d e r s h i p r o l e s o f th e t e a c h e r a r e l e s s ,
order o f d e c r e a s in g u sa g e
resp o n ses
"N ever
u se d "
(th is
w ith
th o se
w h ere
th e
a r e u sed in th e f o ll o w i n g
i s fo u n d b y a d d in g t o g e t h e r t h e
" R a r e ly
81
or
u sed " ) :
R o le -P la y ,
G roup
I n v e s tig a tio n ,
S y n e c t i c s and t h e e q u a l l y l e a s t u s e d a r e I n q u ir y
T r a in in g and t h e N O n -d ir e c tiv e s t r a t e g y .
(The Group i n v e s t i g a t i o n
s t r a t e g y and th e In q u ir y T r a in in g s t r a t e g y w ould b e t h e m ost s i m i l a r
in t h e i r p r o c e s s e s t o C o -o p e r a tiv e Group Work).
I h e te a c h e r s ' s e l f r e p o r t d a t a , when t h e y w ere c o n s id e r in g th e
v ig n e tte s ,
is
th a t th e
tea c h e r -c e n tr e d
a p p r o a c h e s a r e th e m o st
w id e ly u s e d in t h e c l a s s r o o m . T h is f o l l o w s tw o d e c a d e s o r m ore o f
c u r r ic u lu m d e v e lo p m e n t and in n o v a tio n aim ed a t d e v e lo p in g su ch a r e a s
a s t h e s t u d e n t ' s i n q u i r y s k i l l s and p e r s o n a l d e v e lo p m e n t . The fe w
A u s t r a lia n c la s s r o o m o b s e r v a tio n a l s t u d i e s
( s e e f o r e x a m p le .
Power
and T i s h e r , 1 9 7 6 ; T i s h e r and P o w e r , 1 9 7 5 ) w o u ld s u p p o r t t h i s s e l f rep ort d a ta
and
a ls o
sh o w
a te a c h e r -le d
and
t e a c h e r -d ir e c te d
c la s s r o o m ) .
S im ila r ly ,
B ou rk e
(1 9 8 4 )
fo u n d
th a t
th e
m o st
com m on
t e a c h in g /le a r n in g i n t e r a c t i o n s w ere r e s p o n s e s t o te a c h e r or s tu d e n t
(17.9%)
s ile n c e
(10.6% ) ,
n o n -a c a d e m ic
procedures
(10.3% ) ,
l e c t u r e / e x p l o r a t i o n u s i n g m a t e r i a l s (9.7%) and a s k i n g l o w e r - o r d e r
q u e s t io n s
(9.6%). L e ss th an one p er c e n t o f c la s s r o o m t im e was g iv e n
" to c u e i n g ,
a le r tin g
stu d e n ts to a c c o u n ta b ility
and
to
s o c ia l
i n t e r a c t i o n s , w h i l e v i r t u a l l y no t im e w as g i v e n t o a s k i n g h i g h e r
o r d e r q u e s t io n s o r t o g i v in g exam p les"
(p .115).
SURVEY QUESTIONNAIRES
A w id e r s a m p le o f 1 6 0 t e a c h e r s c o m p le t e d t h e q u e s t i o n n a i r e
shown in A p p e n d ix 2. T h is q u e s t i o n n a i r e s o u g h t i n f o r m a t i o n o n t h e
r e l a t i o n s h i p b e tw e e n a t e a c h e r 's a im s and t h e r e a s o n s th e y g i v e f o r
82
c h o o s in g a p a r t i c u l a r
t e a c h i n g s t r a t e g y and t h e a c t i v i t i e s
th e y
r e p o r t u s i n g t h e c l a s s r o o m . The m a j o r i t y o f t h e r e s p o n d e n t s w e r e
fe m a le , a g e d fro m 25 t o 34 y e a r s and had b e e n t e a c h i n g f o r f o u r
y e a r s or m ore, b u t n o t lo n g e r than te n y e a r s . They a l l had a D iplom a
o f T each in g
(a t h r e e y e a r te a c h in g q u a l i f i c a t i o n )
b u t w ere e n r o lle d
in o r i n t e n d i n g t o e n r o l i n an 'u p g r a d in g ' c o u r s e t o g e t a B a c h e lo r
o f E d u c a t io n d e g r e e . The m a j o r i t y o f th em w e r e fro m m e t r o p o l i t a n
P e r th , b u t t h i r t y w ere from c o u n tr y a r e a s .
In t h e i n i t i a l p h a s e o f t h i s
s t u d y an a t t e m p t w a s m ade t o
p a r a l l e l some o f th e d a ta g a t h e r in g s e c t i o n s o f t h e ORACLE I I group
work p r o j e c t . The q u e s t i o n n a i r e w a s c o m p le t e d b y a l l r e s p o n d e n t s .
The q u e s t i o n n a i r e
so u g h t
in fo r m a tio n
on
th e
A im s
of
P r im a r y
E d u ca tio n ; t h e p a t t e r n s o f c la s s r o o m o r g a n is a t io n t h a t t h e t e a c h e r s
u sed and t h e
a c tiv itie s
th a t
th e
te a c h e r s
c o n d u c te d
in
th e ir
c la s s r o o m s . T h is d a ta a r e g iv e n b e lo w .
AIMS OF PRIMARY EDUCATION
The t e a c h e r s i n d i c a t e d t h a t t h e y t h o u g h t t h e f o l l o w i n g t h r e e
aim s w ere th e eq u a l m ost im p o rta n t fo r th e prim ary s c h o o l:
1.
Aim
(c) The p u p il sh o u ld b e b e g in n in g t o d e v e lo p a c a p a c it y f o r
in d ep en d en t ju d g e n e n t.
2.
Aim
(d) The p u p il sh o u ld b e happy, c h e e r f u l and w e ll- b a la n c e d .
3.
Aim
(h) The p u p i l s h o u ld e n j o y s c h o o l and g a i n s a t i s f a c t i o n
frcxn h i s own a c h ie v e m e n ts .
83
The fo u r th ran k in g Item o f Im p ortance was Aim (b ). That i s , t h e
p u p il s h o u ld h a v e a c q u i r e d k n o w le d g e w h ic h h e k n ow s how t o a p p l y
o u t s id e s c h o o l .
TABLE 6 .2 Aims o f Prim ary E d u cation in Order o f Im portance
P e r c e n ta g e s a r e p er c e n t o f te a c h e r s who ju d g e t h e aim t o b e o f
im p ortan ce a s in d ic a t e d b y numbers 5 t o 0 (s e e k ey below )
IMPORTANCE
The p u p il s h o u ld :
5 (UTMOST)
4 (MAJOR)
<c) b e b e g in n in g t o
d e v e lo p a c a p a c it y
fo r in d ep en d en t
ju d gem en t.
(d) b e happy, c h e e r f u l
and w e ll b a la n c e d .
71%
29%
(h) e n jo y s c h o o l and g a in
s a t i s f a c t i o n frcxn h i s
own a c h ie v a n e n t s .
71%
29%
(b) have accjuired know ledge
w hich he knows how t o
a p p ly o u t s id e s c h o o l.
57%
43%
(a) have accjuired b a s i c
s k i l l s in l i t e r a c y
o r a c y and num eracy;
43%
57%
(e) b e b e g in n in g t o a c q u ir e
m oral and s o c i a l v a lu e s
42%
14%
4
(g) b e aware o f h i s c u l t u r a l
h e r ita g e .
15%
( f ) b e aware o f r e l i g i o u s
and s p i r i t u a l v a lu e s
and b e l i e f s .
84
r
r .
42%
29%
4
X.
42%
\
\
V
\
^
.4%
3
\
— —
S,
N
N
_____ ^
KEY; L e v e ls o f Im portance
5.
I
th in k t h i s aim i s o f u tm o st im p o r ta n c e in p r im a r y e d u c a tio n .
4.
I
th in k t h i s aim i s o f m ajor im p o rta n ce in p rim ary e d u c a tio n .
3.
I th in k t h i s aim i s im p o r ta n t in p r im a r y e d u c a tio n .
2.
I
th in k t h i s aim i s o f m inor im p o rta n ce in p rim a ry e d u c a tio n .
1.
I
th in k t h i s aim i s o f no im p o rta n ce in p rim a ry e d u c a tio n .
0.
I th in k t h i s sh o u ld n o t be an aim o f p rim a ry e d u c a tio n .
I t w as s u r p r i s i n g t o s e e t h a t Aim ( a ) , t h e p u p i l s h o u ld h a v e
a c q u ir e d b a s i c s k i l l s i n l i t e r a c y , o r a c y and n u m e r a c y , w as r a n k e d
fo u r th
a f t e r A im s ( c ) ,
(d ),
(h)
and ( b ) , and
t h a t i t w as s e e n by
t h e sa m e p e r c e n t a g e a s t h o s e who sa w Aim ( e ) , , t h e p u p i l s h o u ld b e
b e g in n in g
to
a c q u ir e
m oral
and
s o c ia l
v a lu e s ,
as
of
" u tm o s t
im p o r ta n c e " .
I t w as i n t e r e s t i n g a l s o t o n o t e t h a t e v e n t h o u ^ t h e s a m p le
in c lu d e d s e v e r a l l a y t e a c h e r s fro m W e s te r n A u s t r a l i a n C a t h o l i c
p a r o c h ia l s c h o o ls ,
t h e r e was n o t
a s i n g l e t e a c h e r who r e p o r te d t h a t
Aim ( f ) , th e p u p il sh o u ld be aw are o f r e l i g i o u s
and s p i r i t u a l v a lu e s
and b e l i e f s was o f " u tm ost im portance".
The d a t a p r e s e n t e d
h e r e on t e a c h e r s ' p e r c e p t i o n s a b o u t t h e
m ajor g o a l s o f p r im a r y s c h o o ls com es from a v e r y much s m a lle r sam p le
th a n t h e A shton e t a l .
(1970) s tu d y , and t h a t o f t h e ORACLE I I group
work p r o j e c t (A ppleyard, 198 2 ). The m ost o b v io u s d i f f e r e n c e was t h a t
t h e W e s te r n A u s t r a l i a n p r im a r y t e a c h e r s
stu d e n t d e v e lo p in g
an
ranked
t h e a im o f t h e
in d e p e n d e n t j u d g e m e n t a s o f e q u a l m a jo r
im p o rta n ce, w h ile t h e B r i t i s h t e a c h e r s saw t h i s a s o n ly f i f t h on th e
lis t
o f e i g h t a im s . The secon d s i g n i f i c a n t d i f f e r e n c e was t h a t th e
85
W estern A u s t r a l i a n p r im a r y t e a c h e r s sa w t h e f i r s t r a n k e d B r i t i s h
aim , t h a t i s ,
o f lite r a c y ,
t h a t th e s tu d e n t sh o u ld have a c q u ir e d t h e b a s i c s k i l l s
o r a c y and num eracy, a s e q u a l f i f t h
a lo n g w it h t h e aim
o f t h e s tu d e n t a c q u ir in g m oral and s o c i a l v a lu e s .
The r e a s o n s f o r t h e s e d i f f e r e n c e s may l i e
in t h e p r e v a i l i n g
s o c i e t a l v i e w s o f w h a t t h e p r im a r y s c h o o l s s h o u ld f o c u s u p on . In
W estern A u s t r a li a ,
u n til
r e c e n t ly ,
th e d om in an t v ie w h as been t h a t
t h e p r im a r y s c h o o l i s t o b e 'e n j o y e d ' and t h e t e a c h e r e m p h a s is h a s
b een upon th e a f f e c t i v e dom ain r a th e r than t h e c o g n i t i v e dem ain in
w h ich b a s ic s k i l l s may b e th e m ajor f o c u s . As su c h , t h e t e a c h e r s saw
t h e m ajor g o a l s a s p r o v id in g a s u p p o r t iv e e n v iro n m e n t in w h ich t h e
p u p il i s t o g a i n s a t i s f a c t i o n
fro m h i s o r h e r own a c h i e v e m e n t s
r a th e r th a n i n c o m p e t i t i o n w i t h o t h e r s in t h e c l a s s , t h e e m p h a s is
was upon t h e 'w h o le c h i l d ' b u t i t w as n o t t o b e d o m in a te d b y b a s i c
s k i l l s l e a r n i n g a n d , i m p o r t a n t l y , t h e c h i l d s h o u ld b e s t a r t i n g t o
e x e r c i s e some p e r s o n a l c r i t i c a l autonom y.
CLASSROOM ORGANISATION AND ACTIVITIES
When t h e p r im a r y t e a c h e r s e t s t h e sa m e (o r s i m i l a r )
work f o r
h e r s t u d e n t s t o c o m p le te , sh e may a l l o c a t e t h e s t u d e n t s t o grou p s in
v a r io u s w ays. The d i f f e r e n t m ethods o f o r g a n is a t io n w ere r e p o r te d by
t h e sa m p le o f W estern A u s t r a lia n t e a c h e r s a r e g iv e n b e lo w in T ab le
6 .3 .,
th e fr e q u e n c ie s
r e fe r
t o t h e p e r c e n t a g e o f t e a c h e r s who
resp onded t h a t way:
86
TABLE 6 .3
O r g a n is a tio n w it h in th e C lassroom
Some o f Time
Most o f Time
i.
S im ila r a b i l i t y ;
43%
ii.
D iffe r e n t a b i l i t i e s ;
17%
57%
/
/
iii.
Sane
S tu d e n ts v^o work
w e ll t o g e t h e r ;
100%
/
N.
Most
Some
/
iv .
By s t u d e n t s ' f r e e
c h o ic e ;
V.
For c o n t r o l o f
b e h a v io u r
/
/
/
,'N o n e
--------
50%
33%
17%
83%
Some o f Time
None o f Time
Most o f
Time
The te a c h e r can a r r a n g e a c t i v i t i e s
w it h in th e c u r r ic u lu m in a
number o f d i f f e r e n t w a y s . T a b le 6 .4 s h o w s t h e d i f f e r e n t a c t i v i t i e s
w it h in
th e
c la s s r o o m
and
th e
fre q u e n c e s
are
in d ic a te d
by th e
f o llo w in g p e r c e n ta g e o f t e a c h e r s .
TABLE 6 .4 .
A c t i v i t i e s w it h in th e C lassroom
Some o f Time
Ntost o f th e Time
i.
A ll p u p il s work in th e
same s u b j e c t a r e a a t
t h e same tim e ;
43%
i i . Groups work in d i f f e r e n t
s u b j e c t a r e a s b u t change
o v e r a t t h e same tim e
d u r in g t h e l e s s o n ;
i i i . W i t h i n l i m i t s p u p il s
are f r e e to ch oose th e
o r d e r o f t h e i r work;
87
17%
50%
33%
33%
34Î
33%
i v . I n d iv id u a ls work in
d iffe r e n t su b je ct areas
a t t h e same tim e a s
d i r e c t e d by th e t e a c h e r ;
34%
33%
Most o f Time
The p i c t u r e
Some o f Time
t h a t e m e r g e s fro m T a b le s
33%
None o f Time
6 .3 and 6 .4
is
o f th e
t e a c h e r s gro u p in g t h e s t u d e n t s by a b i l i t y and th e n h a v in g them work
on t h e sa m e t a s k s a t t h e sa m e t i m e . The o n l y v a r i a t i o n s a r e l i k e l y
to
in v o lv e
th e younger
age c h ild r e n
(5 o r
6 y ea rs)
w h ere
th e
t e a c h e r s a l l o w th e m , w i t h i n l i m i t s , t o c h o o s e t h e o r d e r ,o f t h e i r
work.
Even s o ,
t h e w ork i s
s till
s p e c ifie d
and d i r e c t e d
by th e
tea c h e r . P a r t o f th e r e a so n f o r t h i s n o t ic e a b l e d i f f e r e n c e i s t h a t
c h ild r e n o f 5 or 6 y e a r s o f a g e a r e i n t h e p r e - p r i m a r y o r j u n i o r
prim ary s c h o o l s e c t o r and t h e r e a r e no s y ll a b u s g u i d e l i n e s p r o v id e d
b y t h e W estern A u s t r a lia n M in is t r y o f E d u ca tio n a t t h i s l e v e l . A ls o ,
p a r t o f t h e r e a so n i s t h a t t h e t e a c h e r s o f t h e you n ger a g e c h ild r e n
ten d t o v ie w t h e i r e d u c a t io n a l a c t i v i t i e s a s "not r e a l work" b e c a u s e
i t i s n o t graded or a s s e s s e d , w h ereas on ce th e s tu d e n ts h ave gone
in t o th e p r im a r y s c h o o l a p a t te r n o f g r a d in g and a s s e s s m e n t b e g in s .
The d i f f e r e n c e s b e tw e e n t h e p r e -p r im a r y l e v e l and t h e p r im a r y
l e v e l can be s e e n in th e t y p i c a l t im e t a b l e s w h ich w ere c o m p le te d b y
t h e t e a c h e r s and shown i n T ab le 6.5.
TABLE 6 .5
T y p ic a l T im e ta b le s f o r P re-p rim a ry and Prim ary
P re-P r im ary
Tim es
Pr im ary
Monday
Tim es
8 .4 5 - 9 .0 0 G reet c h i ld r e n , p u t b ags
away. M at.
88
Monday
8 .5 0 - 9 .0 0 News,
9 . 0 0 - 9 .4 0 Indoor a c t i v i t i e s
o f 10)
(c h o ic e
9 .0 0 - 9 .3 0 R ecorder P r a c t i c e .
9 .4 0 - 9 .4 5 Packing up in d o o r s
9 .3 0 - 1 0 .1 5 Maths
9 .4 5 - 1 0 .0 0 M usic and Movement
1 0 .1 5 - 1 0 .3 0 P h y s ic a l F i t n e s s
1 0 .0 0 - 1 0 .2 0 F r u it and Drink
1 0 .3 0 - 1 0 .4 5 R e c e s s .
1 0 .2 0 - 1 1 .1 0 Outdoor A c t i v i t i e s c lim b in g
1 0 .4 5 - 1 1 .3 0 R ead in g.
1 1 .1 0 - 1 1 .1 5 Packaway O utdoors
1 1 .3 0 - 1 2 .0 0 S p e l l i n g .
1 1 .1 5 - 1 1 .3 0 S to r y Tim e.
1 2 .0 0 - 1 2 .5 0 Lunch.
HOME
1 2 .5 0 - 1 .2 5 Formal W r itin g .
1 .2 5 - 2 .0 0 S o c ia l S c ie n c e .
2 . 0 0 - 2 .1 0 R e c e s s .
2 .1 0 - 3 .0 0 A rt C r a f t .
3 .0 0 - 3 .1 5 S to r y and Pack Up.
The p r e -p r im a r y f l e x i b l e ' l a b e l l i n g ' o f t im e d u r in g th e m orning
h a s g iv e n way t o s p e c i f i c c u r r ic u lu m s u b j e c t s a t th e p r im a r y l e v e l .
What i s m ore, t h e t y p i c a l p rim a ry s c h o o l t e a c h e r r e p o r te d a f a i r l y
h e a v y f o c u s on t h e b a s i c a r e a s su ch a s m a th s, r e a d in g , s p e l l i n g and
h a n d w r itin g p r a c t i c e .
The t e a c h e r s w e r e a l s o a s k e d t o c o n s i d e r t h e u s e o f d i f f e r e n t
c o m b in a tio n s o f w h o le c l a s s ,
s m a ll grou p o r in d iv id u a l t e a c h in g .
T y p ic a l
tea c h e r s
c o m m e n ts
fro m
th e
on e a c h
of
th e
n o m in a te d
a p p ro a ch es w ere;
I n d iv id u a l L earn in g
I t i s u se d :
-When a c h i l d n e e d s e x te n d in g .
-W ith c h i l d r e n f i n d i n g d i f f i c u l t i e s
w ith g r o u p .
-To in tr o d u c e a new c o n c e p t.
89
i n k e e p i n g up
-W ith n o n - E n g lis h s p e a k in g s t u d e n t s .
I t is not
u se d :
-B e c a u s e o f tim e c o n s t r a i n t s .
-B e c a u se t h e r e a r e t o o many c h i ld r e n .
Sm all Group T eaching
I t i s u sed :
-To te a c h c o n c e p ts , gam es, c r a f t or a r t .
-W ith c h ild r e n f in d in g d i f f i c u l t i e s
in k e e p in g up w ith
c la s s .
-F o r r e v i s i o n ;
t o g i v e e x t r a w o rk ; and f o r r e m e d i a l
work.
-B e c a u se my roan i s s e t up w ith t a b l e s f o r 6 c h i ld r e n .
I t i s not
u se d :
- I t i s e a s i e r t o u s e w h ole c l a s s .
-B e c a u se i t r e q u ir e s scxneone t o ta k e o th e r c h i ld r e n .
-B e c a u se I want th e w h ole c l a s s p a r t i c i p a t i n g .
D ir e c t e d L earning
I t i s u sed :
-F o r m a th e m a tic s , w r i t i n g , le a r n in g r u l e s .
-M ost o f t h e tim e , i t f i t s
i n t o t h e t im e t a b le b e t t e r .
-When s p e c i f i c s k i l l s a r e r e q u ir e d .
I t i s not
u se d :
-In fre e r le s s o n s ,
e .g . p a i n t in g , c r e a t i v e w r i t i n g .
-D u rin g c r e a t i v e le a r n in g e . g . a r t , p o e t r y , s t o r i e s .
Open-Ended L earn in g
I t i s u se d :
-F o r in d o o r and o u t d o o r a c t i v i t i e s - w h e r e c h i l d r e n
ch oose.
- O f t e n , t o en co u ra g e c h ild r e n t o th in k f o r t h e m s e lv e s .
I t i s not
u se d :
-In
'b a s ic ' s k i l l s area.
-When t h e r e i s work t o be c o v e r e d .
-When t h e r e a r e a l o t o f u n m o t iv a t e d c h i l d r e n i n t h e
90
c la s s .
In c o n t r a s t t o th e ORACLE I I r e s e a r c h e r s
c o n c lu d e d t h a t c l a s s r o o m
str u c tu r e o f th e s c h o o l
o r g a n is a tio n i s
(A ppleyard, 1982) who
i n f l u e n c e d m ore b y t h e
th a n b y t h e s t a g e o f d e v e lo p m e n t o f t h e
s t u d e n t s , th e p i c t u r e from W estern A u s t r a lia i s m ore c o m p lic a te d . I t
would a p p e a r , f o r e x a m p le , t h a t i n t h e p r e - p r i m a r y and t h e j u n i o r
p rim ary g r a d e s ,
th e re
is
m ore
fr e e d o m
fo r
stu d e n t
c h o ic e
of
a c t i v i t y , s e a t i n g p a t t e r n and t im e s p e n t on t h e a c t i v i t i y . As t h e
s tu d e n t m oves throu gh th e p rim a ry s c h o o l g r a d e s th e more s tr u c t u r e d
t h e s c h o o l and t h e c u r r ic u lu m becom es w it h th e te a c h e r in c r e a s i n g ly
s e l e c t i n g and o r g a n is in g t h e c o n t e n t , d e c id in g how lo n g t h e s tu d e n t
w i l l s p e n d on i t a n d , t o a l a r g e e x t e n t d e t e r m i n i n g t h e s e a t i n g
a r r a n g e m e n ts.
STAFF PERCEPTIONS OF THE INFLUENTIAL FACTORS AFFECTING CHOICE OF
TEACHING STRATEGIES AND CONTENT
The t e a c h e r s
w ere ask ed
to
c o m p le te th e Q u e s tio n n a ir e
in
A ppendix 3. T h is q u e s t i o n n a i r e s o u g h t t o h a v e t h e t e a c h e r s r e f l e c t
upon t h e f a c t o r s w h ic h t h e y sa w a f f e c t e d t h e i r c h o i c e o f t e a c h i n g
s t r a t e g y and how t h e y o r g a n ise d t h e i r c u r r ic u lu m c o n t e n t.
The ite m s on th e q u e s t io n n a ir e w ere arran ged in su ch a way t h a t
th e y so u g h t in fo r m a tio n r e l a t i n g t o tw o a r e a s : " In -S ch ool" and "Outo f-S c h o o l"
in flu e n c e s .
A ls o ,
"areas" o f
in flu e n c e ,
fo r
in c lu d e d t h e s c h o o l's a im s ,
th e p u p il's a g e s ,
th e q u e s tio n s
e x a m p le ,
th e
th e p r in c ip a l,
r e fle c te d
" in -s c h o o l"
in flu e n c e s
th e r e s o u r c e s a v a i l a b l e ,
n e e d s and t h e p u p i l ' s a b i l i t i e s .
91
d iffe r e n t
The " o u t - o f ­
s c h o o l" i n f l u e n c e s in c lu d e d i n - s e r v i c e c o u r s e s a t t e n d e d , p a r e n t s ,
t h e m e d ia . E d u c a tio n D e p a r tm e n t s y l l a b u s g u i d e l i n e s , e d u c a t i o n a l
r e s e a r c h b ra n ch es and o r g a n i s a t i o n s , t h e t e a c h e r 's
own p r o f e s s i o n a l
r e a d in g ,
c u r r ic u l u m
th e
D is tr ic t
In sp e c to r
p s y c h o lo g ic a l t h e o r i s t s ,
and
A d v is e r ,
and
s u b j e c t m a tte r s p e c i a l i s t s and t h e t e a c h e r
e d u c a t io n i n s t i t u t i o n s .
The t e a c h e r s w ere ask ed t o i n d i c a t e t h e p e r c e iv e d s t r e n g t h o f
i n f l u e n c e o f ea ch o f th e ite m s upon a f i v e p o in t s c a l e from '1' - no
i n f l u e n c e t h r o u g h '3' - m o d e r a t e i n f l u e n c e t o '5 ' s t r o n g i n f l u e n c e .
To a s c e r t a i n t h e s t r e n g t h o f i n f l u e n c e
summed, i . e .
th e s e r a tin g s th en w ere
i f a te a c h e r in d ic a t e d i t w as a 's tr o n g in f lu e n c e ' i t
r e c e iv e d a v a l u e o f 5.
The I n - S c h o o l i n f l u e n c e s w h ic h w e r e r e p o r t e d a s h a v i n g m o s t
in f l u e n c e upon te a c h in g s t r a t e g y w ere, from m ost im p o r ta n t t o l e a s t
im p o rta n t; t h e p u p i l ' s a b i l i t i e s , t h e p u p i l ' s s o c i a l and p e r s o n a l
n eed s, th e p u p il's i n t e r e s t s , th e t e a c h e r 's p e r s o n a l p r e f e r e n c e s ,
t h e num ber o f p u p i l s in t h e c l a s s , and t h e r e s o u r c e s w h ic h w e r e
a v a ila b le .
If
a n c illa r y
h e lp
i.e .,
ju n io r
p r im a r y
a id e ,
or
s p e c i a l i s t t e a c h e r , was a v a i l a b l e f o r t h e te a c h e r th e n t h i s a l s o was
l i s t e d a s a s tr o n g i n f lu e n c e on c h o ic e o f t e a c h in g s t r a t e g y .
The I n - S c h o o l i n f l u e n c e s on c u r r e n t c o n t e n t and o r g a n i s a t i o n
w ere, from m ost im p o r ta n t t o l e a s t im p o r ta n t; t h e p u p il's a b i l i t i e s ,
t h e p u p i l ' s s o c i a l and p e r s o n a l n e e d s , t h e p u p i l ' s i n t e r e s t s , t h e
te a c h e r 's
p erson al
p r e fe r e n c e ,
th e
fu r n itu r e
and
s iz e
of
th e
c la s s r o o m , and t h e a v a i l a b i l i t y o f r e s o u r c e s .
In g e n e r a l ,
th e
n a tu re
of
92
th e
in flu e n c e
upon a t e a c h e r ' s
t e a c h in g s t r a t e g i e s te n d e d t o b e t h e sa m e o r v e r y s i m i l a r t o t h e i r
curren t c o n t e n t
o r g a n is a tio n .
H ow ever,
th ere
w ere
several
s i g n i f i c a n t e x c e p t i o n s t o t h i s g e n e r a l i s a t i o n . F or e x a m p le , m ore
te a c h e r s l i s t e d
t h e f u r n i t u r e and s p a c e i n t h e c l a s s r o o m a s m ore
i n f l u e n t i a l upon t h e i r
t e a c h in g s t r a t e g y .
c o n t e n t and o r g a n i s a t i o n
The t e a c h e r s a l s o
in d ic a te d
th a n upon t h e i r
th a t th e p u p il's
i n t e r e s t s i n f l u e n c e d t h e i r c o n t e n t o r g a n i s a t i o n m ore th a n i t d i d
t h e i r t e a c h i n g s t r a t e g i e s , and t h e s c h o o l ' s a s s e s s m e n t p r o c e d u r e s
in f lu e n c e d t h e i r c o n t e n t and o r g a n i s a t i o n m ore th a n i t d i d t h e i r
t e a c h in g s t r a t e g i e s .
In t h e O ut o f S c h o o l i n f l u e n c e s s e c t i o n o f t h e q u e s t i o n n a i r e
t h e r e w ere n o t a s many 'str o n g i n f lu e n c e s ' r e p o r te d by th e t e a c h e r s
fo r e ith e r
t h e te a c h in g s t r a t e g i e s or th e c o n t e n t and o r g a n is a t io n
a s t h e r e w ere in t h e " In - School" f a c t o r s s e c t i o n .
The t e a c h e r s s t a t e d t h a t t h e i r own t e a c h e r t r a i n i n g w as t h e
m ost
in flu e n tia l
o u t-o f-sc h o o l
fa cto r
in
th e
c h o ic e
of
t h e ir
t e a c h in g s t r a t e g i e s . In t e r m s o f im p o r t a n c e , t h i s w a s f o l l o w e d b y
t h e E d u cation D epartm ent S y lla b u s G u id e lin e s , t h e i n - s e r v i c e c o u r s e s
a tte n d e d and t e a c h e r t r a i n i n g i n s t i t u t i o n s , t h e o r i e s o f l e a r n i n g ,
and c o g n i t i o n and c h i ld d e v e lo p m e n t t h e o r i e s .
The te a c h e r s ' c u r r e n t c o n t e n t o r g a n is a t io n was r e p o r te d a s m ost
in f lu e n c e d b y t h e E d u c a tio n D e p a r tm e n t S y l l a b u s G u i d e l i n e s , t h e i r
own te a c h e r t r a i n i n g , s u b j e c t m a tte r s p e c i a l i s t s , c h i l d d e v e lo p m e n t
th e o r ie s
and t h e o r i e s o f le a r n in g and c o g n i t i o n . The j u n io r p rim a ry
te a c h e r s r e p o r te d
th a t th e
in flu e n c e o f
c h o i c e o f c o n t e n t was h ig h e r than i t
t h e p a r e n t s upon t h e i r
was f o r t h e p a r e n t a l in f lu e n c e
upon t h e upper p r im a r y t e a c h e r s . T h is i s l i k e l y t o be b e c a u s e o f th e
93
'fr e e r '
E d u c a t io n D e p a r tm e n t S y l l a b u s G u i d e l i n e s
in
th e ju n io r
prim ary y e a r s and b e c a u s e i n t h e s e c l a s s e s t h e p a r e n t s a r e o f t e n
in v o lv e d
in
c la s s r o o m
a c tiv itie s ,
su ch
as
sto r y
r e a d in g ,
or
en v iro n m e n ta l s t u d i e s .
I t i s a l s o p o s s i b l e t o s e e fro m t h e t e a c h e r s ' r e s p o n s e s t h o s e
ite m s w h ich h ave t h e l e a s t i n f lu e n c e upon t h e i r c h o ic e o f t e a c h in g
s t r a t e g i e s and t h e i r
c u r r ic u l u m
c o n t e n t o r g a n i s a t i o n . The l e a s t
i n f lu e n c e upon c h o ic e o f te a c h in g s t r a t e g i e s a r e :
r a d io and t e l e v i s i o n ) ,
t h e m edia
(p ress,
t h e D ir e c t o r a t e o f S t u d ie s , and t h e R esearch
Branch o f t h e E d u ca tio n D ep artm ent,
O ffic ia l
E d u ca tio n R ep orts and
C om m ittees, P a r e n ts , and s ta n d a r d is e d t e s t s .
The o u t - o f - s c h o o l in f l u e n c e s w h ich have l e a s t im p a c t upon th e
co n ten t
o r g a n is a tio n
are
th e
D ir e c to r a te
of
S tu d ie s ,
R esearch B ra n ch o f t h e E d u c a tio n D e p a r tm e n t, O f f i c i a l
and
th e
E d u c a tio n
R ep orts and C o m m it t e e s , e d u c a t i o n a l s o c i o l o g y t h e o r i e s . T e a c h e r 's
C e n tr e s , t h e m e d ia ( p r e s s , r a d i o and t e l e v i s i o n ) and s t a n d a r d i s e d
tests.
The p i c t u r e t h a t em erg es from t h e t e a c h e r 's r e s p o n s e s t o t h i s
q u e s t io n n a ir e i s one w here th e t e a c h e r 's i n i t i a l
p r e p a r a tio n c o u r s e
h a s a la r g e i n f l u e n c e on th e c h o ic e o f t h e te a c h in g s t r a t e g y and in
tu r n t h e te a c h in g s t r a t e g i e s a r e d e v e lo p e d
S y lla b u s G u id e lin e s ,
i.e .,
in c o n j u n c tio n w ith th e
t h e c u r r ic u lu m c o n t e n t s t a t e m e n t s ,
w h ich
t h e S t a t e E d u ca tio n D epartm ent makes a v a i l a b l e t o t h e t e a c h e r s .
In
p r a c tic e , th e c o n t e n t o r g a n is a t io n i s m o st d i r e c t l y in flu e n c e d by
t h e D ep artm en tal S y lla b u s g u i d e l i n e s w h ich a r e "understood" and made
o p e r a t io n a l, i n l i g h t o f t h e k n o w le d g e and s k i l l s t h e y r e c e i v e d i n
94
t h e i r i n i t i a l t e a c h e r t r a i n i n g and t h e s c h o o l s i n w h ic h t h e y w e r e
in d u c te d .
From t h e t e a c h e r s ' r e s p o n s e s i t i s c l e a r t h a t s e v e r a l "arms" o f
t h e E d u c a tio n D e p a r t m e n t , e . g . , t h e R e s e a r c h B r a n c h , and O f f i c i a l
E d u c a tio n a l R ep o rts and C om m ittees have l i t t l e
or no i n f lu e n c e upon
t h e t e a c h e r s ' t e a c h i n g s t r a t e g y o r c o n t e n t o r g a n i s a t i o n . In t h i s
s itu a tio n , t h e r e f o r e ,
t o h a v e c u r r ic u l u m
o r so m e o r g a n i s a t i o n a l
c h a n g e s p rom u lgated a t t h e E d u cation D epartm ent Head O f f ic e and th e n
t o a s s u m e t h a t i t w i l l b e a d o p te d a t t h e c l a s s r o o m l e v e l i s n o t
su p p o rte d even on te a c h e r s e l f - r e p o r t in fo r m a tio n .
SUMMARY
In t h i s C h a p te r t e a c h e r s ' r e s p o n s e s :
t o an i n t e r v i e w
and a
s e r i e s o f v i g n e t t e s c o n c e r n in g t h e i r c u r r e n t te a c h in g s t r a t e g i e s , t o
a q u e s t i o n n a i r e on t h e A im s o f P r im a r y E d u c a t io n and C la s s r o o m
O r g a n is a tio n
p e r c e p t io n s
and
of
A c tiv itie s
th e
fa cto r s
and,
w h ic h
to
a q u e s tio n n a ir e
in flu e n c e
c h o ic e
of
on
t h e ir
te a c h in g
s t r a t e g y and c u r r ic u lu m c o n t e n t a r e g iv e n .
The t e a c h e r ' s r e s p o n s e s t o t h e v i g n e t t e s i n d i c a t e d t h a t t h e
m ost f r e q u e n t ly u sed t e a c h in g s t r a t e g i e s w e r e t e a c h e r - c e n t r e d and
t e a c h e r - le d . Over one t h ir d o f th e t e a c h e r s r e p o r te d t h a t th e y n ever
u sed an in q u ir y app roach , a r o l e - p l a y s t r a t e g y o r a
s t r a t e g y w here
th e s t u d e n t s c h o s e t h e t a s k and t h e m ea n s o f d e a l i n g w i t h i t , ( i . e ,
a n o n - d i r e c t i v e a p p r o a c h ) . Two o f t h e t h r e e m o s t w i d e l y r e p o r t e d
t e a c h in g s t r a t e g i e s S tr a te g y -
t h e C o n t in g e n c y M anagement and t h e T r a in in g
had a s t h e i r b a s i s t h e B e h a v i o u r i s t p s y c h o l o g y o f B.F.
95
S k in n e r . The o t h e r m o s t u s e d s t r a t e g y w as t h e A d van ced O r g a n is e r ,
w h ich i s
b ased
on t h e c l a s s r o o m
p r a c tic e
in
w h ic h t h e t e a c h e r
p r e s e n t s m a t e r ia l v e r b a ll y t o th e s t u d e n t s .
In t h e i r
s tr a te g ie s ,
s e lf-r e p o r ts
on t h e i r
u se
o f d iffe r e n t
te a c h in g
t h e s e t e a c h e r s a r e no d i f f e r e n t fr o m t h o s e t e a c h e r s
found i n t h e f e w A u s t r a l i a n o b s e r v a t i o n a l s t u d i e s (B o u r k e , 1 9 8 4 ;
Power and T is h e r , 1978; T is h e r and Pow er, 1 9 7 8 ).
The f i r s t o f th e s u r v e y q u e s t io n n a ir e s so u g h t some b io g r a p h ic a l
in fo r m a tio n
and
te a c h e r 's
resp o n ses
to
a
s e r ie s
of
q u e s tio n s
r e l a t i n g t o t h e aim s o f prim ary e d u c a t io n .
The
t e a c h e r s r e p o r te d t h a t o f th e
of equal
happy,
u t m o s t im p o r t a n c e ;
ch e e rfu l
and
e i g h t a im s l i s t e d , t h r e e w ere
n a m e ly ,
w e ll-b a la n c e d ,
t h a t t h e s t u d e n t s h o u ld b e
e n jo y
sch ool
and
g a in
s a t i s f a c t i o n fro m h i s o r h e r own a c h i e v e m e n t s and b e b e g i n n i n g t o
d e v e lo p a c a p a c it y f o r in d ep en d en t ju d gem en t. The aim o f a c q u ir in g
th e b a s ic s k i l l s
o u t o f th e e i g h t
t h e sa m e
in l i t e r a c y ,
num eracy, and o r a c y was ranked f i f t h
a im s and was s e e n o f 'u tm o st im p ortan ce' b y a lm o s t
num ber o f t e a c h e r s who s a i d t h a t t h e s t u d e n t s h o u l d b e
b e g in n in g t o a c q u ir e m oral and s o c i a l v a lu e s .
The q u e s t i o n n a i r e a l s o s o u g h t i n f o r m a t i o n on t h e t e a c h e r ' s
c la s s r o o m o r g a n is a t io n and th e a c t i v i t i e s t h a t o c c u r w it h in i t . The
te a c h e r s r e p o r te d t h a t th e y u s e g r o u p in g s o f s t u d e n t s o f s i m i l a r
a b ility
fo r
'm o s t' o r 'so m e o f t h e t i m e ' , 43 p e r c e n t and 57 p e r
c e n t r e s p e c t i v e l y . On t h e o t h e r h a n d , w h i l e 83 p e r c e n t s a i d t h a t
th e y a llo w e d t h e i r s t u d e n t s f r e e c h o i c e ,
96
m o st or som e o f t h e t im e ,
17 p er c e n t s a id t h a t th e y n ever a llo w t h e i r s tu d e n t s f r e e c h o ic e in
who t h e y s i t w ith in c l a s s or in w hich grou p s t h a i j o i n .
When grou p s w ere e s t a b l i s h e d on som e o th e r b a s i s th an a b i l i t y
i t w a s t h e t e a c h e r who fo rm e d t h e g r o u p s and p u t i n t o
it
th o se
c h i ld r e n who h e or s h e th o u g h t worked w e l l t o g e t h e r .
Over 80 p er c e n t o f th e te a c h e r s r e p o r te d t h a t t h e y so m e tim e s
u se t h e c la s s r o o m s e a t i n g a r r a n g e m e n ts fo r th e c o n t r o l o f s tu d e n t
b e h a v io u r .
The te a c h e r s r e p o r te d t h a t th e y u sed a l l fo u r l i s t e d a c t i v i t i e s
w it h in th e c la s s r o o m f o r ab o u t 50 p er c e n t o f t h e t im e . There was a
t h ir d o f t h e t e a c h e r s , h o w e v e r , who i n d i c a t e d t h a t t h e y n e v e r l e t
t h e s t u d e n t s c h o o se t h e o rd er o f t h e i r work or had grou p s who moved
from on e a r e a in th e c l a s s t o a n o th e r , or who had d i f f e r e n t s u b j e c t
a r e a s o p e r a t i n g a t t h e sa m e t i m e .
I t appeared
to be a tea c h e r
d e ter m in ed ' l o c k - s t e p ' a p p r o a c h w h e r e s o m e t im e s t h e s t u d e n t s c a n
c h o o s e th e se q u e n c e o f th e work th e y c o m p le te . I t i s l i k e l y t h a t th e
d e g r e e o f s tu d e n t c h o ic e d e c r e a s e s a s t h e p u p il m oves up th rou gh th e
p rim ary s c h o o l. T h is seem s t o be t h e p a t t e r n r e p o r te d b y Gal to n (in
p ress)
when w r it in g o f t h e ORACLE I I Group Work P r o j e c t .
The s e c o n d q u e s t i o n n a i r e w a s a d m i n i s t e r e d t o t h e t e a c h e r s t o
a s c e r t a i n t h e f a c t o r s w h ich t h e y saw a s in f lu e n c in g t h e i r c h o ic e o f
t e a c h in g s t r a t e g y and t h e
w ay t h e y
o r g a n is e d
th e ir
c o n t e n t . The i t e m s on t h e q u e s t i o n n a i r e w e r e g r o u p e d
c u r r ic u l u m
in to
'in ­
s c h o o l' f a c t o r s and ' o u t - o f - s c h o o l ' f a c t o r s and t h e t e a c h e r s w e r e
ask ed t o i n d i c a t e t h e d e g r e e o f im p a c t o f t h e i t e m s l i s t e d
97
upon
t h e i r c h o ic e o f te a c h in g s t r a t e g y or c u r r ic u lu m c o n t e n t .
From t h e i n - s c h o o l f a c t o r s t h e t e a c h e r s r e p o r t e d t h a t i t w a s
th e p u p i l c h a r a c t e r i s t i c s - a b i l i t i e s , p e r s o n a l n e e d s and s o c i a l
i n t e r e s t s - c o m b in e d w i t h t h e c u r r ic u l u m c o n t e n t t h e y w e r e m o s t
f a m i li a r and c o m fo r ta b le w it h and th e c la s s r o o m 's p h y s ic a l w ork in g
en v iro n m en t
w h ic h
had
th e
m o st
o r g a n is a t io n o f t h e c u r r ic u l u m
r e p o r te d t h a t i t
im p a c t
upon
th e
c o n te n t. S im ila r ly ,
c h o ic e
an d
th e te a c h e r s
was t h e p u p il c h a r a c t e r i s t i c s com bined w it h t h e i r
p e r s o n a l p r e fe r e n c e o f te a c h in g s t r a t e g y and t h e number o f s t u d e n t s
in t h e c l a s s t h a t in flu e n c e d t h e i r c h o ic e o f te a c h in g s t r a t e g y .
W hile t h e t e a c h e r s l i s t e d t h e s t u d e n t c h a r a c t e r i s t i c s a s t h e
m ajor
in -s c h o o l
d e te r m in a n ts
c u r r ic u lu m c o n t e n t ,
th e ir
of
th e ir
te a c h in g
r e p o r te d p r a c t i c e ,
str a te g y
and
on t h e o t h e r h a n d ,
su g g e st t h a t th e te a c h e r i s o n ly m in im a lly in flu e n c e d by f a c t o r s
o th e r th an t h e i r own p r e f e r e n c e .
In t h e o u t - o f - s c h o o l f a c t o r s t h e r e w e r e n o t a s m any ' s t r o n g
in f lu e n c e ' t e a c h e r r e s p o n s e s a s t h e r e w ere in t h e in - s c h o o l s e c t i o n
o f t h e q u e s t i o n n a i r e . The m o s t i m p o r t a n t o u t - o f - s c h o o l i n f l u e n c e
upon th e t e a c h e r 's c h o ic e o f t e a c h in g s t r a t e g y was t h e i r own t e a c h e r
tr a in in g c o u r se ,
f o llo w e d in im p o rta n ce b y t h e E d u ca tio n D epartm ent
S y lla b u s G u i d e l i n e s , t h e i n - s e r v i c e c o u r s e s a t t e n d e d , and v a r i o u s
le a r n in g and c h i l d d e v e lo p m e n t t h e o r i s t s .
The t e a c h e r s ' c u r r e n t c o n t e n t o r g a n is a t io n was m o st in f lu e n c e d
by t h e i r own te a c h e r t r a i n i n g c o u r s e and t h e n ,
in d e c r e a s in g o r d e r
o f im p o r ta n c e , s u b j e c t s p e c i a l i s t s and v a r io u s c h i l d d e v e lo p m e n t and
98
le a r n in g t h e o r i s t s .
The j u n i o r p r im a r y t e a c h e r s s a i d t h a t t h e p a r e n t s i n f l u e n c e d
t h e i r c h o ic e o f c o n t e n t q u i t e c o n s id e r a b l l y .
W hile t h e S y l l a b u s G u i d e l i n e s h a v e a l a r g e i n f l u e n c e u p on t h e
c u r r ic u lu m c o n t e n t o t h e r c o n s t i t u e n t e l e m e n t s o f
D epartm ent - D i r e c t o r a t e o f S t u d i e s ,
C e n tr e s - h a v e l i t t l e
th e
E d u c a t io n
R e s e a r c h B r a n c h , T e a c h e r 's
o r no im p a c t upon e i t h e r c h o i c e o f t e a c h i n g
s t r a t e g y or c u r r e n t c u r r ic u lu m c o n t e n t.
The t e a c h e r s who c o m p le te d t h e s e q u e s t i o n n a i r e s a p p e a r , fr o m
t h i s s e l f - r e p o r t d a t a , t o b e no d i f f e r e n t fr o m t e a c h e r s i n o t h e r
A u s t r a lia n s t u d i e s w h ic h h a v e lo o k e d a t u s e o f d i f f e r e n t t e a c h i n g
s t r a t e g i e s and s e l e c t i o n o f c u r r ic u lu m c o n t e n t ,
(Bourke, 1984; Power
and T i s h e r , 1 9 7 8 ; T i s h e r and P o w e r , 1 9 7 8 ) . In t h e m a in t h e y a l s o
appear s im i la r t o B r i t i s h t e a c h e r s
(A p p leyard , 1 9 8 2 ) .
In t h e n e x t c h a p t e r t h e t e a c h e r ' s i m p l e m e n t a t io n o f t h e new
te a c h in g s t r a t e g i e s f o l l o w i n g t h e in n o v a t iv e i n - s e r v i c e programme
w i l l be exam ined.
99
CHAPTER 7
THE IMPLEMENTATION OF THE TEACHING STRATEGIES
INTRODUCTION
In t h i s c h a p t e r t h e t e a c h i n g s t r a t e g i e s w h ic h t h e i n - s e r v i c e
t e a c h e r s im p lem en ted w i l l be p r e s e n te d and d is c u s s e d . In Appendix 8,
t h e r e a r e 19 te a c h in g s t r a t e g i e s t r a n s c r i p t s p r e s e n te d
in f u l l .
In
t h is s e c t i o n r e le v a n t s e c t i o n s o f th e t r a n s c r i p t s w i l l be u sed to
illu s tr a te
th e
v a r io u s
" p h ases"
in
th e
s tr a te g ie s
and
th e
" p r i n c ip l e s o f r e a c t i o n " .
TEACHING STRATEGIES
The te r m
'te a c h in g
s tr a t e g y ' h a s b een g iv e n
w id e c u r r e n c y
th r o u g h t h e w ork o f B r u c e J o y c e and M arsh a W e i l . The b o o k e n t i t l e d
M odels o f T e a c h in g , w h ic h w a s f i r s t p u b l i s h e d i n 1 9 7 2 , and now h a s
gon e i n t o i t s t h i r d e d i t i o n (J o y c e and W e i l , 1 9 8 6 ) i s now s e t a s a
m ain t e x t f o r s t u d e n t s i n e d u c a t i o n i n t h e U .S ., t h e U.K., A u s t r a l i a
and i n p a r t s o f A s i a . J o y c e and W e il h a v e u s e d p s y c h o l o g i c a l and
p h i l o s o p h ic a l
th e o r ie s
to d e v e lo p
w hat
th e y
c a ll
" m o d e ls
of
te a c h in g " . J o y c e and W e i l ' s u s e o f t h e te r m " m o d e ls o f t e a c h i n g " i s
s i m i l a r t o t h a t o f N u t h a l l and Snook ( 1 9 7 3 ) ,
t h e y p r o p o se can be u sed f o r i n v i t a t i o n ,
p r e d i c t i o n and p e r s u a s io n .
100
i n t h a t t h e " m o d e ls"
d e s c r ip tio n ,
e x p la n a t io n ,
The m o d e ls o f t e a c h in g h ave been c l a s s i f i e d by J o y c e and W eil
( 1 9 8 6 ),
in to
" fa m ilie s "
or
'r e la te d '
e x a m p le s
of
m o d e ls .
T hey
i d e n t i f y fo u r f a m i l i e s o f m o d els; th e I n fo r m a tio n P r o c e s s in g M od els,
t h e S o c ia l M o d els, th e P e r so n a l M od els, and t h e B e h a v io u r a l M odels.
J o y c e and W eil (1986, pp 14-18)
d e s c r i b e t h e m o d e ls o f
have d e v e lo p e d a v o c a b u la r y t o
t e a c h i n g and e a c h o f th em i s d e s c r i b e d and
d i s c u s s e d under t h e sam e f i v e h e a d in g s;
i .
S y n ta x .
ii.
S o c i a l S y stem .
iii.
p r i n c i p l e s o f R e a c tio n .
iv .
S up port S y stem .
V.
I n s t r u c t io n a l and N u rturant E f f e c t s .
i.
S y n ta x . The sy n ta x
in
a c tio n .
E ach
or p h a sin g o f t h e
m odel
has
m odel d e s c r i b e s th e m odel
a d is tin c t
f lo w
of
seq u en ced
a c t i v i t i e s w h ic h a r e c a l l e d p h a s e s . The p h a s e s i n d i c a t e t h e
p r a c tic a l
a c tiv itie s
w h ic h
th e
tea c h e r
m u st
s e q u e n tia lly
im p lem en t.
ii.
S o c i a l S y s t e m . The s o c i a l
s y s t e m d e s c r i b e s t h e s t u d e n t and
t e a c h e r r o l e s and r e l a t i o n s h i p s and t h e kind o f norms w h ich a r e
e n c o u r a g e d . The l e a d e r s h i p r o l e s o f t h e t e a c h e r v a r y g r e a t l y
from m odel t o m od el. In some m o d els t h e te a c h e r e n c o u r a g e s th e
s t u d e n t s t o b e s o c i a l l y and i n t e l l e c t u a l l y in d e p e n d e n t (lo w
101
str u c tu r e ) ,
i n o t h e r s t h e r e i s an e q u a l s h a r i n g o f a c t i v i t y
b etw een t e a c h e r and s t u d e n t ( m o d e r a te s t r u c t u r e ) , and i n so m e
m od els t h e te a c h e r i s th e c e n t r e o f th e a c t i v i t y , t h e p o s s e s s o r
o f t h e i n f o r m a t i o n and t h e c o n t r o l l e r o f t h e s i t u a t i o n
( h ig h
str u c tu r e ) .
iii.
P r i n c i p l e s o f R e a c tio n . The p r i n c i p l e s o f r e a c t io n p r o v id e th e
r u l e s o f thumb f o r th e te a c h e r on how t o regard th e le a r n e r and
how t o r e s p o n d t o w h a t t h e l e a r n e r d o e s . In so m e m o d e ls t h e
tea ch er o v e r t l y
tr ie s
rew ard in g c e r t a i n
' t o s h a p e ' t h e s t u d e n t ' s b e h a v io u r b y
a c tiv itie s
and i g n o r i n g o t h e r s .
In o t h e r
m o d els t h e t e a c h e r m a in ta in s a n o n - e v a ln a t iv e , e q u a l s t a n c e s o
t h a t t h e le a r n e r beccxnes s e l f - d i r e c t i n g .
iv .
S up port S y s t a n . The su p p o rt sy ste m i s t h e n e c e s s a r y s u p p o r tin g
c o n d itio n s
to
im p le m e n t a m o d e l.
It
m ig h t
in c lu d e
m e d ia ,
m a te r ia ls , a c c e s s t o o th e r r e s o u r c e p e o p le o r o th e r t e a c h e r s
w ith s p e c i f i c s k i l l s .
V.
I n s t r u c t io n a l and N u rtu ran t E f f e c t s . Each o f t h e m o d e ls h as an
i n s t r u c t i o n a l ( d i r e c t ) e f f e c t and a l s o a n u r t u r a n t ( i m p l i c i t )
e ffe c t.
The i n s t r u c t i o n a l e f f e c t s a r e t h o s e d i r e c t l y a c h ie v e d
b y l e a d i n g t h e l e a r n e r i n c e r t a i n d i r e c t i o n s . The n u r t u r a n t
e ffe c ts
co m e fro m b e i n g
i n t h e e n v ir o n m e n t c r e a t e d b y t h e
m o d e l.
102
THE FIDELITY OF THE IMPLEMENTATION
In th e p r e s e n t s tu d y t h e t e a c h e r s w ere t o ld th e y sh o u ld a tte m p t
t o im p le m e n t t h e t e a c h i n g s t r a t e g y a s d e s c r i b e d b y J o y c e and W e il
(1 9 8 6 ). T h is d e c i s i o n
m ean t t h a t th e " f i d e l i t y "
o f th e te a c h in g
s t r a t e g y c o u ld b e sh o w n th r o u g h t h e p r e s e n c e o f t h e s t r a t e g i e s '
e s s e n t i a l c o m p o n e n ts a s d e s c r i b e d b y J o y c e and W e il , t h a t i s ,
sy n ta x ,
th e p r in c ip le s
of
r e a c tio n ,
th e
and s o o n . The f a c i l i t a t o r
d e c id e d i f th e m o d els had been im p lem en ted on t h e b a s i s o f w h eth er
or
not
th e
str a te g y
" s p e c ific a tio n s "
im p le m e n t e d
accord ed
w ith
th e d e s ig n e r s '
(F u lla n and P om fret, 1 9 7 7 ).
The u s e o f t h e ' f i d e l i t y ' a p p r o a c h i s t o b e c o m p a re d w i t h t h e
"mutual a d a p ta tio n " approach (F u lla n and P o m fr e t,
1 9 7 7 ).
Berman and
M cLaughlin (1978) have d e s c r ib e d t h e p r o c e s s w hereby t e a c h e r s m o d ify
th e in n o v a t io n to f i t
i n t o t h e i r c l a s s r o o m s i t u a t i o n a s " m u tu a l
a d a p ta tio n " . From t h e i r s t u d i e s , Berm an and M c L a u g h lin fo u n d t h a t
t e a c h e r s u s u a l ly made som e a d a p t a t io n s in t h e i r c la s s r o o m p r a c t i c e
in r e s p o n s e t o th e in n o v a t io n , w h ile a t t h e sam e t im e , m o d ify in g th e
in n o v a t io n t o f i t t h e i r p r a c t i c e .
In t h i s stu d y t h e te a c h e r s w ere ask ed t o im p lem en t t h e te a c h in g
s t r a t e g y a s d e s c r ib e d b y J o y c e and W eil (1986) r a th e r than m o d ify i t
f o r im p le m e n ta tio n .
N ot a l l o f th e l e s s o n s can b e d is c u s s e d h e r e s o f i v e h ave b een
c h o se n t o i l l u s t r a t e t h e im p le m e n ta tio n .
103
THE LESSON TRANSCRIPTS
EXAMPLE 1 .
TEACHER;
THE CONCEPT ATTAINMENT TEACHING STRATEGY
HT
S t u d e n t s ; J u n io r p rim ary; 5 -6 y e a r s o f a g e
23 in th e c l a s s
(6 c h ild r e n d id th e e x e r c i s e a t a t i m e ) .
T e a c h e r ' s C orm ents;
The l e s s o n s w e r e d e s i g n e d a ro u n d t h e s e n s e o f t o u c h - a
p e r c e p tu a l approach t o le a r n in g w h ich i s
im p o r ta n t in th e
p r e -p rim a ry and j u n io r p rim ary g r a d e s .
B e h a v io u r a l O b je c tiv e ; t h a t t h e c h ild r e n w i l l o r g a n is e o b j e c t s i n t o
grou p s a c c o r d in g t o th e o b j e c t s ' c h a r a c t e r i s t i c s .
P h a se s o f C oncept A tta in m en t S t r a t e g y w ith U n organ ised M a te r ia l
1.
D e s c r ip t io n o f C oncept a s i t i s u se d ;
- break and l a b e l c o n c e p t
- id e n tify a ttr ib u te s
2.
E v a lu a tio n o f c o n c ^ t ;
- d i s c u s s adequacy o f c o n c e p ts
- compare exam p les t o o th e r d a ta
P h a se s o f t h e T each in g S t r a te g y
1.
D e s c r ip t io n o f C oncept
T
T r a n s c r ip t
W e're g o i n g t o h a v e a lo o k i n o u r
box h e r e . W e've g o t a l l s o r t s o f
t h in g s t h a t h a v e g o t d i f f e r e n t
f e e l s . When y o u p i c k th em up and
to u c h th em t h e y f e e l d i f f e r e n t . I'm
g o in g t o s e e how many p e o p le can g e t
some t h i n g s o u t and t e l l me w h a t
t h e y f e e l l i k e when t h e y to u c h them .
W e're g o i n g t o d e s c r i b e how t h e y
104
fe e l.
St S o ft.
T
S o ft to s e e
th ese
t h in g s
g o o d g i r l . W e ll w e 'r e g o i n g
i f we c a n s o r t o u t so m e o f
t h in g s . L e t's p u t th e s o f t
a l l in one p i l e .
T
You t e l l me so m e th in g a b ou t what i t
f e e l s l i k e C e c i l i a , w hen y o u t o u c h
it.
S t Hard.
T
You t h i n k i t ' s h a r d d o y o u ?
What
e l s e c a n y o u t e l l me a b o u t i t ? T ry
and t e l l me s o m e t h in g d i f f e r e n t
about i t .
S t I t ' s bumpy.
T
What p i l e s h a l l we make i t ?
S t The p u r se f i l e .
T
W ell y e s - b u t w e 'r e t a l k i n g a b o u t
t h in g s t h a t h a v e a f e e l . W e've g o t
s o f t t h in g s t h e r e . What s h a l l we s a y
t h i s th in g f e e l s l i k e ?
S t H ard. The bumpy p i l e .
T
W e 'll p u t i t i n t h e b u m p y p i l e
b e c a u s e i t s g o t bumpy t h in g s on i t .
S t I'm g o i n g t o c l o s e my e y e s and g e t
one o u t .
T
What d o e s i t f e e l l i k e t o tou ch ?
S t P r i c k ly .
2.
E v a lu a tio n o f C on cept
T
W ell w e ' l l h a v e t o m ake a s p e c i a l
p i l e f o r p r i c k ly t h in g s w o n 't we?
T
L e t ' s s e e w h a t h a p p e n s w hen we p u t
some o f t h i s o n .
S t Warm.
T
A l r i g h t . What ab o u t t h i s one?
S t C o ld .
T
What c a n y o u t e l l me a b o u t t h e
d i f f e r e n c e betw een t h e two o f them?
105
S t T hat o n e 's
T
lum py.
T hat o n e 's lum py and w h a t's t h a t
o v e r th e r e ?
one
S t Mushy.
S t T h is s t i l l f e e l s warm.
T
S t i l l f e e l s warm? What can you th in k
o f t h a t f e e l s warm?
St K e ttle .
S t M ilo .
St C o ffee .
S t The sun i s
very h o t.
T
warm - t h a t ' s a good o n e .
The sun i s
S o c ia l System
There i s
a m o d era te s t r u c t u r e b u t t h e t e a c h e r c o n t r o l s th e
a c t i o n a s s h e l o o k s f o r t h e q u e s t i o n s and k e e p s t h e s t u d e n t s on
ta sk .
P r i n c i p l e s o f R e a c tio n
The te a c h e r i s
s u p p o r t iv e o f t h e s tu d e n ts ' id e a s w it h c h ild r e n
o f t h i s a g e , h o w ev er, th e l a t t e r s t a g e s o f th e s t r a t e g y in c lu d in g
t h e a n a l y s i s o f t h e i r th in k in g s t r a t e g y i s in a p p r o p r ia te .
Example from t r a n s c r i p t ;
T.
P r ic k ly . A p r i c k l y t h i n g . Who k n o w s w h a t t h a t m ig h t b e u s e d
fo r ?
S t.
A c u r le r .
T.
I t ' s a c u r le r i s n ' t i t ? What do p e o p le u s e c u r l e r s fo r ?
106
S t.
To p u t on your h a ir t o make i t c u r ly .
Sup port System
A la r g e
v a r ie ty
of
m a te r ia ls
are
needed
to
su p p ort
th is
te a c h in g s t r a t e g y . T h is i s e s p e c i a l l y th e c a s e w it h c h ild r e n o f t h i s
a g e who " le a r n b y d o in g " , i . e . , b y e x p e r i m e n t a t i o n w i t h c o n c r e t e
o b je cts.
EXAMPLE 2 .
T eacher ;
COGNITIVE GROWTH TEACHING STRATEGY
EH
S t u d e n t s ; G rade Two; 6 - 7 y e a r s o f a g e ; 33 c h i l d r e n
(19 b o y s , 14
g ir ls ) in th e c l a s s .
T e a c h e r 's C o m m en ts; I h a v e c h o s e n t h e s t r a t e g y ' c o g n i t i v e g r o w t h ' ,
t h a t i s , i n c r e a s i n g t h e c a p a c i t y t o t h i n k . In my i m p l e m e n t a t io n I
d e c id e d
to
u se
th e
area
o f m a th s .
S p e c ific a lly
th e co n c e p t o f
E q u iv a le n t Groups; t h e c o n s e r v a t io n o f number.
The
id e a
of
e q u a lity
in
r e sp e c t to
num ber d e p e n d s on o u r
a b i l i t y t o i s o l a t e t h e number p r o p e r ty o f c o l l e c t i o n s . C h ild r e n need
t o d e v e lo p a w a r e n e ss t h a t t h e number i s n o t a f f e c t e d b y d i f f e r e n c e s
in
o th e r
p r o p e r tie s
su ch
as
appearance,
s iz e
or
s p a tia l
r e c o g n i s e and c o n s t r u c t c o l l e c t i o n s
o f equal
a r r a n g e m e n ts.
O b j e c t iv e s ;
1.
The c h i l d r e n
number v a l u e s .
107
2.
That c h i l d r e n
a p p r e c ia te
and
exam p les t h a t num ber v a l u e
e x p e r ie n c e
th r o u g h
c o n c r ete
r e m a in s c o n s t a n t r e g a r d l e s s o f
p h y s ic a l a p p e a r a n c e .
p h a se s o f C o g n it iv e Growth S t r a t e g y .
1.
C o n fr o n ta tio n w ith S ta g e -R e le v a n t T ask s;
- p r e s e n t p u z z lin g s i t u a t i o n m atched t o l e a r n e r ' s d e v e lo p m e n ta l
sta g e .
2.
In q u ir y ;
- e l i c i t s tu d e n t r e s p o n s e s and j u s t i f i c a t i o n s .
- te a c h e r t o p rob e s t u d e n t ' s r e s p o n s e s .
3.
T r a n sfe r ;
- p r e s e n t r e la t e d ta s k and p rob e s t u d e n t ' s r e a s o n in g .
T r a n s c r ip t
P h a ses o f T eaching S t r a te g y
1.
C o n fr o n ta tio n w ith
S t a g e - r e le v a n t t a s k s
T
Have a l o o k a t a l l t h e d i f f e r e n t
c o l l e c t i o n s I 'v e g o t t h e r e and t e l l
me w hat you th in k ab o u t them .
S t Some o f t h e s e a r e n 't a l l e x a c t . Some
o f them a r e b u t s a n e o f them a r e n ' t .
T
Why a r e n ' t th e y e x a c t l y t h e same?
S t W e ll, n o t a l l o f th e m a r e . T a k e
th e se fo r in s t a n c e ... th e y 'r e th e
same t h i n g b u t t h e y ' r e n o t t h e sa m e
c o lo u r . A s f o r t h e s e , t h i s i s a
Coke c a n a n d t h e s e t w o a r e b e e r
c a n s . T h e s e tw o a r e t h e s a m e , t h e s e
two - tw o t h in g s d i f f e r e n t a r e s i z e
and t h i s o n e 's c o v e r . I s u p p o s e y o u
c o u ld s a y t h e s e o n e s a r e t h e sa m e
b u t maybe n o t , b e c a u s e t h e o th e r tw o
d o n ' t have t h i s l i s t h e r e on , and a s
f o r t h e s e t w o , t h e y ' r e a l r i g h t , and
t h e s e tw o - m aybe y o u c o u l d s a y n o ,
b ecau se o f th e p a tte r n th e r e , b u t . . .
108
T
A lr ig h t . A nd s o y o u ' r e s a y i n g
a lth o u g h so m e o f th em a r e t h e sa m e
c o lo u r , so m e o f them a r e n o t t h e
same. T h a t's t r u e . . . b u t w h a t e l s e
can y o u
t e ll
me a b o u t
th e
c o l l e c t i o n s th e r e ?
S t W e ll,
each.
T
every
set
has g o t
th ree
in
Good g i r l . E v e r y s e t - w e 'v e g o t
l o t s o f s e t s t h e r e - w e've g o t t h r e e
b o ttle t o p s , t h r e e c u b e s , t h r e e
s tr a w s , t h r e e rou n d d i s c s , t h r e e
b ea d s . . . T h ey a l l h a v e t h e sa m e . . .
what? They a l l have . . . ?
S t The same amount o f t h i n g s .
T
. . . A lr ig h t th e n .
I'm
change th em a r o u n d , and I
t o do so m e th in g fo r me. Do
i t m a tte r s t h a t th e y 'r e
cu b es, and t h a t t h e y ' r e
str a w s . . .
g o in g t o
w ant you
you th in k
not a ll
not a ll
S t NO.
T
Why? . . .
S t W e ll, t h e r e ' s d i f f e r e n t s h a p e s and
d iffe r e n t t h in g s ...
S t So i t r e a l l y d o e s n ' t m a t t e r . W e've
d e c id e d t h a t t h e y ' v e a l l g o t t h e
same number.
T
I'm g o i n g t o s e t up a c o l l e c t i o n
h e r e and I'm g o in g t o g e t som eone t o
make i t l o o k t h e sa m e v a l u e , l i k e . . .
Eitnia, I'm g o i n g t o p u t t h r e e t o p s
h e r e and I'm g o i n g t o p u t o n e t h i n g
h e r e . Can you make t h e s e c o l l e c t i o n s
th e same amount?
S t Y es.
T
How a r e you g o in g t o do i t ?
S t Take away two o f th e l i d s .
T
You c o u l d t a k e a w a y tw o o f t h e l i d s
s o y o u 'r e l e f t w ith one e a c h , o r . . . ?
S t Or you c o u ld p u t them on two c u b e s .
109
2.
In q u ir y
T
R ig h t, s o y o u 'v e p u t them t h a t w ay
so C h r i s t i a n c a n s e e . R i g h t ,
C h r is t ia n , f i r s t o f a l l c a n y o u t e l l
u s w hat th e c o l l e c t i o n i s ?
The one
c o l l e c t i o n t h a t M egan's g iv e n us?
S t Tops and b e a d s .
T
How many
S t S ix .
T
R ig h t . . .
T
How d o y o u know t h e s e c o l l e c t i o n s
a r e n ' t th e same?
S t B eca u se y o u a d d e d . . . t h a t o r y o u
c o u ld c o u n t t h a t a n d s e e t h a t . . .
c o u n t b y tw o o r t h r e e and s e e i f
th e y w e r e a l r i g h t y o u w o u ld k now ,
b e c a u s e t h e r e ' s t h r e e o f t h e s e and
t h r e e o f th e m a n d t h e y a r e a l l
d iffe r e n t.
T
R ig h t, how many in ea c h c o l l e c t i o n ?
I t m ig h t b e an e a s i e r w a y ... how
many i n e a c h c o l l e c t i o n ?
How m any
on t h a t s id e ?
S t S ix .
T
And how many on t h a t s id e ?
S t S ix .
T
Are t h e y th e same?
S t Y es.
T
Why?
S t B e c a u s e ... l i k e K i r s t e n s a i d , s h e
h a s t h r e e . . . and s o i f t h e r e w a s ,
you p u t tw o t h in g s on ea c h s i d e t h a t
means th e y m ust b e t h e sam e.
T
3.
T r a n sfe r
Can so m e o n e
way?
te ll
H ea th a s i m p l e r
S t I 'v e g o t a l l th e s ix e s h e r e .
T
Have you? R ig h t. What ab ou t th e l a s t
group? R i g h t , j u s t p u t th em b a c k
in to th e m id d le . A ll y o u r p i l e s .
A lr ig h t M egan, w h a t c a n y o u t e l l me
about t h o s e c o l l e c t i o n o f c a r d s?
W e've g o t t h r e e p i l e s t h e r e .
110
S t W e ll, t h e s e o n es a l l e q u a l s i x .
T
So t h e y l o o k t h e sa m e ?
card lo o k t h e sam e.
D oes e a c h
S t NO.
T
Are t h e y t h e same th en ?
S t Y es.
T
Why?
S t I t d o e s n 't m a tte r w hat p a t t e r n s th e y
a re, b u t t h e y a l l h a v e t h e sam e
amount o f d o t s .
S o c ia l System
T here i s a h i g h s t r u c t u r e w hen t h e t e a c h e r i s a s s e s s i n g t h e
'le v e l' o f
th e c h ild .
The t e a c h e r
in itia te s
and s t r u c t u r e s
th e
in q u ir y . The s o c ia l- e m o t io n a l atm osphere i s f r e e and o p e n .
P r i n c i p l e s o f R e a c tio n
The te a c h e r m ust c r e a t e an atm osp h ere w h ich e n c o u r a g e s s tu d e n t
resp o n se.
The t e a c h e r
is
to
a v o id
le a d in g
th e
stu d e n ts
to
th e
a n sw ers and m ust in q u ir e in t o th e s t u d e n t ' s r e s p o n s e .
Example fr a ti t h e t r a n s c r i p t ;
T.
A l r ig h t . And s o y o u 'r e s a y i n g a l t h o u g h so m e o f th em a r e t h e
same c o l o u r . Som e o f th em a r e n o t t h e s a m e . Some o f th em a r e
t h e sa m e s i z e and so m e a r e n o t . T h a t 's t r u e , t h a t ' s v e r y t r u e .
But w h a t e l s e c a n y o u t e l l me a b o u t t h e c o l l e c t i o n s .
c a r e fu l lo o k .
Ill
H ave a
S t.
W e ll, e v e r y s e t h a s g o t t h r e e in e a c h .
T.
They a l l
h a v e t h e sa m e am o u n t o f t h i n g s .
A l r i g h t t h e n . I'm
g o in g t o change them around, and I w ant you t o do so m e th in g f o r
me. Do y o u t h i n k
it
m a tte r s t h a t th e y 'r e
not a ll
c u b e s and
t h e y 'r e n o t a l l s t r a w s . Do you th in k t h a t r e a l l y . . .
S t.
NO.
T.
Why d o e s n ' t i t m a tt e r . Heath?
S t.
W e ll, t h e r e ' s d i f f e r e n t s h a p e s and d i f f e r e n t t h i n g s . . . L i k e ,
you t h i n k
e v e r y th in g
w as s q u a r e ,
lik e
on a c a r ,
th e n
it
w o u ld n 't go a s f a s t a s round t h in g s . . .
S t.
So i t r e a l l y d o e s n 't m a tte r . We've d e c id e d t h a t th e y 'v e a l l g o t
th e same number.
T.
I'm g o i n g t o s e t up a c o l l e c t i o n h e r e , and I'm g o i n g t o g e t
som eone t o m ake i t l o o k t h e sa m e v a l u e , l i k e . . . Emma I'm g o i n g
t o p u t t h r e e t o p s t h e r e and I'm g o i n g t o p u t o n e t h i n g t h e r e .
Can you make t h o s e c o l l e c t i o n s t h e same am ount.
T.
Good b o y , t h e y ' v e a l l g o t s e v e n d o t s . Emma, w h a t a b o u t t h i s
p i l e , a r e th e y t h e same?
S t.
Y es.
T.
Why?
112
S t.
'C os t h e y 'v e a l l g o t se v e n in them .
T.
Good b o y t h e y ' v e a l l g o t s e v e n d o t s .
Emma, w h a t a b o u t t h i s
p i l e ? Are t h e y th e same?
S t.
Y es.
T.
Why?
S t.
B e c a u se a l l o f t h e c a r d b o a r d b i t s w i t h d o t s on i t h a v e a l l t h e
same am ount.
T.
How many h ave t h e y g o t?
S t.
F iv e .
T.
But t h e y ' r e n o t a l l th e same p a t t e r n .
S t.
But t h a t d o e s n ' t m a tt e r , b e c a u se i t ' s s t i l l
th e
same am ount.
Sup p ort System
The t e a c h e r n e e d s t o b e w e l l g r o u n d e d i n c h i l d d e v e lo p m e n t a l
th e o ry
and
c r ea te
an
e n v ir o n m e n t
u n s tr u c tu r e d s t a g e - a p p r o p r ia t e t a s k s .
113
th a t
in c lu d e s
str u c tu r e d
or
EXAMPLE 3; THE INQUIRY STRATEGY
T eacher;
BR
S tu d e n ts :
Grade 8; 1 2 - 1 3 y e a r s o f a g e .
32 s tu d e n ts in t h e c l a s s
(19 b oys 13 g i r l s ) .
T e a c h e r 's C om m en ts: T r i a l l i n g t h i s t e a c h e r s t r a t e g y h a s r e q u i r e d
courage
on my p a r t . I am new t o t h e s c h o o l
Sch ool)
and I h a v e had p r o b le m s
(a C a t h o l i c P a r o c h i a l
w ith c la s s r o o m
c o n t r o l f o r so m e
tim e .
The s c ie n c e programme in th e s c h o o l i s h i g h l y s tr u c t u r e d b y t h e
S u b je c t M a s te r . Each t o p i c h a s t o b e c o m p le t e d i n f o u r w e e k s , s o
w ith o n ly fo u r 5 5 -m in u te p e r io d s p e r week t h i s e x e r c i s e i s a ssu m in g
some im p o rta n ce.
O b j e c t iv e s :
1.
C o n te n t. To o b s e r v e and r e c o r d w hat happens when an oran ge
powder i s h e a te d g e n t l y and th e n s t r o n g l y .
2.
B e h a v io u r a l. Through th e p r o c e s s o f in q u ir y t o s p e c u la t e a s
t o th e n a tu r e o f t h e o ra n g e pow der.
3.
To form h y p o t h e s e s .
4.
To t e s t t h e i r h y p o th e s e s b y id e a e x p e r im e n ta t io n .
114
P h ases o f t h e In q u ir y S t r a te g y
1.
Encounter w ith a p r o b la n .
e x p la in in q u ir y p r o c e d u r e s ,
p r e s e n t d is c r e p a n t e v e n t .
2.
D ata g a th e r in g - v e r i f i c a t i o n .
v e r i f y th e n a tu r e o f th e o b j e c t s
and th e o c c u r r e n c e o f th e problem s i t u a t i o n .
3.
Data g a th e r in g e x p e r im e n ta tio n ,
i s o l a t e e la n e n t v a r i a b l e s ,
h y p o t h e s is e and t e s t c a u s a l
r e la tio n s h ip s .
4.
Form ulate an e x p la n a t io n .
fo r m u la te r u l e s or e x p la n a t io n s .
5.
A n a ly s is o f t h e in q u ir y p r o c e s s ,
a n a ly s e in q u ir y s t r a t e g y and
d e v e lo p more e f f e c t i v e o n e s .
P h ases o f T eaching S t r a te g y
T r a n s c r ip t
1.
T.
E ncounter w ith
th e
p rob lem .
Now, I'm g o in g t o h e a t oran ge
powder. I w ant you t o o b s e r v e w hat
h app en s.
Now i f
what h a p p e n s ,
s a tis fie d
th e n
if
w ith
I can
you ca n n o t
th e
le t
you
you
see
are
not
o b s e r v a tio n
c o m e up i n
grou p s o f fo u r and do i t . . .
Ju st
o b serve
- we h e a t
it
very
g e n t ly . Ok. W hat d o y o u t h in k
happ en ing?
S t . Changing c o lo u r .
115
is
T.
Kenneth you p u t a l i t t l e
b it of i t
in h e r e s o we c a n c o m p a r e . Now,
h o ld i t up f o r t h e c l a s s t o s e e .
OK, tu r n around and show them .
S t . I t w ent r e d . Red.
T.
Ok. Now l e t ' s c o o l i t and s e e w h a t
h a p p en s.
S t.
What d id you
do
to it?
T.
I'm c o o l i n g i t now . A t t h e
to p ,
can you s e e a change?
S t . I t ' s g o in g o r a n g e .
T.
...W h a t happ en s when i t c o o ls ?
S t.
I t g o e s back t o o r a n g e .
T.
A l r ig h t , now w h a t I ' l l d o
is heat
i t s t r o n g l y . . . What c o l o u r h a s i t
tu rn ed ?
S t . B la c k . Brown.
2.
Data G a th e r in g -
S t . When you h e a t i t , d o e s i t d r y o u t
v e r ific a tio n
and tu r n b la c k ?
A ll t h e m o is tu r e
d r ie d o u t . . .
T.
Now, s t r u c t u r e y o u r s e n t e n c e
to
t h a t t h e r e a r e n o t to o many t h in g s
a t th e same t im e .
S t . When y o u h e a t i t d o e s i t t a k e t h e
m o is tu r e o u t o f i t ? And th e n , when
you c o o l i t , d o e s i t . . . ?
116
3.
Data G a th e r in g -
T.
e x p e r im e n ta tio n
A l r i g h t , now, someone s a y s can he
put a lig h t e d
s p lin t
in
it.
Ok,
l e t ' s try .
S t. I t ' s gone o u t. I t w ent o u t. Put a
l i g h t e d ta p e r i n .
S t . How w o u ld w e b e a b l e t o b u b b le i t
th rou gh lim e w ater?
S t . Could y o u p l e a s e p u t a s p l i n t i n
th ere
w h ile
th e
th in g s
s till
orange?
S t . To lo o k a t t h a t t h in g on th e s i d e ,
i s th a t s ilv e r ?
T.
Now y o u 'r e com ing c l o s e t o i t .
S t . I s i t m ercury?
T.
What do you say?
S t . L a st y e a r we w en t t o t h i s th in g a t
J a r r a h d a le
to
see
a
lo a d
of
b a u x it e . We sa w p i e c e s o f b a u x i t e
and t h e y w e r e o r a n g e , and t h a t ' s
o r a n g e . Could i t be alum inium ?
4.
F orm u latin g an
S t . Would th e h e a t o f th e bun sen be
e x p la n a tio n
le s s
th a n t h e h e a t t h a t ' s n e e d e d
fo r
th e
b a u x ite
to
tu r n
to
alum inium ?
T.
Now we h a v e n ' t e s t a b l i s h e d
su re
th a t
th is
is
b a u x ite
fo r
or
alum inium , b u t y o u 'r e w o r k in g on a
h y p o t h e s is t h a t you have so m e th in g
117
th a t
changes
in t o ...
W h at
is
alum inium ?
S t . M e ta l.
T.
And what i s b a u x ite ?
S t . Rock. A s o l i d .
T.
A s o l i d . A n ything e l s e ?
S t . A pow der.
T.
A pow der. Yes?
S t . I s i t a m in e r a l?
T.
So y o u
w ant
to
know
is
th is
a
m in e r a l? Could b e . . .
S t . B a u x ite a n d
a lu m in iu m
d i f f e r e n t t h i n g s and i f
are
tw o
you have
som eth in g m ade o f a lu m in iu m w hen
i t c o o l s dow n i f i t g o e s b a c k t o
b a u x i t e , i t c o u l d n ' t b e alum inium .
5.
A n a ly s is o f th e
T.
in q u ir y p r o c e s s
A l r ig h t , t h a t ' s g o o d . Now we have
s e e n how b y a s k i n g q u e s t i o n s y o u
can a r r i v e a t s o m e t h in g t h a t y o u
d i d n ' t know.
T.
Now, t h e n e x t t h i n g I w a n t t o a s k
you i s , w h a t k in d o f q u e s t i o n s d o
you t h i n k t h a t y o u a s k e d , e n a b le d
you t o com e t o
th a t
it
c o n c lu s io n ,
w as m ercu ry o x id e .
what k in d
of
q u e s tio n s
a lo n g t h a t l i n e .
118
th is
le d
Now
you
S t . Q u e stio n s
w h ere
s o m e th in g
is
chucked o u t . . . a n y q u e s t i o n w h e r e
som eth in g you know i s n o t t h a t . . .
T.
A l r ig h t , y e s ?
S t . G e ttin g a n e g a t iv e a n sw er.
S o c ia l System
There i s a h ig h d e g r e e o f s t r u c t u r e w h ich
te a c h e r .
H o w e v e r,
th e
in te lle c tu a l
i s c o n t r o l l e d b y th e
e n v ir o n m e n t i s
o p en t o a l l
r e le v a n t id e a s and th e te a c h e r i s t o t r e a t id e a s e q u a l ly .
P r i n c i p l e s o f R e a c tio n
The t e a c h e r i s t o h e l p t h e s t u d e n t s i n q u i r e b u t n o t t o d o t h e
in q u ir y work f o r them .
Exam ples from th e t r a n s c r i p t ;
T.
Now t o d a y ,
we w a n t t o d o s o m e t h in g l i k e
t h is ...
I w ant you
to a s k t h e q u e s t i o n s , b u t y o u h a v e t o b e c a r e f u l o f t h e w ay y o u
fram e th e q u e s t i o n s . . .
S t.
When y o u h e a t i t ,
does
i t d r y o u t and t u r n b la c k ?
A ll th e
m o is tu r e d r ie d o u t , th e n when i t . . .
T.
Now s t r u c t u r e y o u r s e n t e n c e s o t h a t t h e r e a r e n o t t o o many
t h in g s a t th e same tim e .
S t.
When y o u h e a t i t ,
d o e s i t ta k e th e m o is tu r e o u t o f i t ?
119
And
t h e n , when you c o o l i t d o e s i t . . . ?
T.
Now,
w hen y o u h e a t i t d o
you ta k e th e
m o is tu r e o u t o f
P erh ap s you d o , b u t can you s e e any d ro p s
o f w a te r vapour?
S t.
What i s t h e oran ge powder?
T.
A lr ig h t,
s o m e o n e w a n ts t o know w h a t i s
it?
th e o ra n g e pow der. I
c a n n o t s a y w h a t i t i s . You h a v e t o a s k q u e s t i o n s t o d e t e r m i n e
th e n a tu r e .
T.
W e 'll s e e w h e t h e r i t g o e s
I w an t t o a sk you i s ,
o r a n g e o r n o t . . . Now, t h e n e x t t h i n g
w hat kin d o f q u e s t io n s do you th in k t h a t
yo u a s k e d , e n a b le d you t o com e t o t h i s c o n c lu s io n , t h a t i t was
m ercu ry o x i d e . Now w h a t k in d o f q u e s t i o n s l e d y o u t o g o a lo n g
th a t lin e .
S t.
Q u e s tio n s w here so m e th in g i s chucked o u t ... any q u e s t io n s w here
so m e th in g you know i s n o t t h a t . . .
T.
A lr ig h t, yes?
S t.
G e t t in g a n e g a t iv e a n sw er.
T.
G e t t in g a n e g a t iv e a n sw er.
R ig h t.
What w ere th e m o st im p o r ta n t
q u e s t io n s t h a t you a s k e d , t h a t g a v e you th e c lu e s ?
120
Support System
The te a c h e r m ust have a c c e s s t o th e m a t e r ia l s w h ich w i l l p r e s e n t
th e s t u d e n t s w ith a p u z z lin g or d is c r e p a n t e v e n t .
EXAMPLE 4; INQUIRY STRATEGY
T each er; KA
S tu d e n ts ; Grade 7; 1 1 - 1 2 y e a r s o f a g e .
32 in th e c l a s s .
T e a c h e r 's Comments;
I f e e l r a th e r u n c o m fo r ta b le w it h t h i s s t r a t e g y a t th e
o u t s e t . I'm n o t s u r e my s t u d e n t s c a n c o p e w i t h t h e
r e s p o n s i b i l i t y o f g a t h e r in g t h e d a t a ,
f o r m u la tin g th e
h y p o th e s e s and t r y in g t o e x p la in c e r t a i n phenomena.
O b je c t iv e ;
By t h e
en d o f
th e le s s o n ,
each stu d e n t w i l l
ob se r v ed a s c i e n t i f i c d e m o n s t a t i o n a n d ,
in q u ir y d i s c u s s i o n ,
P h a ses o f In q u ir y S t r a te g y
E ncounter w ith a p rob lem .
e x p la in in q u ir y p r o c e d u r e s ,
p r e s e n t d is c r e p a n t e v e n t .
2.
Data g a th e r in g - v e r i f i c a t i o n .
v e r i f y th e n a tu r e o f th e o b j e c t s
and th e o c c u r r e n c e o f th e problem
s itu a tio n .
121
t h r o u g h an
e s t a b l i s h a w orking h y p o t h e s is t o
t r y t o e x p la in th e o b se r v ed phenomenon.
1.
have
3.
Data g a th e r in g - e x p e r im e n ta tio n .
i s o l a t e r e le v a n t v a r i a b l e s ,
h y p o t h e s is e and t e s t c a u s a l
r e la tio n s h ip s .
4.
F orm ulate an e x p la n a t io n .
fo r m u la te r u l e s or e x p la n a t io n s .
5.
A n a ly s is o f th e in q u ir y p r o c e s s .
a n a ly s e in q u ir y s t r a t e g y and d e v e lo p
more e f f e c t i v e o n e s .
P h a ses o f T each in g S t r a te g y
1.
E n counter w ith a problem
T r a n s c r ip t
T.
We have a h ea v y w e ig h t h an gin g b y
a rope
fr o m
a n o th e r
rope.
Why
w e r e n 't t h e tw o b oys a b le t o p u l l
th e lo n g
rope s tr a ig h t?
R ig h t,
l e t ' s h a v e scxne q u e s t io n s .
2.
Data G ath erin g
S t. Is th e ro p e w ith
-v e r ific a tio n
th e w e ig h t in
t h e m id d le ?
T.
In th e c e n t r e ; y e s .
S t . Would i t
m a tte r
if
t h e s e k n o ts
w e r e n 't in i t .
T.
No,
th a t
w o u ld n 't
m ake
any
d iffe r e n c e .
S t . What w ould happen i f you had more
122
w e ig h ts on?
T.
I f y o u had m o re w e i g h t s on y o u 'd
h ave t h e sam e ty p e o f r e s u l t , b u t
it
may b e s l i g h t l y d i f f e r e n t . . .
Same ty p e o f id e a .
S t . I f you to o k some w e ig h ts o f f ?
T.
I f y o u t o o k so m e w e i g h t s o f f I'd
have
m u ch
though
it
th e
sam e
p r o b a b ly
r e s u lts ,
w o u ld
be
(in a u d ib le ) d i f f e r e r i n g a s m uch.
I t would s t i l l d i p down.
3.
Data G ath erin g -
S t . Would i t make any d i f f e r e n c e i f
th e
e x p e r im e n ta tio n
s tr in g
around
the
d i c t i o n a r i e s was s h o r te r ?
T.
I t w o u ld n 't make any d i f f e r e n e a t
a ll.
S t. If
th e
string
around
th e
d i c t i o n a r i e s . . . ( in a u d ib le ) .
T.
I f i t was d i f f e r e n t s t r i n g around
th e d i c t i o n a r i e s i t w o u ld n 't make
any d i f f e r e n c e .
S t . Does i t m a t t e r how l o n g t h e r o p e
is ?
T.
You'd
get
th e
sam e
ty p e
of
r e s u l t b u t t h e rop e m ig h t go down
fu r th e r .
123
S t . Does i t d e p e n d how l o n g t h e r o p e
is -
i f y o u 'v e g o t a l o n g r o p e i t
h angs d o w n ... a s h o r te r r o p e .
T.
Y es, y o u 'v e g o t a s h o r t e r r o p e ,
i t w i l l hang down m ore. Leo?
S t . Would t h e sa m e h a p p en i f y o u had
j u s t enough t o hang on e a c h s id e ?
Would y o u b e
a b le
to
p u ll
it
got
th e
s tr a ig h t.
S t . You know
w h e r e y o u 'v e
c o tto n
tie d
rop e -
if
sh o r te r
o n to
th e
you
h ad
w o u ld
it
s k ip p in g
th a t
a b it
m ake
any
d iffe r e n c e ?
4.
F o rm u la tin g an e x p la n a tio n T.
I t w o u ld n 't make any d i f f e r e n c e ,
no.
S t . I f you had more w e ig h t s , i t w ould
p r o b a b ly go down m ore.
T.
Yes i t w o u ld . R i g h t , d o e s a n y o n e
have
a
th e o ry
about
why
it
happens?
T.
The h e a v i e r
th e
w e ig h t,
th e
fu r th e r i t w i l l go down? A lr ig h t .
W e're s t i l l
tr y in g
to
f in d
out
why t h a t s k ip p in g rop e i s n ' t e v e r
g o in g t o b e s t r a i g h t .
S t.
th e o r y i s t h a t when you p u t i t
up in th e a i r - th e le n g t h o f th e
124
rope - you have t o j x i l l i t harder
th an i f
you o n ly
h a d a h a n d 's
le n g t h , b e c a u s e y o u 'd o n l y h a v e
t o p u l l i t a l i t t l e b i t and e v e n
i f y o u p u l l e d i t h a rd y o u m ig h t
not g e t i t s t r a ig h t ... d if f e r e n t
le n g t h i t i s , y o u h a v e t o p u l l i t
harder,
and y o u m ig h t n o t h a v e
enough s t r e n g t h t o p u l l i t up.
T.
Ok, b u t why i s
our ro p e a lw a y s
g o in g t o d ip down?
S t . B ecau se i t ' s n o t h e a v ie r th an th e
d ic tio n a r ie s .
The d i c t i o n a r i e s
have g o t w e i g h t , and y o u h a v e t o
h o ld i t up i f you want t o . . .
When y o u p u l l on b o t h s i d e s , t h e
stu ff
th a t
goes
th ro u g h
-
th e
s t r i n g t h a t g o e s th rou gh th e rope
i s n ' t s u f f ic ie n t to l i f t
T.
i t up.
Why i s n ' t i t . We h a d . . .
S t . Not e n o u g h t e n s i o n
on i t .
I t's
n o t p u lle d t i g h t en ough.
T.
Uh,huh. W e l l ,
if
w e had s a y tw o
v e r y p o w e r f u l m en com e i n , w h a t
m igh t happen th en ?
S t.
th eo ry i s
w hen y o u p u l l t h e
rop e t h e r e ' s t o o l o n g . . . s t r i n g . . ,
a ll
t h a t r o p e ...
sh o r te r
r o p e ...
more p o w e r f u l and t h e r e ' s s t i l l
125
w e ig h t
in
th a t's
got
th e
m iddle...
m ore
w e ig h t
and
th a n
w h a t's g o i n g th r o u g h t o p u l l i t
up.
T.
Do you want t o t e s t your th e o ry ?
S t . M iss A b b o tt, i f you had a s m a lle r
w e ig h t, l i k e one d i c t i o n a r y , th en
two p e o p l e
w ith...
th e
would i t g o s t r a i g h t ?
rope,
I f we had
o n ly o n e d i c t i o n a r y and t h e n had
two p e o p l e , l i k e
tw o g u y s , tw o
men, p u t t i n g a l l t h e i r f o r c e on
th e r o p e , would i t go s t r a i g h t ?
T.
I t w ould go p r a c t i c a l l y s t r a i g h t .
I t w ould be s t r a i g h t e r th an i f we
had fo u r d i c t i o n a r i e s on i t .
S t . M iss A b b o t t ,j u s t s a y we had t h a t
lo n g on e a c h s i d e o f t h e -
rope
on ea ch s i d e o f th e d i c t i o n a r i e s ,
I th in k
th a t
w hen y o u p u l l
it
i t ' l l be f a i r l y s t r a i g h t and w ith
no
bends
in
it,
because
( i n a u d i b l e ) . . . t h e m ore s t r e n g t h
you p u t t i n g
into
it.
B eca u se
y o u 'r e n o t h o l d i n g on t h e e x t r a
w e ig h t from a b o u t t h a t lo n g .
T.
A l r ig h t , how a r e we g o in g t o t e s t
your t h e o r y ? W hat w o u ld we n e e d
i f we wanted t o t e s t i t ?
126
. . . Oh, I s e e . You d o n ' t w a n t t o
h o ld th e end o f th e r o p e . . .
S t . No,
b ecau se
th a t's
p u ttin g
on
more w e ig h t .
T.
F a ir e n o u g h . So y o u w a n t t o h o ld
it
very
close
to
the
weight
A l r ig h t , y o u g e t s o m e o n e t o t e s t
it.
S t . Joanne g e t c l o s e r . . . g e t . . . s h e ' s
s tr o n g e r . M is s A b b o tt , w o u ld t h e
same t h i n g
somebody
happ en
w ay
up
if
you
had
there,
and
somebody dow n t h e r e ? W hat w o u ld
happen i f y o u had tw o p e o p l e on
b o th
en d s?
You'd s t i l l
d ip p in g down s l i g h t l y -
get
it
i t m ig h t
- try i t .
T.
Hold s t e a d y . J u s t a b o u t . . .
S t. P e r fe c t.
T.
A l r ig h t , w e ' l l s a y t h a t t h a t w as
s tr a ig h t.
Why w e r e
a b le t o g e t i t
th o se
boys
s t r a i g h t and we
w e r e n 't a b l e t o g e t i t
w i t h th e
o th e r rope?
S t . B ecau se th e rope was s h o r t e r .
T.
R igh t l e t ' s
think
about
what
e f f e c t d id th e rop e have o n . . . ?
S t . I th in k t h a t th e g r a v it y p u sh es
th e
tw o
down. . .
127
things
on
th e
rope
T.
OK.
So
th e
gravity's
som eth in g t o d o
with
it.
got
W hat
e x a c t l y h as i t g o t t o do w ith i t ?
S t . I t p u l l s dow n t o t h e e a r t h -
th e
s t u f f t h a t e a r t h ' s g o t - k in d o f
lik e
a m a g n e t and
it
p u lls
it
down tow ard s th e e a r t h .
T.
Mmm.
S t . I sa y t h a t when you h a v e a lo n g e r
b i t o f r o p e t h e r e ' s m ore s l a c k
w ith a l o n g e r b i t o f r o p e th a n
th e re
is
th e r e 's
w ith a s h q r t b i t .
gravity
and
w h en
g r a v i t y p u s h e s i t dow n more
s la c k
and
it's
And
th e
th e r e 's
harder
to
p u l l up and w hen y o u g e t c l o s e r
t o th e w e ig h t you can p u l l harder
th an g r a v i t y .
5.
A n a ly s e s o f th e in q u ir y
T.
p ro cess
W ell d o n e . How do you f e e l a b o u t
t h is e x e r c is e ?
S t. I lik e d
it
b ecau se
e x p e r im en t
s tu d e n t s
with
on
th e
we d id
th e
d iffe r e n t
ends
of
th e
r o p e ...
S t . And
with
a
shorter
distance
betw een t h e w e i g h t and t h e r o p e
e n d s . . . and h e a v ie r w e ig h t s .
128
T.
y e s . But w h at was th e m o st u s e f u l
t h in g we d id ?
S t . We w ere a b le t o t a l k and th e n t r y
th e e x p e r im e n t
to
lo o k
at
our
id e a s on t h e o r i e s .
T.
We
w ill
continue
this
next
le s s o n .
S o c ia l System
There i s a h i g h d e g r e e o f s t r u c t u r e w h ic h i s c o n t r o l l e d b y t h e
tea c h e r .
H o w e v e r,
th e
in te lle c tu a l
e n v ir o n m e n t
is
open to
a ll
r e le v a n t id e a s and t h e te a c h e r i s t o t r e a t id e a s e q u a l ly .
p r i n c i p l e s o f R e a c tio n
The t e a c h e r i s t o h e l p t h e s t u d e n t s i n q u i r e , b u t n o t t o d o t h e
in q u ir y work f o r them .
Exairples from t r a n s c r i p t ;
T
. . . S t u a r t and Leo, you reck on t h a t t h e m o st im p o r ta n t th in g o f
t h i s w h ole e x p e r im e n t, i s what?
St
G r a v ity .
T.
W ell d o n e . How do you f e e l ab o u t t h i s e x e r c i s e ?
S t.
I liked
it
b ecau se
we d id
t h e e x p e r im e n t
with
different
s t u d e n t s on t h e e n d s o f th e rop e e n d s ... and h e a v ie r w e ig h t s .
S t.
And w it h a s h o r te r d i s t a n c e b e tw e e n t h e w e ig h t and rop e e n d s ...
and h e a v ie r w e ig h t s .
T.
Y e s, b u t W iat was th e m ost u s e f u l th in g we d id ?
129
S t.
We w ere a b le t o t a l k and th e n t r y th e e x p e r im e n t t o lo o k a t our
id e a s or t h e o r i e s .
Support System
The te a c h e r m ust have a c c e s s t o th e m a t e r ia l s w h ich w i l l p r e s e n t
th e s t u d e n t s w ith a p u z z lin g or d is c r e p a n t e v e n t .
EXAMPLE 5;
THE CONCEPT ATTAINMENT TEACHING STRATEGY
T each er: BG
S tu d e n ts :
Grade One, 5 -6 y e a r s o f a g e .
27 c h ild r e n in t h e c l a s s .
T eacher ' s Comments : The a t t e n t i o n
r e la tiv e ly
sp an
sh o r t,
of
a G rad e One c l a s s
th e re fo r e
th e
is
te a c h e r m u st
f o c u s t h e c h i l d r e n s ' a t t e n t i o n on t h e e x a m p le s
g iv e n . I w i l l t r y t h i s w it h a w h o le c l a s s b u t a s
I w a n t t o e n s u r e s t u d e n t p a t i c i p a t i o n I s h o u ld
a l s o t r y th e s t r a t e g y in a a n a l l g ro u p .
O b j e c t iv e s :
Through t h e p r e s e n t a t i o n o f e x a m p le s w h ic h a r e
l a b e ll e d 'y e s " o r "no" c h i l d r e n w i l l
c o m p a r e and
j u s t i f y t h e a t t r i b u t e s o f d i f f e r e n t t h i n g s we
need and t h in g s we w ant. The c o n c e p t in q u e s t io n
i s t h e c o n c e p t o f "w h at I n e e d i s e s s e n t i a l t o
my w e llb e in g " .
130
p h a se s o f R ec e p tio n ~ O r ie n te d C on cep t A tta in m e n t T each in g S t r a te g y
1.
P r e s e n ta t io n o f d a ta and
i d e n t i f i c a t i o n o f c o n c e p t.
.
t e a c h e r p r e s e n t l a b e l l e d e x a m p le s,
s t u d e n t s a r e ask ed t o s a y vAiy exam p les
l a b e l l e d a s th e y a r e .
s t u d e n t s g e n e r a te and t e s t own
h y p o th eses.
2.
T e s t in g A tta in m en t o f C o n ce p t.
S tu d e n ts i d e n t i f y own p i c t u r e s .
.
T eacher c o n fir m s p r e v io u s h y p o th e s e s
b y a g r e e in g or d is a g r e e i n g .
3.
A n a ly s is o f th in k in g s t r a t e g i e s .
.
group d i s c u s s i o n w here s t u d e n t s
d e s c r ib e t h o u g h ts .
.
stu d e n ts d is c u s s h y p o th e se s.
P h a se s o f T each in g S t r a te g y
T r a n s c r ip t
1.
T. R ig h t. L is t e n in g now and s i t t i n g
P r e s e n t a t io n o f d a ta and
id e n tif ic a t io n o f concept
n ic e a n d s t i l l .
Inside
this
pap er b a g I ' v e g o t so m e s h a p e s .
I ' v e a l s o g o t tw o g r e e n p i e c e s
o f p a p e r h e r e . On t o p o f t h i s
green
paper,
w r it t e n ?
131
what
have
I
S t." Y e s " .
T. What h a v e I g o t on t o p o f t h i s
p ie c e ?
S t." N o " .
T. Now, y o u 'v e g o t t o g u e s s w h e r e
th e s h a p e s g o .
I'm g o i n g
g iv e you a c l u e ,
to
so you m u st
w atch and l i s t e n c a r e f u l l y .
I'm
g o in g t o p u t them som ew here s o
you c a n w ork o u t . . .
The f i r s t
sh a p e
was
I
took
out
this
sh a p e , and I'm g o i n g t o p u t i t
in t h e "yes" p a g e. R ig h t, would
you l i k e t o c h o o s e o n e p l e a s e
Shane?
I'm
R ig h t.
And t h a t
going
to
put
part
as
w ell?
"yes"
sh ap e
in
the...
That's
g o in g t o g o i n t h e ...?
St."N o" p a r t .
T. R ig h t. One s h a p e ' s i n t h e " yes"
page and o n e s h a p e i n t h e "no"
p a g e. Can a n y o n e t e l l me why I
p u t a l l t h o s e th e r e ?
S t .B e c a u se
th e y 'r e
a ll
th e
sa m e
and...
T. What do y o u m ean " t h e y 'r e a l l
th e
sa m e" ?
What's
th e
sam e
ab o u t them?
S t .T h e y 'v e a l l g o t th e same s h a p e .
132
T. What have th e y a l l g o t?
S t .P o i n t s .
2.
T e s t in g a tta in m e n t o f
T. T h a t's r i g h t . Put i t in th e s i d e
concept
th a t you th in k f i t s
R ig h t,
lis te n .
it.
S ssh .
Are
you
lis te n in g q u ie tly ? Righ t, have
a lo o k a t a l l th e t h in g s t h a t
we h a v e p u t i n t h e " yes" s i d e .
Have a lo o k a t a l l t h e t h i n g s
we h a v e p u t i n
t h e "no" s i d e .
Why d id we p u t a l l t h o s e sh a p es
i n t h e " yes" s i d e ?
S t .T h e y 'v e
just
about
a ll
got
just
about
all
got
p o in ts.
T. T h ey 'v e
p o in ts. I ca n s e e o n e o v e r h e r e
th a t's g o t p o in t s .
Why d i d n ' t
we p u t t h a t one o v e r th e r e ?
S t.B e c a u s e i t ' s n o t p in k .
T. NO. Ask me a q u e s t io n . John.
S t.B e c a u s e i t ' s a t r i a n g l e .
T. Are
a ll
o f
these
shapes
"no"
shapes
tr ia n g le s ?
S t .Y e s .
T. Are
a ll
tr ia n g le s ?
St.N O .
133
th e
T. R ig h t. W hat h a v e t r i a n g l e s g o t
t h a t makes them go o v e r th e r e ?
S t .T h e y 'v e a l l g o t t h r e e p o i n t s .
3.
T. Ok, b oys and g i r l s , w e 'v e
A n a ly s is o f th in k in g
s tr a te g ie s .
f i n i s h e d t h a t now . W hat I w a n t
t o know i s how y ou w ork ed o u t
th e a n sw er.
S t . I d i d n ' t know a t t h e s t a r t b u t
you h e l p e d ...
St.It
was
the
other
kids
who
h e lp e d me Mrs. G regg.
T. What d o y o u m ean i t
w a s " th e
o th e r k id s " . N a t a l i e .
S t . I heard them t a lk i n g a b ou t th e
d iffe r e n c e s
w h en
you
sh o w ed
them .
T. Thank y o u c h i l d r e n . P la y t i m e
now.
S o c ia l System
T here i s
a m o d e ra te s t r u c t u r e
b u t th e te a c h e r c o n t r o ls th e
a c t i o n a s s h e lo o k s f o r t h e q u e s t io n s and k eep s th em on t h e t a s k .
P r i n c i p l e s o f R e a c tio n
The t e a c h e r i s s u p p o r t i v e o f t h e s t u d e n t ' s i d e a s . T h e r e i s a
prob lem w i t h c h i l d r e n o f t h i s a g e , h o w e v e r , a s t h e l a t e r s t a g e s o f
th e s t r a t e g y in v o lv in g t h e a n a l y s i s o f t h e i r th in k in g s t r a t e g i e s i s
134
d i f f i c u l t to c o n d u c t.
Example fr o n t r a n s c r i p t ;
T.
Why d id we p u t a l l t h o s e sh a p e s in t h e "yes" s id e ?
S t . T h ey 'v e j u s t a b ou t a l l g o t p o i n t s .
T.
T h ey 'v e j u s t a b o u t a l l g o t p o i n t s .
I can s e e o v er h e r e t h a t 's
g o t p o i n t s . Why d i d n ' t we p u t t h a t one ov er th e r e ?
S t . B ecau se i t ' s n o t p in k .
T.
No. Ask me a q u e s t io n . John.
S t . B ecau se i t ' s a t r i a n g l e .
T.
Are a l l t h o s e sh a p e s t r i a n g l e s ?
S t . Y es.
T.
Are a l l t h e "no" sh a p e s t r i a n g l e s ?
S t . No.
T.
R ig h t. W hat h a v e t r i a n g l e s g o t t h a t m ak es th em g o o v e r t h e r e ?
N a t a l ie .
S t . T h ey 'v e a l l g o t t h r e e p o i n t s .
T.
Ok, b o y s and g i r l s ,
w e've f in i s h e d t h a t now. What I w ant t o know
i s how you worked o u t t h e an sw er.
S t . I d i d n ' t know a t t h e s t a r t b u t you h e l p e d . . .
S t . I t was th e o th e r k id s v^o h e lp e d Mrs. G regg.
T.
What do you m ean, " i t was th e o th e r k i d s , " N a t a lie ?
S t . I heard them t a lk i n g ab o u t th e d i f f e r e n c e s v^en you showed them .
135
Support System
A la r g e v a r i e t y o f m a t e r ia l s a r e needed t o su p p o rt t h i s te a c h in g
str a te g y .
W ith c h i l d r e n
o b je cts is
of
th is
age
th e lin k in g
w ith
c o n crete
im p o r ta n t.
THE TEACHER DEVELOPED MONITORING AND DATA GATHERING METHODS
In C hapter 5, t h e D esig n o f t h e Stu d y,
fa c ilita to r
i t was d e s c r ib e d how t h e
in tr o d u ce d t h e c o n c e p t o f t h e a c t io n - r e s e a r c h c y c l e and
i t s c o n s t i t u e n t e l e m e n t s t o t h e i n - s e r v i c e t e a c h e r s and how t h e
te a c h e r s
e x p e r ie n c e d
s u b s e q u e n tly
th e
u se
of
th ese
in
t h e ir
c la s s r o o m s .
In a d d it io n t h e t e a c h e r s w ere ask ed t o u t i l i s e som e o f th e d a ta
g a t h e r in g t e c h n i q u e s d e s c r i b e d in G al t o n e t a l . (1982) t o b e g i n t h e
p ro cess
of
lo o k in g
m ore s y s t e m a t i c a l l y
at
th e ir
c la s s r o o m .
A p p en d ices 4 ( b ) , 6 and 7 c o n t a in exam p les o f t h e s e .
Appendix 7 i s p a r t i c u l a r l y n o te w o r th y . The te a c h e r h as com bined
t h e q u a l i t a t i v e and q u a n t i t a t i v e m e th o d s and t h i s h a s p r o v id e d a
v e r y f u l l p i c t u r e o f t h e c l a s s r o o m and w as t h e b a s i s f o r f u r t h e r
c y c le s o f a c tio n .
To g u id e t h e i r im p le m e n ta tio n o f th e t e a c h in g s t r a t e g i e s and t o
make th e r e c y c l in g o f t h e s t r a t e g i e s more fo c u s s e d s e v e r a l t e a c h e r s
d e v e lo p e d t h e i r
own l e s s o n
e v a lu a tio n
f o r m s . F i g u r e 7 .1 s h o w s a
l e s s o n e v a l u a t i o n fo rm c o m p le t e d a t t h e en d o f t h e f i r s t l e s s o n b y
one o f t h e i n - s e r v i c e t e a c h e r s who w as im p le m e n t in g " th e mem ory"
str a te g y .
136
FIGURE. 7 .1
T eacher D evelop ed L esson E v a lu a tio n ; L esson 1
Iirplem ented
yes
1.
Did I make th e m o tiv a t io n i n t e r e s t i n g
enough t h a t c h ild r e n in d ic a t e d a
d e s i r e t o le a r n t h e r e q u ir e d m a te r ia l?
2.
Did I e x p r e s s th e p u rp o se o f th e
le sso n c le a r ly ?
3.
Did I c l e a r l y e x p la in th e r e le v a n t
p o i n t s ab ou t th e r i v e r s and t h e i r
p o s itio n s ?
4.
Did I a c c e p t t h e c h ild r e n 's s u g g e s t io n s ?
5.
Did I
! in p u t' to o much d u r in g th e le s s o n ?
6.
Did c h ild r e n u n d erstan d th e r e a so n s
b eh in d t h e u sa g e?
7.
Was to o much t im e s p e n t on th e
mnemonic d evelop m en t?
8.
Were a l l c h ild r e n a c t i v e l y in v o lv e d ?
9.
Was to o much new m a t e r ia l p r e s e n te d
in t h e le s s o n ?
10.
Did t h e mnemonic d e v e lo p m e n t
p r o c e ed s a t i s f a c t o r i l y ?
11.
Were th e c h ild r e n a b le t o r e t a i n
t h e c h o se n mnemonic?
12.
Were th e c h ild r e n a b le t o r e t a i n
t h e names and l o c a t i o n s o f t h e r iv e r s ?
13.
Were th e c h ild r e n a b le t o r e l a t e th e
mnemonic t o t h e r e q u ir e d m a te r ia l?
14.
Was feed b a ck a v a i l a b l e on th e
r e t e n t io n o f th e and r e q u ir e d m a te r ia l?
15.
Do I f e e l th e l e s s o n was s u c c e s s f u l?
137
Some
May
Be
No
The te a c h e r a l s o w r o te th e f o ll o w i n g g e n e r a l com m ents:
As t h i s c l a s s w as one o f th e Year Seven c l a s s e s , l i t t l e problem
was n o te d , and t h e i r r e s p o n s e s w ere i n d i c a t i v e o f u n d e r sta n d in g
and e n j o y m e n t
(la u g h te r
on t a p e ,
su p p o rt fo r each
o th e r 's
m nem onics). The c h ild r e n who appeared t o show m o st e n th u s ia s m
w ere t h o s e f o r whom s u c h s u b j e c t s had a p p a r e n t l y h e l d l i t t l e
i n t e r e s t s o f a r a s r e t a in in g f a c t s was c o n cern ed .
The l e s s o n l o s t some im p act by th e e f f o r t s p u t in t o a to o l a r g e
v a r i e t y o f m nem onics. W ith a la r g e c h o ic e som e c h ild r e n becam e
c o n fu se d on w h ic h t o c h o o s e . Some o f t h e m n e m o n ic s w e r e a l s o
q u i t e d i f f i c u l t in c o n t e x t in t h a t th e word a s s o c i a t i o n la c k e d
some r e l e v a n c e .
SUMMARY
In t h i s c h a p t e r t h e a p p r o a c h t o t e a c h i n g p r o c e d u r e s c a l l e d
" te a c h in g s t r a t e g i e s "
(J o y c e and W e i l ,
1986)
w as g iv e n
and t h e
c o n c e p ts u sed in d e s c r ib in g a te a c h in g s t r a t e g y w ere o u t li n e d . T hese
c o n c e p ts
w ere:
p h ase
or
sy n ta x ,
s o c ia l
sy ste m ,
p r in c ip le s
of
r e a c t io n , su p p o rt s y s te m , and i n s t r u c t i o n a l and n u r tu r a n t e f f e c t s .
The m ajor p a r t o f t h e c h a p te r was g iv e n t o i l l u s t r a t i o n s o f th e
te a c h in g s t r a t e g i e s
i n o p e r a t i o n . The t e a c h e r s i n t h e i n - s e r v i c e
programme w e r e a s k e d t o im p le m e n t t h e t e a c h i n g s t r a t e g y a s i t w as
d e s c r ib e d by J o y ce and W eil (1986). T h is im p le m e n ta tio n approach i s
known a s
c o n tra ste d
'fid e lity '
w ith
( F u l la n
a s itu a tio n
and
P o m fr e t,
in
w h ic h t h e
138
1977)
and
it
can
te a c h e r m o d ifie s
be
th e
t e a c h in g s t r a t e g y (or o th e r in n o v a tio n ) t o f i t
in w ith som e p e r s o n a l
p r e f e r e n c e o r so m e c i r c u m s t a n c e i n h i s o r h e r s i t u a t i o n .
T h is i s
known a s 'm u tu a l a d a p t a t i o n ' ( F u l la n and P o m f r e t , 1 9 7 7 ; B erm an and
M cLaughlin, 1 9 7 8 ).
The l e s s o n e x t r a c t s i n t h i s c h a p t e r w e r e t a k e n fro m t h e f u l l
l e s s o n t r a n s c r i p t s w h ich a r e shown in Appendix 8. The e x t r a c t s show
t h a t a l l o f t h e t e a c h e r s who w ere in t h e i n - s e r v i c e programme w ere
a b le t o im p lem en t t h e i r new t e a c h in g s t r a t e g y a s r e q u ir e d . H owever,
w h ile t h e t e a c h e r s w e r e a b l e t o im p le m e n t t h e t e a c h i n g s t r a t e g i e s
w ith a h i g h d e g r e e o f f i d e l i t y , t h e r e w e r e so m e s c h o o l c o n t e x t s i n
w hich t h e l e v e l o f im p le m e n ta tio n v a r ie d .
The l e s s o n t r a n s c r i p t s show t h a t th e m ain r e s e a r c h q u e s t io n fo r
th is
th e s is ,
th a t
is ,
to d e v e lo p
and t r i a l
s u c c e s s fu lly
an
in n o v a t iv e i n - s e r v i c e programm e, can b e s a id t o have b een a c h ie v e d .
The t e a c h e r s w e r e a b l e t o im p le m e n t t h e new t e a c h i n g s t r a t e g y and
b e c a u s e th e y w ere a b le t o d e m o n s tr a te t h e 'new' t e a c h in g s t r a t e g y a t
a la te r
t im e ,
s t r a t e g y and
it
it
i s argued t h a t th e t e a c h e r s have i n t e r n a l i s e d t h e
is
now p a r t o f
th e ir
te a c h in g
r e p e r to ir e .
The
f a c i l i t a t o r v i s i t e d m o st o f th e t e a c h e r s t o s e e a t l e a s t one le s s o n
in o p e r a t io n .
The i m p l e m e n t a t io n o f a new t e a c h i n g
s t r a t e g y h a s a m a jo r
im pact on t h e o n -g o in g l i f e o f a c la s s r o o m f o r b o th th e s tu d e n t s and
th e t e a c h e r . W h ile t h e r e i s
th e d i r e c t c o n se q u e n c e o f t h e te a c h in g
s t r a t e g y ' s im p le m e n ta tio n in th e c l a s s r o o m
upon t h e i n s t r u c t i o n a l
p r o c e s s t h e r e a r e a l s o i n d i r e c t e f f e c t s upon t h e s o c i a l s y s t e m in
139
th e c la s s r o o m . That i s ,
t h e s o c i a l r e l a t i o n s h i p s a r e a l t e r e d and in
many c a s e s , s o a r e th e a u t h o r it y or pow er r e l a t i o n s h i p s .
In t h e n e x t t h r e e c h a p t e r s
s t r a t e g y upon o th e r c o n t e x t u a l ,
th e
im p a c t o f t h e new t e a c h i n g
s o c i a l and p r o f e s s i o n a l
th e t e a c h e r s ' c la s s r o o m b e h a v io u r w i l l be exam in ed .
140
a sp e c ts o f
CHAPTER 8
THE TEACHER'S SELF-EFFICACY AtD SELF^XXIFIDENCE
INTRODUCTION
Itie l i t e r a t u r e on e f f e c t i v e s c h o o ls and t e a c h in g h a s i d e n t i f i e d
" te a c h e r e f f i c a c y "
(Ashton e t a l . 1983) a s an e s s e n t i a l com ponent o f
e f f e c t iv e n e s s . N ot s u r p r i s i n g l y , e f f e c t i v e
t e a c h e r s in e f f e c t i v e
s c h o o ls f e e l t h a t th e y can te a c h and t h a t th e y can make a d i f f e r e n c e
in s t u d e n t ' s l e a r n i n g .
In t h i s c h a p t e r t h e i n - s e r v i c e
tea c h e r s'
v ie w s on why t h e y w e r e s u c c e s s f u l and how t h e y v i e w t h e i r s u c c e s s
w i l l be p r e s e n te d .
A shton e t a l .
(1983) r e p o r te d t h a t m ost t e a c h e r s in m ost o f th e
s c h o o ls in t h e i r p r o j e c t had no o b j e c t i v e or s y s t e m a t i c feed b a ck on
how th e y a r e t e a c h in g or how w e l l th e y a r e d e a lin g w ith th e b roader
a s p e c ts o f sch o o l l i f e .
P a rt o f th e r e a so n f o r t h i s i s t h a t t e a c h e r s
a r e i s o l a t e d i n t h e i r i n d i v i d u a l c l a s s r o o m s , and p a r t l i e s i n t h e
fa c t th a t th e l i t t l e
fe e d b a c k t h a t t e a c h e r s r e c e iv e te n d s to be
sum m ative r a th e r th an fo r m a t iv e in n a tu r e . In t h i s s i t u a t i o n ,
it
is
n o t s u r p r i s i n g t h a t t e a c h e r s , who s e e t h e r a n g e o f f a c t o r s b e y o n d
t h e ir
co n tro l
and
yet
th ey
are
a d ju d g e d
on
th e m
or
th e ir
c o n s e q u e n c e s, e x p e r ie n c e f e e l i n g s o f p o w e r le s s n e s s and f r u s t r a t i o n .
R u th erford
and
H u lin g -A u s tin
(1 9 8 4 )
in
th e ir
w ork
on
th e
C oncerns Based A d option Model (CBAM) and t h e t e a c h e r 's l e v e l o f u se
o f an in n o v a tio n em p loy an in t e r v ie w t o probe t h i s a r e a o f feed b a ck
and c o n t r o l .
to
t h in k
One o f t h e q u e s t io n s in th e in t e r v ie w a s k s th e te a c h e r
ahead t o
t h e n e x t y e a r and t o
141
r e p o r t on how t h e y s e e
th e n s e lv e s b e in g
in v o lv e d
w ith
th e
in n o v a tio n .
From o v e r
1000
in t e r v ie w s t h e m o s t common r e s p o n s e fr o m t h e t e a c h e r s h a s b e e n , "I
d o n ' t k n ow , t h e ( p r i n c i p a l , s u p e r v i s o r , s u p e r i n t e n d a n t , o r so m e
o th e r su p e r o r d in a te ) h a s n o t t o ld us y e t" , or i f t h e t e a c h e r s do s a y
what t h e y w i l l be d o in g i t
has
s a id
we w i l l . . . . " .
te a c h e r 's
i s o fte n s ta te d a s ,
In e i t h e r
case
it
"the (su p e r o r d in a te )
is
o b v io u s
th a t
th e
in v o lv e m e n t w ith t h e in n o v a tio n i s n o t d e te r m in e d by them
b u t in s t e a d by a s u p e r o r d in a te .
In
A u s tr a lia ,
K en n ed y,
W illia m s o n ,
and
P a tte r so n
(1 9 8 4 )
r e v ie w e d th e im p le m e n ta tio n o f an in n o v a t iv e c u r r ic u lu m and found a
s im i la r p a t t e r n o f te a c h e r r e sp o n s e t o t h e i r in v o lv e m e n t. A t y p i c a l
r e sp o n s e a s s e r t e d :
................... d o y o u w a n t t h e h o n e s t t r u t h on t h e m o d u le s ?
t h in k th e y a r e a f a l l a c y ,
I
I d o n 't th in k th e y te a c h k id s a s
w e ll a s a n y t h in g we c a n . We w e r e n ' t e v e n c o n s u l t e d a b o u t
i t , i t j u s t h a p p e n e d . I t h a p p en ed v e r y , v e r y f a s t . We g o t
a le tte r
s y s te m ,
s a y in g "you w i l l te a c h a c c o r d in g t o th e m odular
h e r e ' s how i t
w ork s,
t r y and a r r a n g e a l l
your
n o te s t o s u i t it ."
THE NEW STRATEGIES USED BY THE TEACHERS
M ost o f th e t e a c h e r s im p lem en ted th e te a c h in g s t r a t e g i e s w h ich
th e y had c h o s e n i n t h e m e e t in g s e s s i o n s .
Each o f t h e s e
te a c h in g
s t r a t e g i e s had b e e n d e m o n s t r a t e d b y e i t h e r so m e o t h e r t e a c h e r s i n
th e g r o u p o r t h e f a c i l i t a t o r d u r in g t h e c o u r s e o f t h e i n - s e r v i c e
s e s s io n s .
142
The t e a c h e r ' s r e a s o n s f o r c h o o s in g t h e p a r t i c u l a r s t r a t e g i e s
th e y d id w ere o f t e n a s s im p le a s " th e y seem ed to b e b e s t s u it e d to
t h e p r im a r y " , o r "I d i d my d e m o n s t r a t i o n l e s s o n on i t and I f e l t
c o m fo r ta b le w i t h i t " . For so m e h o w e v e r , i t w a s an o p p o r t u n i t y t o
a c q u ir e a new s t r a t e g y w h ic h w o u ld m a tc h w i t h so m e n e e d t h e y had
c u r r e n tly .
CONCERNS EXPRESSED BY THE TEACHERS
A ll o f t h e t e a c h e r s r e f e r r e d , i n m o re o r l e s s o v e r t w a y s , t o
"my own a n x i e t y "
w ith
th e
i m p l e m e n t a t io n
o f t h e new t e a c h i n g
s t r a t e g y . As o n e s a i d :
I
fe lt
I
w as
not
r e la x e d
e n o u g h k n o w in g
th a t
I w as
s t a r t i n g s o m e t h in g n e w . I w a s v e r y a w a r e o f h o p in g t h a t
none o f t h e c h i l d r e n w o u ld ' p la y - u p ' d u r i n g t h e l e s s o n .
T hese p r o b le m s I w ork ed o u t a f t e r a w h i l e
-
I w as th e n
g e t t i n g u s e d t o i t . The o t h e r c o n c e r n I had w a s -
w as I
u s in g t h e te a c h in g s t r a t e g y a s i t was o r i g i n a l l y in te n d e d ,
or was I w orking i t t o s u i t me?
One p r im a r y t e a c h e r s a i d t h a t c h a n g in g h e r t e a c h i n g s t r a t e g y
m eant t h a t t h e c h i l d r e n w o u ld n e e d t o "ch an ge" t h e i r u s u a l w a y s o f
b e h a v in g :
in
th e
r o le -p la y
str a te g y
my c o n c e r n
w as
fo r
th e
in e x p e r ie n c e o f t h e c h ild r e n . The o n ly way t o r e s o l v e t h i s
was t o have p r a c t i c e g o e s a t i t .
143
Some t e a c h e r s w e r e c o n c e r n e d a b o u t s c h o o l a c t i v i t i e s o u t s i d e
th e ir c la s s r o o m
and p o i n t e d
t o t h e w id e r s c h o o l e f f e c t s
th a t a
ch an ge in te a c h in g s t r a t e g y m ig h t h ave. One s a id :
fo r i n s t a n c e , i f y o u m ove t o a g r o u p o r i e n t e d a p p r o a c h
from a t e a c h e r - d i r e c t e d a p p r o a c h , t h e n t h e c h i l d r e n a r e
g o in g t o b e n o i s i e r .
The a t t i t u d e
i n my s c h o o l i s
th a t
u n le s s a c l a s s i s q u i e t i t s u n p r o d u c tiv e .
F o llo w in g t h r e e l e s s o n s w it h th e new s t r a t e g y ,
a n o th e r p rim a ry
te a c h e r s a i d :
Most o f t h e p r o b le m s I e n c o u n t e r e d w i t h r e g a r d t o t h e
In q u ir y T r a in in g s t r a t e g y a r o s e d u r i n g t h e f i r s t l e s s o n .
T h is may h a v e b e e n d u e in p a r t t o b o t h t h e s t u d e n t s ' and
my own u n f a m i l i a r i t y w it h th e m od el. • A lthough i t may n o t
b e a p p a r e n t on my t a p e , i t w as c e r t a i n l y e v i d e n t ( t o me)
th ro u g h o u t t h e l e s s o n t h a t t h e s t u d e n t s w e r e c o n f u s e d b y
t h e i r change o f r o l e , p a r t i c u l a r l y a t t h e b e g in n in g o f th e
le s s o n .
At t h e s e c o n d a r y l e v e l
a tea c h e r
r e fe r r e d
to th e s p e c i f i c
p rob lem s f a c in g him and how t e a c h e r s may f e e l c o n s tr a in e d t o ad o p t
th e s t r a t e g y :
My m a in c o n c e r n i n u s i n g t h e s e m o d e ls w a s t h e f a c t t h a t
th e s y ll a b u s had t o be f a i r l y c l o s e l y f o llo w e d , e s p e c i a l l y
at th is
t im e o f y e a r . T h is m e a n t my c h o i c e o f s u b j e c t
144
m a tte r was n o t r e a l l y a f r e e c h o ic e . D uring th e tim e I ran
two o f
th e
s tr a te g ie s ,
th e
s y lla b u s
fo r
Y ear 10 w as
A c t i v i t i e s Games s o I d e s i g n e d t h e s t r a t e g i e s t o f i t t h e
n e e d s o f th e s y l l a b u s .
S y lla b u s c o n s t r a i n t s
m ay w e l l
e x p la in in g why many t e a c h e r s ,
be one o f
e s p e c ia lly
th e
fa c to r s
in se co n d a r y s c h o o ls ,
in
are
o f t e n r é s i s t e n t t o e d u c a t io n a l ch an ge,
THE EARLY IMPLEMENTATION OF THE STRATEGY
C le a r ly , i f t h e t e a c h e r s p e r c e i v e t h a t t h e r e i s n o t h i n g t o b e
g a in e d from a change in t h e i r c la s s r o o m b e h a v io u r and, in f a c t , t h e y
m igh t ' l o s e ' t h e i r e x p e r t s t a t u s , o r r e p u t a t i o n a s a g o o d t e a c h e r
e t c , th e n t h e r e w i l l b e no change a t a l l . A c c o r d in g ly , in t h i s s tu d y
th e f a c i l i t a t o r
to o k c a r e t o n o t u n d e r e s tim a te t h e added r i s k s and
t h e in v e s tm e n t o f r e p u t a t io n ,
N e v e r t h e le s s ,
th e re
w ere
e tc ,
f a c in g t h e
q u e s tio n s
in -s e r v ic e
c o n tin u a lly
tea ch ers.
about
th e ir
p r o f e s s i o n a l a d e q u a c y , e . g . , "Am I d o i n g i t r i g h t ?"
T h is t e a c h e r " f e a r o f f a i l u r e " i s u n d e r s t a n d a b l e a n d , i n so m e
r e s p e c t s , s i m i l a r t o t h a t s t u d e n t s f a c e when t h e y a r e p r e s e n te d w ith
more o p e n - t a s k s and t h e r e i s an i n c r e a s e i n t h e t a s k a m b i g u i t y . In
a n o v e l s i t u a t i o n , t h e s t u d e n t s g e n e r a ll y t r y t o narrow t h e fo c u s o f
th e t a s k and t o g e t som e e x p l i c i t r u l e s on how t o p r o c e e d ,
(G a lto n ,
in p r e s s ) .
The f a c i l i t a t o r , t o c o u n te r th e i n i t i a l a n x ie t y o f th e t e a c h e r s
ask ed them t o im p lem en t t h e i r c h o se n t e a c h in g s t r a t e g y in r e l a t i v e l y
145
s h o r t te a c h in g e p is o d e s , and when i t becam e m ore f a m i li a r t o u s e i t
w ith s u b s t a n t ia l u n i t s o f work r a th e r th an t o im p lem en t o n ly " b its"
o f t h e s t r a t e g y and, i n a s e n s e , ," e a s e " i n t o i t .
One
o f th e t e a c h e r s in t h e
i n - s e r v i c e programme was w orking
in th e T e c h n ic a l and F u rth er E d u ca tio n s e c t o r ,
and a f t e r t r y i n g t o
im plem ent a Group work s t r a t e g y s a id :
a lth o u g h
t e a c h in g ,
area.
I have
I fin d m y s e lf
no
fo rm a l
tr a in in g
in c r e a s in g ly
th ru st
in
in to
m a th s
th is
The r e f l e c t i n g on my p e r s o n a l e x p e r ie n c e s com bined
w ith o th e r tr a d e l e c t u r e r s h a s earm arked th e te a c h in g o f
m aths t o a p p r e n t ic e s a s an a r e a o f g e n e r a l c o n c e rn .
The s t u d e n t s ' r e s p o n s e t o g r o u p w ork o v e r a p e r i o d
o f w eeks h a s moved from b e in g e n t h u s i a s t i c a l l y s u p p o r t iv e
to
a m ore g e n e r a l
le c tu r e
fo r m a t.
fa v o u r in g
it
over
th e
tr a d itio n a l
Some s t u d e n t s now p e r c e iv e d is a d v a n ta g e s
a s th e r e a l i t i e s o f e f f o r t e x p e c te d , a c h ie v e m e n t n e c e s s a r y
and t h e f r u s t r a t i o n s o f group work s e t in .
I am h ow ever, s t i l l v e r y s u p p o r t iv e o f group work and I am
d eterm in ed t o ta k e t h s e i n i t i a l m oves fu r th e r - b e in g m o st
p le a s e d w ith t h e r e s u l t s a t t a in e d in t h i s com p lex t o p ic by
t h e s e s t u d e n t s , and th e l e v e l s o f c o o p e r a tio n e x h ib it e d b y
them in th e t h ir d l e s s o n .
A c o r n e r h as now been tu rn ed and th e f u t u r e ta s k f o r me i s
t o a tte m p t t o te a c h t h e s t u d e n t s t o be m ore c o o p e r a t iv e s o
146
th e y can te a c h ea ch o t h e r .
A ll o f t h e t e a c h e r s r e p o r t e d t h a t i n t h e i r i n i t i a l u s e o f t h e
new te a c h in g s t r a t e g i e s t h a t t h e y f e l t " u n se ttle d " and t h a t i t
was
a f f e c t i n g t h e i r norm al c la s s r o o m b e h a v io u r and i n t e r a c t i o n s w it h th e
s t u d e n t s . The t e a c h e r s ' a n x i e t y w as p r o b a b ly h i g h e r a n y w a y a s t h e y
had b e e n a s k e d t o im p le m e n t t h e t e a c h i n g s t r a t e g y a s i t had b e e n
d em o n stra ted
to
th em and a s
t h e y had p r a c t i s e d
it,
and n o t t o
"adapt" i t t o f i t in w ith t h e i r u su a l c la s s r o o m p r a c t i c e s .
A nother te a c h e r r e p o r te d on th e a d v a n ta g e o f a la r g e ch an ge in
str a te g y :
The r e a c t i o n s o f my c h i l d r e n a t B r o o k v a le S c h o o l w e r e
i n t e r e s t i n g w hen c o n s i d e r e d i n l i g h t o f t h e new l e a r n i n g
enviroranent I was t r y in g t o c r e a t e .
T hese c h i l d r e n l i v e i n a ' s i n g l e p a r e n t ' a r e a and q u i t e
o f t e n th e c la s s r o o m i s t h e i r o n ly s e c u r e e n v iro n m e n t. Even
though th e c h ild r e n a r e used t o m e,
t h e y found t h e change
in s t r a t e g i e s d i f f i c u l t t o co p e w it h .
The r e a c t io n s w ere q u i t e o f t e n " t h is i s s tu p id " .
T h is may
o f c o u r s e b e a r e a c t io n t o t h e a c t u a l p r e s e n t a t io n , b u t I
th in k t h e m o s t lo u d r e s p o n s e s w e r e c o m in g fro m c h i l d r e n
who f e l t
th r e a te n e d ;
fo r
in s ta n c e ,
th e p h a se fo u r
in
s y n e c t i c s w h e r e a new a n a l o g y n e e d s t o b e d e v e l o p e d , and
in c o n c e p t a tta in m e n t w here th e p r o c e s s r e q u ir e s them t o
147
d e v e lo p t h e i r own t h e o r i e s . F or so m e i t w a s t h r e a t e n i n g .
But d e a l i n g w i t h i t
i n a su d d e n c h a n g e i n my a p p r o a c h
m eant t h a t we d id n 't spend l o t s o f t im e in s m a ll c h a n g e s.
One t e a c h e r ,
a f t e r s e e in g a v id e o ta p e r e c o r d in g o f an i n - c l a s s
d é m o n str a tio n o f h er new te a c h in g s t r a t e g y s a id :
Once I sa w I c o u l d m an age t h e s t r a t e g y I b e g a n t o f e e l
more c o n f i d e n t . . . .
I w as now a b l e t o know w h e r e I w as
g o in g a g a i n .
In th e
D e a k in
U n iv e r s ity
or
E llio tt
a c tio n -r e s e a r c h
p r o j e c t s o r t h e ORACLE Group Work P r o j e c t , w h e r e a m ore g r a d u a l
in t r o d u c t io n was f o llo w e d , t h e r e was l i t t l e changed in th e t e a c h e r 's
c la s s r o o m b e h a v io u r .
From t h e s e s t u d i e s ,
p a r a d o x ic a lly ,
a s though th e g r a d u a l in t r o d u c t io n r e s u lt e d
it
ap p ea rs
in a r e d u c tio n o f what
a c t u a l l y had t o c h a n g e .
From t h e t e a c h e r
r e p o r ts g iv e n h e r e ,
iir p la m e n ta tio n o f a n e w
te a c h in g
a n x io u s ly and h e s i t a n t l y b egan ,
ch an ge i n
it
str a te g y ,
appeared th a t th e
even
if
som ew h at
m eant t h a t t h e r e w as a s i g n i f i c a n t
t h e t e a c h e r ' s b e h a v io u r and t h i s
m om entum m e a n t t h e
in n o v a tio n c o u ld b e m a in ta in e d .
One t e a c h e r , who had d e c id e d t o im p lem en t a Group Work s t r a t e g y
r a th e r th an a more d i r e c t i n s t r u c t i o n approach r e p o r te d :
The a r g u m e n t t h a t i m p l e m e n t a t io n
is
a s lo w ,
e v o lv in g
p r o c e s s h a s b e e n r e i n f o r c e d and t a k e n on b o a r d . On t h e
148
o th e r h a n d , i f a r e l a t i v e l y l o n g s t e p had n o t b e e n t a k e n
i n i t i a l l y , p e r h a p s b o t h t h e t e a c h e r and t h e s t u d e n t s may
n o t have advanced s o f a r .
The a n x i e t i e s and c o n c e r n s th e t e a c h e r s e x p e r ie n c e d when th e y
t r i e d t o im p lem en t th e new te a c h in g s t r a t e g y appeared t o b e common
among them . The p r o c e s s t h a t t h e t e a c h e r s d e s c r ib e d had b een shown
in F i g u r e 8 .1 .
FIGURE
8 .1
The T e a c h e r s ' R e p o r te d I m p le m e n t a t io n C o u r s e o f
E v e n ts .
t r i a l o f new
te a c h in g s t r a t e g y
in ' s a f e
s itu a tio n '
im p lem en ta tio n
^ in c la s s r o o m
c y c le o f
^ma s t e r y o f new
^ tn od if i c a t i o n s ^ t e a c h in g
^
s itu a tio n
\--------------------------------------------------------- 1-I------------------------ 1
d e -s ta b ilis e d
stu d e n ts' p o s it iv e
resp o n ses
^
i n t e r n a l is e d
new s e l f c o n f id e n c e
From th e t e a c h e r in t e r v ie w s and s e l f r e p o r ts i t i s p o s s i b l e t o
see a s it u a t io n
in
w h ic h
th e
tea ch ers
m ove
fro m
a p e r io d
of
' d e s t a b i l i s a t i o n ' a s t h e y im p lem en t th e new t e a c h in g s t r a t e g y in t o a
p e r io d o f ' i n t e r n a li s e d ' m a ste r y o f t h e s t r a t e g y .
The d a ta h e r e w ould s u g g e s t t h a t i f t h e t e a c h e r h a s w ea th ered
t h e c h a n g e s r e q u i r e d b y t h e i m p l e m e n t a t i o n and r e c e i v e d p o s i t i v e
resp o n ses
fro m
th e
stu d e n ts
th e
te a c h in g
str a te g y
is
now
i n t e r n a l i s e d a s p a r t o f t h e i r o n g o in g c la s s r o o m r e p e r t o ir e .
As im p o r t a n t h o w e v e r , i s t h e c h a n g e i n s e l f - c o n f i d e n c e w h ic h
149
th e tea c h e r s rep o rt a t t h is s ta g e .
The c o m b in a tio n o f s u c c e s s f u l l y
a c q u ir in g a new t e a c h i n g s t r a t e g y and r e c e i v i n g p o s i t i v e f e e d b a c k
from t h e s t u d e n t s i s a v e r y p o w er fu l r e i n f o r c e r .
The im p o rta n ce o f th e p o s i t i v e feed b a ck t o th e te a c h e r n o t o n ly
from p e e r s b u t a l s o t h e s t u d e n t s i s an i m p o r t a n t f i n d i n g . In t h e
U .S ., C ra n d a ll (1 983), lo o k e d a t 146 s c h o o l d i s t r i c t s w here t e a c h e r s
w ere s u c c e s s f u l l y im p le m e n tin g e d u c a t io n a l
degree o f f id e l it y .
in n o v a t io n s w it h a h ig h
He r e p o r te d t h a t " th e a c h ie v e m e n t o f s a t i s f y i n g
r e s u l t s w i t h t h e s t u d e n t s " w a s an im p o r t a n t f a c t o r i n s u c c e s s f u l
im p le m e n ta tio n . F u r t h e r i n n o v a t i o n s t u d i e s w i l l n e e d t o b e a r t h i s
f a c t o r in mind a s i t h a s n o t b een r e se a r c h e d w id e ly in t h e p a s t .
CHANGES IN THE TEACHERS' VIEWS OF THEIR CLASSROOM
The t e a c h e r s a l l r e p o r t e d p o s i t i v e c o m m e n ts on t h e i r v i e w o f
th e m s e lv e s a s a t e a c h e r . E q u a l l y , h o w e v e r , t h e y r e p o r t e d a c h a n g e d
v ie w o f t h e i r c la s s r o o m .
I t was n o t ic e a b l e t h a t a s t h e t e a c h e r s becam e more p r o f i c i e n t
in th e u s e o f th e te a c h in g s t r a t e g y t h a t t h e y made su ch s t a t e m e n t s
a s , "I had m ore t i m e t o d e a l w i t h i n d i v i d u a l s t u d e n t s " , o r "I am
s e e in g som e o f th e k id s work a t a l e v e l I d id n 't th in k t h e y cou ld " .
One te a c h e r
r e p o r te d h er h e ig h te n e d a w a r e n e ss o f t h e a c t i v i t y
w it h in h er c l a s s i n t h e f o l l o w i n g
150
w ay:
From th e c la s s r o o m sw e e p , i t was o b v io u s t h a t I was g iv in g
th e
boys p r e fe r e n tia l
tre a tm e n t
-
a lt h o u g h
I
w a s n 't
i n i t i a l l y c o n s c i o u s o f d o in g t h i s , I w a s r e s p o n d in g m ore
t o th e b oys th an t o th e g i r l s . N atasha had h er hand up f o r
q u i t e a w h i l e and I h a d n 't n o t i c e d . M ost o f my q u e s t i o n s
w ere d i r e c t e d t o t h e b o y s.
For
th e
la r g e
m a jo r ity
of
th e
tea ch ers
once
th e y
had
im plem ented th e new te a c h in g s t r a t e g y and r e c e iv e d p o s i t i v e fee d b a ck
on i t in some o th e r a s p e c t o f t h e c la s s r o o m l i f e from t h e i r s tu d e n ts
t h e i r v i e w b e c a m e a m uch w id e r o n e . The t e a c h e r s b e g a n t o s e e t h e
i n t e r - r e l a t e d n e s s o f i s s u e s . For e x a m p le , one s a id :
I am now t h i n k i n g t h a t I w i l l h a v e t o c h a n g e so m e o t h e r
a s p e c t s o f my t e a c h i n g . The c h a n g e i n t e a c h i n g s t r a t e g y
h as m e a n t, f o r i n s t a n c e , t h a t I c a n ' t u s e t h e sa m e t e s t s
or d e s c r ib e t h e s t u d e n t 's p erform an ce a s a s i n g l e mark o u t
o f ten .
The t e a c h e r s ' p e r s p e c t i v e s w e r e c l e a r l y b r o a d e n e d and t h e y
began t o c o n v e r s e c o l l e g i a l l y a b ou t s c h o o l and e d u c a t io n a l m a tt e r s .
One o f th e f e a t u r e s o f t h i s was t h e way t h a t t h e t e a c h e r s moved away
in c o n v e r s a t i o n s fro m a c u s t o d i a l p e r s p e c t i v e o f t e a c h i n g t o o n e
v ^ e r e th e y w ere open t o id e a s , and w i l l i n g t o t r y and im p lem en t them
in t h e c la s s r o o m .
The c o l l e g i a l i t y
in v o lv e d t h e f a c i l i t a t o r ,
h is stu d e n ts:
151
a s one t e a c h e r t o ld
I am a l s o g o i n g t o a u d i o - t a p e r e c o r d o u r l e s s o n s . T h is
w i l l h e lp me t o s e e how th e g ro u p s a r e w orking and to make
our l e s s o n s m ore e f f e c t i v e .
I w ill
a l s o b e t a k in g t h e
t a p e s t o C u r t in U n i v e r s i t y s o I c a n g e t so m e m ore a d v i c e
on how t o im prove t h e l e s s o n s .
For many o f th e t e a c h e r s t h e r e w as an in c r e a s e in th e number o f
t e a c h in g s t r a t e g i e s t h e y a c q u i r e d , and f o r o t h e r t e a c h e r s i t
m eant p o s i t i v e c a r e e r c h a n g e s a s t h e y a p p l i e d f o r and w e r e
a p p o in te d
as
a d v is o r y
tea ch ers.
For
o th e r
tea ch ers
it
h i g h l ig h t e d a r e a s o f c l a s s r o o m l i f e t h a t t h e y w is h e d t o know
more a b o u t .
Several
of
th e
tea c h e r s
p r o fe s s io n a l
r e a d in g
in th e a r e a o f
engaged
in
in t e r p e r s o n a l
th e ir
own
in te r a c tio n
in t h e c la s s r o o m .
H owever,
r e g a r d le s s o f t h e p a r t ic u l a r
is s u e
or f o c u s o f t h i s
in c r e a s e d te a c h e r a w a r e n e ss i t w as a v e r y
im p o r ta n t outcom e f o r t h e s e ^ te a c h e r s.
In t h e a b o v e i t h a s b e e n s t a t e d t h a t o n e i m p o r t a n t a s p e c t o f
th e t e a c h e r s ' s e l f r e p o r t s r e la t e d t o w hat can be d e s c r ib e d a s
s e l f - w o r t h o r s e l f - c o n f i d e n c e . I t m ig h t b e a r g u e d t h a t t h e s e
p e r c e p t io n s o f i n c r e a s e d s e l f - w o r t h a r e a s i m p o r t a n t t o t h e
t e a c h in g f o r c e a s w a s t h e i m p l e m e n t a t i o n o f t h e new t e a c h i n g
s tr a te g ie s . E llio t t
(1977) r e p o r te d , f o r e x a m p le , t h a t t e a c h e r s
in t h e Ford T eaching P r o j e c t s a id t h a t th e v a lu e o f t h e p r o j e c t
was a s
m uch i n
th e
o p p o r tu n ity
to
sh are
t h e ir
id e a s
and
e x p e r ie n c e a s i t d i d i n t h e r e s e a r c h o u t c o m e . C l e a r l y i n a n y
p r o jec t o f
p r o fe s s io n a l
th is
k in d
th e
in c r e a s e
d e lib e r a tio n s
fo ste r ed .
152
is
in
a te a c h e r 's
im p o r ta n t
and
s k ill
needs
to
in
be
S e v e r a l o f t h e t e a c h e r s r e p o r t e d t h a t t h e y now w a n te d t im e t o
r e f l e c t on e v e n t s , o r a s t h e y s a i d , " to t h i n k a b o u t t h in g s " t h a t
o c c u r re d in t h e i r c la s s r o o m s r a th e r th an t o resp ond im m e d ia te ly t o
them .
An i n t e r e s t i n g t a n g e n t i a l p o in t i s t h a t s e v e r a l o f th e t e a c h e r s
r e p o r te d t h a t t h e y now sa w " r e s e a r c h " i n a d i f f e r e n t l i g h t .
te a c h e r s '
The
c o m m e n ts i n t h i s a r e a r a n g e d f r o m , "I fo u n d t h i s r e a l l y
v a lu a b le " t o
th e b road er
iss u e
o f how r e s e a r c h
is
co n d u c te d
in
e d u c a t io n a l s y s te m s . One te a c h e r ask ed :
Why i s n ' t m o st o f our R esearch Branch w orking w it h u s in
ways t h a t h e l p u s r a t h e r th a n d o i n g t h e s e l a r g e s t u d i e s
t h a t have no im p a ct? I was in a p r o j e c t and th e y tu rn ed up
in my c la s s r o o m t o g i v e som e t e s t s and th e n d is a p p e a r e d . I
n e v e r heard from them a g a in .
In t h e i r r e f l e c t i o n s on th e i n - s e r v i c e programme s e v e r a l o f th e
t e a c h e r s s a i d t h a t i n c h a n g in g t h e i r
made,
te a c h in g
str a te g y
t h e y had
in som e way, a more s i g n i f i c a n t change in t h e i r a t t i t u d e s and
b e l i e f s . One t e a c h e r s a i d :
I had a lw a y s th o u g h t t h a t m aths i s b e s t ta u g h t by t e l l i n g
t h e s t u d e n t s t h e w ay t o s o l v e t h e p r o b le m , and t h e n t o
have them do a s e r i e s o f e x e r c i s e s . A f t e r t h i s
a c t i v i t y I know t h a t
in -s e r v ic e
som e o f th e c h ild r e n l e a m b e t t e r in
o th e r w a y s .
A nother t e a c h e r c a r r i e d
t h i s p o i n t f u r t h e r and s u g g e s t e d a
153
s y s te m ic -w id e way o f d e a lin g w it h t e a c h e r m is p e r c e p tio n s :
U n fo r tu n a te ly , m o st o f my c o l l e a g u e s a r e q u i t e c o n t e n t to
s u b s c r ib e t o t h e v ie w t h a t s e e s t h e i r r o l e a s h a n d in g on
dorm ant and t r a d i t i o n a l l y u n c h a n g e d c o d e s o f k n o w le d g e .
T h is
c o u ld
be
changed
d r a m a tic a lly
if
th e
T e a c h e r 's
C e r t i f i c a t e was n o t a perm an en t form o f c e r t i f i c a t i o n , b u t
w ere m ade i n v a l i d a f t e r s a y , a p e r i o d o f t e n y e a r s .
c o u ld
th en
be
r e v a lid a te d
a fte r
c o m p le tio n
of
It
th e
a p p r o p r ia te e d u c a tio n u n i t s e i t h e r by e v e n in g s tu d y or by
d a y -r e le a s e .
REFLECTIONS UPON CURRENT PRACTICE AS THE BASIS FOR FUTURE
ACTION
A ll
of
th e
tea ch ers
sa w
th a t
in
th e
le s s o n s
th e y
c o n d u c tin g t h e r e w e r e a r e a s w h e r e im p r o v e m e n t c o u ld o c c u r .
w ere
The
f a c i l i t a t o r a s k e d t h e t e a c h e r s t o i d e n t i f y t h e s e a r e a s and t o u s e
them a s t h e b a s i s f o r su b se q u e n t p la n n in g and l e s s o n im p le m e n ta tio n .
C le a r ly , t h e s k i l l s o f p la n n i n g o b s e r v a t i o n and r e f l e c t i n g w o u ld
need t o c o n tin u e a f t e r th e i n - s e r v i c e programme f i n i s h e d .
One t e a c h e r w r o te a s h i s a n a l y s i s o f t h e f i r s t l e s s o n h e ta u g h t
u s in g t h e new s t r a t e g y , aim ed a t im p rovin g L esson Two:
1.
P erhaps t h e m a th e m a tic a l o b j e c t i v e s s h o u ld be s t a t e d more
p r e c i s e l y a t t h e b e g in n in g o f th e l e s s o n . I am h o w ev e r , n o t
c o n v in c e d t h a t s a y i n g
fo r
e x a m p le ,
"At t h e en d o f t h i s
l e s s o n a l l s t u d e n t s w i l l b e a b le t o c o r r e c t l y an sw er 4 o u t
154
of
6 q u e s tio n s
in
t e n m in u t e s ..." a c h i e v e s a n y t h i n g -
a p a r t fro m t u r n i n g h a l f o f t h e s t u d e n t s o f f . R a t h e r , t h e
above s t a t e m e n t s h o u ld b e t h e o b j e c t i v e o f t h e t e a c h e r ,
w ith th e s t u d e n t s b e in g made aw are t h a t in t h i s p a r t ic u l a r
l e s s o n a p a r t ic u l a r t o p ic i s g o in g t o b e c o v e re d - and t h a t
th e y a r e g o in g t o r a i s e t h e i r co m p eten ce in t h i s t o p i c t o a
s a tis fa c to r y le v e l
2.
( s a t i s f y i n g t h e m s e lv e s and t h e t e a c h e r ) .
Need t o a llo w s t u d e n t s more tim e t o s e t t l e down i n t o t h e i r
grou p s.
3.
R e -sta te
id e a
of
m ore
stu d e n t
in te r a c tio n /g r o u p
co­
o p e r a tio n w it h in g r o u p s.
4.
H ig h lig h t n e e d f o r e a c h g r o u p t o d i s c u s s w h ic h p a r t i c u l a r
problem s th e y a r e g o in g t o d i s c u s s .
5.
Need t o a l lo w m ore t im e t o a d e q u a te ly sum m arise le s s o n .
6.
R equ est s t u d e n t s t o a tte m p t t o red u ce n o i s e l e v e l in c l a s s
- d i f f i c u l t f o r som e s tu d e n t s t o c o n c e n tr a t e .
7.
When a s k i n g q u e s t i o n s , w a i t a l i t t l e l o n g e r f o r a n s w e r s c a l l on more s t u d e n t s b y name.
8.
Need t o
be
aw are
of
stu d e n t
a tte n tio n
sp a n
(a b o u t
m in u te s ) . Perhaps break up t h e lo n g group work s e s s i o n .
9.
S a t i s f i e d w it h am ount o f work c o v e re d and co m p eten ce.
155
5
1 0 . The t h r e e
stu d e n ts
w ho h a v e d i f f i c u l t y
w ith
m a th s
e x p e r ie n c e s i m i l a r p r o b le m s w i t h i n g r o u p . Tend t o w ork
i n d i v i d u a l l y , becom e e a s i l y d i s t r a c t e d , p erh ap s em b arrassed
t o i n d i c a t e t h e i r own la c k o f u n d e r sta n d in g .
Try t o s p e n d a l i t t l e
m ore t i m e w i t h th em w i t h i n t h e i r
g ro u p .
1 1 . The e n v is a g e d s t r a t e g i e s Syn tax w as adhered t o .
A j u n io r prim ary t e a c h e r s a id :
I fo u n d t h a t o n e c h i l d t e n d e d t o s p e a k v e r y l o u d l y o v e r ­
r id in g t h e o t h e r s
i n t h e g r o u p and t h a t a n o t h e r c h i l d
ten d ed t o a n s w e r f o r t h e c h i l d t o whom t h e q u e s t i o n w as
d ir e c te d .
T h is w a s an i m p o r t a n t d i s c o v e r y f o r me a s
I
h a d n 't r e a l i s e d q u i t e how o f t e n Doug and Nathan ten d ed t o
c o n t r o l any d i s c u s s i o n .
The t e a c h e r t h e n b e g a n t o m a n i p u l a t e d e l i b e r a t e l y c l a s s r o o m
e v e n t s t o s e e t h e i r im p a ct upon th e c h ild r e n :
I b egan t o u s e t h i s a p p roach t o d is c o v e r i f any
c h ild r e n
had p o o r c o n c e n t r a t i o n
sp an s
or
w ere e a s il y
d i s t r a c t e d or w ere u n a b le t o g i v e a c o n f id e n t r e sp o n s e .
What h a s b e e n d e s c r i b e d
M cTaggart' s
....
in
th is
(1982, p .l0 1 ) c o n c lu s io n s when
c h a p te r
is
s im ila r
s h e w r o te :
T h e s e t e a c h e r r e s e a r c h e r s know m o re a b o u t w h a t i s
156
to
happ en ing i n t h e i r c l a s s r o o m s and s c h o o l s b e c a u s e t h e y
have begun t o o b s e r v e in an o r g a n is e d way t h e a c t i o n th e y
have
ta k en ,
th e
e ffe c ts
it
has
produced,
and
th e
c ir c u m s ta n c e s in w h ich t h e s e o c c u r .
In t h i s s t u d y , h o w e v e r , t h e t e a c h e r s w e r e im p le m e n t in g a new
t e a c h in g
str a te g y
w h ic h
th e y
had
le a r n e d
th r o u g h
th e
a p p l i c a t i o n o f th e "coaching" m od el.
SUMMARY
In t h i s c h a p te r th e r e la t e d
and s e l f -
w o r th h a v e b e e n c o n s i d e r e d th r o u g h t h e t e a c h e r ' s s e l f -
report d a ta .
The
te a c h e r s'
a b ilit y to be s u c c e s s f u l,
th e ir
i s s u e s o f te a c h e r s e l f - c o n f i d e n c e
p r o fe s s io n a l
fe e lin g s
of
s e lf-e ffic a c y ,
h as b een u sed to t i e
s k ills ,
fe e lin g s
of
or
th e
t o g e t h e r d a t a on
s e lf-w o r th
and
s e lf-
c o n f id e n c e and t h e i r c la s s r o o m a w a r e n e ss.
The t e a c h e r s a l l r e p o r te d som e i n i t i a l c o n c e r n s when b e g in n in g
t h e im p le m e n ta tio n o f t h e new t e a c h in g s t r a t e g y . A ll o f t h e t e a c h e r s
a g reed t o im p le m e n t t h e t e a c h i n g s t r a t e g y q u i c k l y and w h o l l y and
t h e y r e p o r te d a f t e r t h e im p le m e n ta tio n ,
t h a t t h e y saw th e m e r it o f
d o in g t h i s . The m o s t c o m m o n ly g i v e n r e a s o n b y t h e t e a c h e r s on t h e
a d v a n ta g e o f a q u ic k im p le m e n ta tio n was t h a t i t m eant t h e c l a s s was
u n s e t t l e d f o r l e s s tim e .
The t e a c h e r 's r e f e r r e d t o th e need t o g e t s tu d e n t fe e d -b a c k on
t h e i r a tte m p t a t im p le m e n ta tio n and t h e y d e s c r ib e d how p o t e n t t h i s
s tu d e n t comment was in sh a p in g t h e i r v ie w o f t h e m o d el.
157
For a l l
o f t h e t e a c h e r s in v o lv e d
in t h e in n o v a t iv e i n - s e r v i c e
programme, t h e r e w ere a number o f s i g n i f i c a n t c h a n g e s in t h e i r v ie w
o f t e a c h i n g and t h e m s e l v e s . Among t h e t e a c h e r s i n t h e i n - s e r v i c e
g ro u p ,
even
th e
le a s t
p r o fe s s io n a lly
engaged
of
th e
tea ch ers
r e p o r te d t h a t th e a c t i v i t y had p r o v id e d an o p p o r t u n ity t o s h a r e some
id e a s and t o m ove b ey o n d " t r i c k s o f t h e
tra d e"
ta lk
te a c h e r s. I t seem ed e v e n a t t h i s d i s c o u r s e l e v e l , t h e
w ith
o th e r
d e v e lo p m e n t
and f o s t e r i n g o f p r o f e s s i o n a l d ia lo g u e and c o l l a b o r a t io n was v a lu ed
b y th e t e a c h e r s .
158
CHAPTER
THE TEACHERS* PERCEPTION
9.
OF THE PRINCIPAL AND THE EDUCATION
DEPARTMENT AS SUPPORTERS OF INNOVATION
INTRODUCTION
The v ie w o f t h e s c h o o l p r in c ip a l a s an i n s t r u c t i o n a l le a d e r i s
c u r r e n tly w id e s p r e a d .
r e la t e d
resea rch
lite r a tu r e
It
a rea s.
is
a c o n c e p t t h a t h a s g r o w n fr o m
The f i r s t
is
th e
tw o
sch ool e ffe c tiv e n e s s
(Edmonds, 1979; Phi D e lta Kafpan, 1980) and th e secon d i s
t h e h ig h s c h o o l reform l i t e r a t u r e
( L ig h t f o o t , 1983; S i z e r , 1984).
The r e s e a r c h on t h e p r in c ip a l a s i n s t r u c t i o n a l le a d e r i s common
a t b o t h t h e s e c o n d a r y l e v e l and t h e p r im a r y s c h o o l l e v e l . (S e e f o r
ex a m p le,
B o s s e r t , D w y e r, Rowan and L e e , 1 9 8 2 ;
S e r g io v a n n i,
1 9 8 4 ).
T h ese
and
o th e r
s tu d ie s
L e ith w ood, 1982;
have
sh ow n
th e
im p o rta n ce o f t h e p r in c ip a l in c r e a t in g s c h o o l c o n d it io n s t h a t le a d
t o s t u d e n t h ig h e r a ca d em ic p erfo r m a n c e . The c o n d it io n s w h ich le a d t o
im proved p erfo rm a n ce in c lu d e s e t t i n g h ig h aca d em ic and b e h a v io u r a l
g o a l s and s ta n d a r d s , p la n n in g and c o n s u l t a t io n w it h s t a f f , a d e s i r e
t o in n o v a te when and w here n e c e s s a r y ,
fr e q u e n t m o n ito r in g o f s t a f f
and s t u d e n t p e r f o r m a n c e and i n v o l v i n g a l l 's ta k e h o ld e r s ' (p a r e n ts ,
w id er com m unity) in t h e s c h o o l in t h e l i f e o f t h e s c h o o l.
In t h e
a p p lic a tio n
of
th is
resea rch ,
h ow ever,
th e re
is
a
c a v e a t ; t h a t i s t o a p p l y t h e A m e r ic a n r e s e a r c h t o t h e A u s t r a l i a n
s itu a tio n
(and a l s o t h e B r i t i s h ) ,
159
i t m u s t b e rem em b ered t h a t t h e
r o le
of
th e
p r im a r y
sch ool
p r in c ip a l
in
each
c o u n tr y
is
s i g n i f i c a n t l y d i f f e r e n t . In A u s t r a lia n p r im a r y s c h o o ls , f o r ex a m p le ,
ty p ic a lly
th e re
is
not
a
s e n io r
e c h e lo n
of
te a c h e r s
th a t
th e
p r i n c ip a l h a s t o d e a l w it h in th e d e c is io n - m a k in g p r o c e s s e s .
A ls o , i n A u s t r a l i a , up u n t i l q u i t e r e c e n t l y t h e p r i n c i p a l h a s
n o t had a v o i c e i n t h e s e l e c t i o n o f t e a c h i n g s t a f f f o r h i s s c h o o l .
T h is h a s m e a n t t h a t so m e s c h o o l s c o n s i s t e n t l y h a v e had a l a r g e
c o n t in g e n t o f "new" t e a c h e r s . In some s c h o o ls t h i s h a s com bined w it h
o t h e r f a c t o r s su ch a s : g e o g r a p h ic a l l o c a t i o n o f t h e s c h o o l, and t h e
s o c io -e c o n c x n ic s t a t u s o f t h e s tu d e n t p o p u la tio n ; t o g i v e a c y c l e o f
h ig h s t a f f tu r n o v e r ,
have
le d
to
and lo w s c h o o l p r o d u c t iv i t y .
p r in c ip a ls
s p e n d in g
la r g e
T hese c o n d it io n s
a m o u n ts
of
tim e
on
'm a in ten a n ce' a c t i v i t i e s .
In t h i s C hapter t h e v ie w s o f t h e i n - s e r v i c e t e a c h e r s on t h e i r
p r i n c i p a l s a s s u p p o r t e r s f o r c h a n g e i n t h e i r s c h o o l and a l s o t h e
su p p o r t
o ffe r e d
by
th e
w id e r e d u c a t i o n a l
sy ste m
to
im p le m e n t
in n o v a t io n s a r e exam ined.
TEACHERS' PERCEPTIONS OF THE PRINCIPAL ^
A SUPPORTER FOR CHANGE
In a s t u d y o f t h e W e s te r n A u s t r a l i a n T e c h n i c a l and F u r t h e r
E d u ca tio n D e p a r t m e n t ,
K en n ed y , W i ll ia m s o n and P a t t e r s o n
(1 9 8 4 )
r e p o r te d t h a t t h e c o l l e g e p r i n c i p a l s w e r e n o t p e r c e i v e d b y t h e i r
t e a c h in g s t a f f t o be in v o lv e d a s i n s t r u c t i o n a l l e a d e r s . R a th er, t h e y
w ere s e e n a s c o n c e r n e d
s o le ly
w i t h a d m i n i s t r a t i o n . One t y p i c a l
t e a c h e r com m ent was:
160
We n e v e r s e e t h e p r i n c i p a l . H e's a l w a y s i n h i s o f f i c e o r
in
at
H ead O f f i c e .
D epartm ent a t
I
th in k
a s c h e d u le d
he
m eets
th e
w e e k l y m e e t in g
H ead s
.......
of
I d o n 't
th in k h e u n d er sta n d s th e ch a n g es in t h e new c o u r s e and th e
p r i n c i p l e s u n d e r l y in g
it,
e .g .,
t h e m o d u la r s c h e m e and
s e lf - p a c e d l e a r n i n g .
The t e a c h e r s p a r t i c i p a t i n g
in t h i s i n - s e r v i c e a c t i v i t y a l s o
ten d e d t o s e e t h e i r p r i n c i p a l s a s an a d m i n i s t r a t o r r a t h e r th a n an
' i n s t r u c t i o n a l le a d e r '. H owever, s e v e r a l t e a c h e r s r e p o r te d t h a t th e y
w ould n o t h a v e p a r t i c i p a t e d
i n t h e i n - s e r v i c e p rogram m e i f t h e y
th o u g h t t h a t t h e i r p r i n c ip a l would n o t a g r e e w it h t h e g e n e r a l aim o f
w hat t h e y w e r e d o i n g . T h e s e t e a c h e r ' s c o m m e n ts o f t e n c o n t a i n e d an
a m b iv a le n t t h r e a d . F or i n s t a n c e ,
it
w as a s i f
t h e p r i n c i p a l w as
' o n e - o f them ', i . e . , an o u t s id e a d m in is t r a t o r , b u t " so m etim es I need
him t o su p p o r t me". The t e a c h e r 's appeared n o t t o w ant th e p r in c ip a l
t o i n t e r f e r e in th e c la s s r o o m b u t t o p r o v id e su p p o r t when t h e y (th e
te a c h e r s ) w a n te d i t .
In
t h e ir
su rvey,
R e y n o ld s and C la r k
(1 9 8 4 )
r e p o r te d
th a t
W estern A u s t r a l i a p r i n c i p a l s i n d i c a t e d a g r e a t e r p r e f e r e n c e f o r
r e g io n a lly
o r g a n is e d
in -s e r v ic e
a rra n g em en ts. T h is c a n b e s e e n a s
com p ared
to
s c h o o l-b a s e d
a k in d o f 'k e e p in g
it
a t a rm s
l e n g t h ' . W h ile o v e r o n e - q u a r t e r o f t e a c h e r s s a i d t h e y r e c e i v e d no
su p p o r t from th e s c h o o l,
th e p r in c ip a l or t h e E d u ca tio n D epartm ent
in t r a n s l a t i n g i n - s e r v i c e a c t i v i t i e s
in t o p r a c t i c e in th e s c h o o l.
In co m p a riso n w it h t h e t e a c h e r s in t h e G overnm ent s c h o o ls one
o f t h e tw o t e a c h e r s in a C a t h o lic p a r o c h ia l s c h o o l r e p o r te d :
161
My s c h o o l o p e n e d in 1 9 7 8 . T h e r e a r e 4 3 0 c h i l d r e n and t h e
s t a f f a r e a l l l a y t e a c h e r s . The p r i n c i p a l h a s b e e n t h e r e
f o r th e l a s t f o u r te e n y e a r s . The d e p u ty , who te a c h e s Year
5, h a s b e e n w i t h t h e s c h o o l f o r t h e p a s t t w e l v e y e a r s .
When t h e p r i n c i p a l b e g a n t e a c h i n g
c o n s is t e d o f r u r a l f a m i l i e s ,
h e r e t h e c o m m u n ity
s m a l l b u s i n e s s p e o p l e and
p e o p le who had o p ted f o r t h e q u i e t e r l i f e .
In r e c e n t y e a r s
t h e r e h a s b e e n a l o t o f d e v e lo p m e n t i n t h i s a r e a and t h e
ccranunity h a s g r o w n t o i n c l u d e a v a r i e t y o f p e o p l e fro m
th e p r o f e s s i o n a l
p erson
to
th e
u n e m p lo y e d .
B o th
th e
p r in c ip a l and th e d e p u ty a r e v e r y keen t o in v o lv e e v e ry o n e
in
th e
r u n n in g
of
th e
s c h o o l.
T h ey
w ant
us
to
be
" p r o fe s s io n a ls " and t h e y have p u t s t r e s s upon our te a c h in g
s k i l l s and c o n t e n t k n ow led ge.
We a r e r e g u l a r l y s e e n b y e i t h e r
th e p r in c ip a l
or th e
d e p u ty a s we t e a c h and t h e y u s e t h e a t t a c h e d fo r m s ( s e e
Appendix 6 ) .
In t h i s s c h o o l t h e r e g u la r and c o n s t r u c t iv e m o n ito r in g o f th e
t e a c h e r 's p erfo rm a n ce m eans t h a t t h e t e a c h e r s a r e n o t p r o f e s s i o n a l l y
is o la te d
(A sh to n e t a l . 1 9 8 3 ; L o r t i e , 1 9 7 5 ) . I m p o r t a n t l y , h o w e v e r ,
th e p r i n c ip a l 's p r a c t i c e h a s a m u l t i p l e
ccMimunity. F i r s t l y ,
im p a c t upon t h e s c h o o l
i t l e t s t h e s t a f f know w h a t t h e p r i o r i t i e s o f
th e s c h o o l a r e and how t h e in d iv id u a l s t a f f member can h e lp a c h ie v e
th e n .
S e c o n d ly ,
it
sh o w s
th e p r in c ip a l
fir m ly
in
c o n tro l
and
t h i r d l y , i t l e t s t h e t e a c h e r s know w h a t t h e s t a n d a r d s a r e and when
th e y a r e a c h ie v e d .
162
The t e a c h e r s ' v i e w s a b o u t t h e r o l e o f t h e p r i n c i p a l a s t h e
a cad em ic and b e h a v io u r a l g o a l - s e t t e r , d e t e r m i n e r , and a r t i c u l a t o r
f o r t h e s c h o o l , r a n g e d fro m "no i n f l u e n c e " t o " th e o n e i n c h a r g e " .
For some o f th e ju n io r p rim a ry t e a c h e r s t h e f e e l i n g was a m b iv a le n c e
and d e s c r ib e d by one a s :
The p r in c ip a l i s more i n t e r e s t e d in t h e h ig h e r g r a d e s th an
in u s ....... o f t e n
he jo k e s a b o u t us a s th e b a b y s it t e r s ,
b u t we th in k , or we h o p e, h e i s n o t s e r i o u s .
A common v ie w from a l l t e a c h e s was in a cco rd w it h F u lla n (1982,
p . 139) who s u g g e s t e d "a l a r g e p e r c e n t a g e o f p r i n c i p a l s ( a t l e a s t
h a lf)
o p e r a te
m a in l y
as
a d m in is tr a to r s
and
as
ad
hoc
c r is is
m anagers". A lt h o u g h t h e p e r c e n t a g e who sa w t h e i r p r i n c i p a l a s an
a d m in is t r a t o r w a s m ore th a n 5 0 p e r c e n t i n t h e W e s te r n A u s t r a l i a n
tea ch ers.
One t e a c h e r s a i d
th a t,
"Our p r i n c i p a l o n l y h a s a c o u p l e o f
y e a r s t o g o b e f o r e h e r e t i r e s . So w e a r e a b l e t o l i e p r e t t y q u i e t
and j u s t s e e t h in g s th r o u g h , i f we want." On t h e o th e r hand, s e v e r a l
tea c h e r s s a id
t h a t t h e i r p r i n c i p a l w as s e e k i n g th em o u t t o
t a lk
a b o u t th e new te a c h in g s t r a t e g i e s t h e y w ere im p le m e n tin g and t h a t
t h e y had b e e n a s k e d t o t a l k a b o u t i t
to th e o th e r t e a c h e r s .
s a id :
Our b o s s h a s m ade i t
sch ool w i l l
c le a r
be d if f e r e n t .
s in c e
he a r r iv e d
We t h i n k h e w i l l
th a t th e
le a v e
in a
c o u p le o f y e a r s b u t in th e m ean tim e change i s th e o rd er o f
th e d a y . H e's
r e v i v e d t h e P and C ( P a r e n t and C i t i z e n s ) ,
163
One
w an ts t o s e e o u r p r o g r a m m e s and t e s t r e s u l t s and c o m e s
i n t o c l a s s e s unannounced.
S e v e r a l o f th e t e a c h e r s saw th e p rop osed c h a n g es in th e W estern
A u s t r a lia n e d u c a t i o n a l
sy ste m
fo llo w in g
th e
S ta te
G o v e r n m e n ts
a c c e p ta n c e o f t h e B e a z l e y R e p o r t (1 9 8 4 ) a s an a r e a w h e r e t h e " g o g e t t in g " p r i n c i p a l s w ould f o c u s .
c o n c e r n in g
p r o fe s s io n a l
There a r e s e v e r a l
renew al
and
one
of
recom m en d ation s
th e
B e a z le y
recom m endations i s f o r an Annual R eview o f a l l t e a c h e r s . T h is r e v ie w
would
b e con d u cted by th e p r i n c ip a l and th e p r i n c ip a l a l s o would be
t h e m ajor v o i c e in d e te r m in in g i f
a p r o b a tio n a r y te a c h e r sh o u ld be
g r a n te d perm anency. T hese s t e p s w i l l mean a t l e a s t in som e s c h o o ls ,
a g r e a t e r d e g r e e o f c o n g ru en ce b e tw e e n t h e v a lu e s and norm s o f t h e
p r in c ip a l and t h e s t a f f .
The new
(1 9 8 4 ),
fu n c tio n s
fo r
th e p r in c ip a l
su g g e ste d
by B e a z le y
h a v e b e e n s u p p o r t e d b y t h e w ork o f G ers t e n and C a rm in e
(1981) on t h e r o l e o f 's u p p o r t f u n c t i o n s ' , and H a ll and Hord (1 9 8 6 )
in change f a c i l i t a t i n g team f u n c t io n s .
On b a la n c e , from th e t e a c h e r r e p o r t s ,
i t appeared t h a t th e i n -
s e r v i c e t e a c h e r s who w ere t h e more s u c c e s s f u l im p le m e n te r s w ere in
s c h o o ls w here t h e r e was a more c l e a r l y d e f in e d s e t o f a im s or g o a l s
f o r t h e s c h o o l and t h e s e w ere so m e tim e s d is c u s s e d a t s t a f f m e e tin g s .
O v e r a ll,
how ever,
'in s titu tio n a l
th e re
le a d e r '
w as no s u p p o r t f o r
th a t
th e
p r in c ip a l.
164
lite r a tu r e
th e p o s it io n
su g g e sts
fo r
of
th e
TEACHERS' PERCEPTIONS OF HEAD OFFICE IN FOSTERING CHANGE
The n a tu r e and m agn itu d e o f t h i s p r o j e c t m eant t h a t B 3 u ca tio n
D epartm ent Head O f f i c e in v o lv e m e n t w as n o t s o u g h t n o r n e e d e d . The
t e a c h e r 's com m ents, t h e r e f o r e , r e l a t e f i r s t l y
t o t h e i r p e r c e p tio n s
o f th e g e n e r a l c li m a t e f o r change w it h in t h e E d u cation D ep artm ent,
and s e c o n d l y , t o t h e s u p p o r t p r o v id e d b y t h e E d u c a tio n D e p a r tm e n t
fo r ch a n g e.
A ll o f t h e t e a c h e r s saw th e E d u cation D epartm ent a s i n t e r e s t e d
in f o s t e r i n g and s u p p o r tin g ch an ge. The t e a c h e r s g a v e e x a m p le s su ch
a s ; th e d e c la r e d p r i o r i t y o f com puter l i t e r a c y f o r a l l c h i ld r e n , th e
c o n c e r n t o b r o a d e n t h e c u r r ic u l u m t o c a t e r f o r a l l a b i l i t y l e v e l s ,
and th e g r e a t e r
in v o lv e m e n t o f p a r e n ts and t h e com m unity in s c h o o l
d e c is io n - m a k in g .
The t e a c h e r s ' d e s c r i p t i o n s h o w e v e r , p o r t r a y e d a s y s t e m t h a t
ten d ed t o o p e r a t e on a r e s e a r c h , d e v e lo p m e n t and d i f f u s i o n m o d e l;
t h a t i s a c e n t r e t o p e r i p h e r y m o d el ( H a v e lo c k , 1 9 7 1 ) . The t e a c h e r s
p o in te d t o t h e f a c t t h a t a s c h o o l c o u l d g e t ' e x t r a r e s o u r c e s ' fro m
e i t h e r th e Commonwealth or S t a t e Government i f t h e s c h o o l c o u ld show
th a t i t
w a s im p le m e n t in g
p r io r itie s ,
one
of
th e
G o v e r n m e n t 's
e d u c a tio n
f o r e x a m p le , com puter l i t e r a c y . T h is "extra" fu n d in g had
d e v e lo p e d w hat th e t e a c h e r s
r e fe r r e d t o a s " e n tr e p r e n e u r ia l Heads".
A t y p i c a l comment was;
In a t
R oyal
S treet
( E d u c a t io n D e p a r tm e n t Head O f f i c e
a d d r e ss) t h e y i s s u e p r o c l a m a t i o n s w h ic h a r e s e n t t o t h e
R eg io n a l D ir e c t o r s and t h e P r i n c ip a l s .
165
S om etim es we have
t o r e a d a b o u t th em i n t h e n e w s p a p e r . We a r e a s k e d t o d o
m ore,
f o r e x a m p le ,
p r o v id e
th e
t h e c o m p u te r p u s h ,
reso u rces
fo r
us
to
do
b u t th e y d o n 't
it.
And w i t h
th e
com p uters i t was h o p e le s s .
For th e m a jo r ity o f i n - s e r v i c e t e a c h e r s t h e Governm ent s c h o o l
s e c t o r w as e n g a g e d i n t o o m uch c h a n g e . Two t e a c h e r s s a i d t h a t i n
t h e ir
s c h o o l som e t e a c h e r s d id n 't change a t a l l b e c a u s e t h e r e w ere
s o m any c h a n g e s !
For t h r e e t e a c h e r s t h e m e l e e o f t h e l e g i s l a t e d
ch a n g e s m e a n t t h a t i f t h e y w i s h e d , t h e y w e r e a b l e t o g o i n t o t h e i r
c la s s r o o m s
and
c lo s e
th e door
and
c o n tin u e
as
b efo re.
It
w as
r e p o r te d t h a t th e t e a c h e r s who w ere " fak ers" w ere a b le t o t a l k ab out
t h e ch a n g es r e q u ir e d by th e E d u cation D epartm ent and t o sound a s i f
t h e y w ere im p le m e n tin g t h e c h a n g e s.
In t h e s e tw o q u oted in s t a n c e s ,
h ow ever, th e t e a c h e r s s a id t h a t t h e p r i n c ip a l o f t h e s c h o o ls to o k a
lo w e r p r o f i l e in m o n ito r in g th e ch a n g es and th e im p le m e n ta tio n than
d id o t h e r p r i n c i p a l s . U n lik e t h e t e a c h e r s i n t h e P r im a r y S c h o o l
S t a f f R e la tio n s h ip P r o j e c t (N ia s,
1987) w here v a lu e s in a l l a s p e c t s
o f s t a f f i n t e r a c t i o n and t h e r e l a t i o n s h i p o f p a s t p o l i c i e s w e r e
c e n t r a l in th e sh a p in g and m a in ta in in g o f t h e s e v a l u e s , th e t e a c h e r s
in t h i s
stu d y r e p o r te d l i t t l e
o f th e c o n t in u it y o f v a lu e s .
The
r e a so n f o r t h i s im p o r ta n t d i f f e r e n c e i s l i k e l y t o b e t h e r e l a t i v e l y
r a p id t u r n o v e r o f s t a f f
i n W e s te r n A u s t r a l i a n
p r im a r y s c h o o l s .
T y p ic a l ly t e a c h e r s have been moved b y th e E d u ca tio n D epartm ent e v e r y
t h r e e o r f i v e y e a r s . T h is c o n t i n u a l t e a c h e r m o v em en t and t h e f a c t
t h a t th e P r in c ip a ls a r e a l s o moved by th e E d u ca tio n D epartm ent means
t h a t t h e r e i s n ' t t h e tim e t o g e t h e r in t h e s c h o o l t o form t h e s e same
s o lid
v a lu e s .
T h is
s itu a tio n
is
lik e ly
to
change
in
W e s te r n
A u s t r a lia w i t h t h e new M i n i s t r y o f E d u c a t io n 's d e c i s i o n t o a l l o w
166
more s a y b y t h e p r i n c i p a l i n t h e c h o i c e o f t h e s c h o o l s t a f f and t o
g i v e a lo n g e r term o f o f f i c e in ea ch s c h o o l.
SUMMARY
In t h i s c h a p te r th e i n - s e r v i c e t e a c h e r s ' v ie w s on t h e i r s c h o o l
p r in c ip a l and t h e E d u cation D epartm ent a s s u p p o r te r s o f
in n o v a tio n
h a s been c o n s id e r e d . For m o st o f th e t e a c h e r s in th e l a r g e r p rim a ry
s c h o o ls , t h e i r p r i n c ip a l i s c o n c e r n e d w i t h a d m i n i n s t r a t i o n r a t h e r
th an i n s t r u c t i o n a l le a d e r s h ip . The t e a c h e r s r e p o r te d an a m b iv a le n c e
toward th e p r i n c ip a l ;
t h e y w anted him o r h er o u t o f t h e i r c la s s r o o m
b u t when n e c e s s a r y th e y w anted th e p r i n c i p a l ' s su p p o r t.
Several o f th e t e a c h e r s r e p o r te d
th a t
t h e y had " g o - g e t t e r "
p r i n c i p a l s w h o, in t h e r e s t r u c t u r e d M i n i s t r y o f E d u c a t i o n , w o u ld
em brace and u s e th e new p ow ers g iv e n t o them . These in c lu d e d , a s a y
in t h e s e l e c t i o n o f s t a f f f o r t h e i r s c h o o l , t h e d e t e r m i n a t i o n o f
permanancy. f o r p r o b a t i o n a r y t e a c h e r s , and t h e c o n d u c t o f an A nnual
R eview f o r ea ch s t a f f member.
One o f th e t e a c h e r s from a C a t h o lic p a r o c h ia l s c h o o l r e p o r te d
th a t
her
p r in c ip a l
" p r o fe s s io n a lis m " .
to o k
T h is
w as
a
str o n g
in te r e s t
m a n ife s te d
in
in
th e
r e g u la r
tea c h e r s'
c la s s r o o m
o b s e r v a tio n s e s s i o n s w here th e t e a c h e r s r e c e iv e d feed b a ck from th e
p r in c ip a l.
A ll o f t h e t e a c h e r s sa w t h e M i n i s t r y o f E d u c a t io n a s k e e n on
prom otion o f and su p p o rt f o r in n o v a tio n . The t e a c h e r s sa w , h ow ever,
to o much c h a n g e c o m in g fro m t h e E d u c a tio n 'S y s te m ' a t t h e m om en t.
They p o i n t e d
to
S ta te
and
N a tio n a l
167
p r io r ity
areas
- c o m p u te r
l i t e r a c y , m u l t i - c u l t u r a l e d u c a tio n . A b o r ig in a l e d u c a tio n and s o on and s a i d t h a t t h e y fo u n d i t d i f f i c u l t t o k e e p up w i t h t h e d e m a n d s
made upon them .
W hile th e M in is t r y o f E d u cation prom oted c h a n g e , t h e te a c h e r s
r e p o r te d t h a t i t p r o v id e d l i t t l e
o r no s u p p o r t t o a c h i e v e i t .
In
o th e r s t u d i e s i t h as been r e p o r te d t h a t t h i r t y p e r c e n t o f te a c h e r s
who a tte n d a t y p i c a l
i n - s e r v i c e c o u r s e r e p o r te d t h a t th e y r e c e iv e d
no su p p o r t a t a l l in t r a n s l a t in g th e i n - s e r v i c e c o u r s e i n t o p r a c t i c e
(R eyn old s and C la r k , 1 9 8 4 ) .
The s i t u a t i o n r e g a r d in g su p p o rt f o r i n - s e r v i c e w i l l w orsen o v e r
t h e n e x t few y e a r s . The w ith d ra w a l o f th e Commonwealth G overnm ent's
su p p o r t
fo r
fu n d in g
th e
P r o fe s s io n a l
D e v e lo p m e n t P rogram m e
d is c u s s e d in C hapter Two, w i l l mean l e s s " replacem en t" te a c h e r d a y s
and l e s s r e l e a s e from s c h o o l f o r i n - s e r v i c e work.
168
CHAPTER TEN
THE TEACHERS AND THE STDDOTTS
INTRODUCTION
In t h i s
c h a p te r
th e
tw o
r e la te d
a sp e c ts
of
th e
te a c h e r 's
c la s s r o o m a w a r e n e s s and h i s o r h e r r e l a t i o n s h i p w i t h t h e s t u d e n t s
w i l l be exam in ed .
C la ssro o m s a r e c h a r a c t e r is e d by a r a p id f lo w o f e v e n t s and th e
t e a c h e r s i n t e r p r e t t h e s e and ta k e a c t i o n s b ased upon t h e i r know led ge
and b e l i e f s .
te a c h e r 's
C lark and P e te r so n
b e lie fs
c o n c lu d e d ,
(1986) a f t e r a r e v ie w o f s t u d i e s on
"a t e a c h e r ' s
c o g n itiv e
and
o th e r
b e h a v io u r s a r e g u id e d by and make s e n s e in r e l a t i o n t o a p e r s o n a ll y
h e ld s y s te m o f b e l i e f s "
a lte r e d
th e n
it
is
(p .207).
lik e ly
to
A c c o r d in g ly ,
r e s u lt
in
if
th e se b e lie f s are
o th e r
changes
in
th e
c la s s r o o m .
TEACHER CHANGE
The r e p o r ts from a l l
t h e te a c h e r s in d ic a t e d t h a t t h e i r s t a p l e
a p p ro a ch es in th e c la s s r o o m w ere b e in g changed. The t e a c h e r s n o te d ,
f o r e x a m p le ,
t h a t t h e y w ere no lo n g e r co n cern ed o n ly w it h c o n t e n t ,
b u t a l s o m e t h o d s . Many r e p o r t e d t h a t t h e y now sa w t h e s t u d e n t s a s
in d i v id u a ls
and
th ey
w ere
tr y in g
to
g iv e
th e
freed om t o o r g a n is e and c a r r y on t h e i r own work.
stu d e n ts
g r e a te r
One c o n se q u e n c e o f
th e changed te a c h in g s t r a t e g y t h a t many t e a c h e r s comm ented upon, was
th e a lt e r e d
s o c ia l c lim a te .
For m any t e a c h e r s
th e r e
w a s now a
co n c e rn f o r a f f e c t i v e e l e m e n t s a s w e l l a s t h e t y p i c a l c o g n i t i v e
169
g o a ls .
One te a c h e r r e p o r te d :
I n o tic e d
th a t
I w as r e a c t in g
d iffe r e n tly
to
th e
c h ild r e n . I fo u n d m y s e l f a s k i n g , 'W hat d o y o u t h i n k a b o u t
th a t? ' 'Can y o u s a y m ore a b o u t t h a t ? ' 'W hat s h a l l we t a l k
a b o u t ? ', 'W hat s h a l l w e d o a b o u t i t ? '
I now w a n t t o d ra w t h e c h i l d r e n o u t w i t h o u t b e i n g t o o
n e g a t iv e or t o o p o s i t i v e .
To f a c i l i t a t e le a r n in g in t h i s a r e a or s t r a t e g y I t r i e d t o
be a s a c c e p tin g o f t h e c h ild r e n a s i n d i v id u a ls , r e f l e c t i n g
back t h e i r c o m m e n ts i n a n o n - p u n i t i v e o r a n o n - c r i t i c a l
m anner.
As t h e c h ild r e n g r a d u a lly f e l t th e freedom w it h in th e new
t e a c h in g s t r a t e g y , a s no r e s t r i c t i o n s w e r e p r e s e n t , t h e
n o is e l e v e l in c r e a s e d d r a m a t i c a ll y , g i g g l i n g , c h a t t e r ,
e x c it o n e n t in t h e i r v o i c e s .
I t seem ed t o me t h a t th e m e s s in e s s o f c l a y and i t s sm ooth
tex tu r e
can
r e le a s e
a
c h ild
r e s t r i c t i o n s o f modern l i v i n g .
fro m
m any
n ecessa ry
Som etim es a c h i l d n e e d s to
g e t grubby w it h im p u n ity .
A nother t e a c h e r ,
th in k in g back o v er a s e r i e s
reco rd ed l e s s o n s s a id :
170
o f a u d io -ta p e
I saw im p r o v e m e n t in my q u e s t i o n i n g
w h ere I b egan to
e l i c i t on t h e e m o t i o n a l l e v e l
th a n j u s t
r a th e r
in
th e
c o g n i t i v e . F or e x a m p le , i n my f i r s t l e s s o n t h e c o m m e n ts
and q u e s t io n s sounded s t i l t e d .
n e u tr a l
and
r e fle c tiv e
of
In l e s s o n tw o ,
c h ild r e n 's
i t was more
q u e s tio n s
an d
e m o tio n s. In l e s s o n t h r e e I u s e d a v a r i e t y o f r e f l e c t i n g
q u e s t io n s t o le a d or draw o u t p o s s i b l e s o l u t i o n s .
One o ld e r m a le t e a c h e r was e n t h u s i a s t i c a b o u t th e im p a ct o f th e
new te a c h in g s t r a t e g y upon h i s s tu d e n ts ;
T h is m o d e l i s
c la s s b u t
(it)
n o t o n ly a p p lic a b le
w ill
be
fo r
in tr o d u c e d
to
t h is year seven
o th e r
c la s s e s
th ro u g h o u t t h e s c h o o l . . .
b u t h e r e c o g n i s e d t h a t i t c a l l e d f o r new b e h a v i o u r s fro m t h e
stu d e n ts;
The m odel w i l l need t o be in tr o d u c e d o v e r a lo n g e r p e r io d
o f tim e f o r t h e j u n io r c l a s s e s t o i n t e r n a l i s e th e p r o c e s s
o f lo o k in g
f o r c o n n e c t io n s ,
a s s o c i a t i o n s and r e l a t i n g
to
known a r e a s .
A nother t e a c h e r , com m enting on how s h e was " f ig h t in g my d e s i r e
t o jump in" and t e l l th e c h ild r e n how t o do th e t a s k , s a id ;
At t h i s s t a g e i n t h e c h i l d r e n s ' u s e o f r o l e p l a y i n g t h e
key w o u ld se e m t o b e t o g e t t h e c h i l d r e n who a r e a c t i n g
171
fe e lin g
secu re
g rea t d e p th s
and in d e p e n d e n t r a t h e r
of
w hat
a lte r n a tiv e
th a n g o i n g
th in g s
c o u ld
in to
have
happ en ed.
A ju n io r p rim a ry te a c h e r who w as te a c h in g a c o n c e p t a tta in m e n t
l e s s o n on how t h e w in d a f f e c t s u s r e c o u n t e d how f o r t h e f i r s t t im e
sh e h a d l i s t e n e d
to
fo u r
c h ild r e n
d is c u s s in g
an i s s u e l
The
c o n v e r s a t io n b etw een t h e c h ild r e n w ent;
C l;
" I s i t ab ou t f ir e ? "
C2;
"No".
C3;
" Is i t ab o u t Nature?"
C l;
"Why N atu re?" .
C3;
"B ecause o f th e bark and t h e b r a n c h e s" .
C l;
"But fumes a r e n ' t p a r t o f N a tu re" .
C2;
" I t ' s n o t j u s t your d e c i s i o n . I t ' s a l l o f
C3;
"Come on T i m ...."
C2
"Come on B r e t t (C4)
u s" .
. . . . you h a v e n 't s a id a t h in g ."
Thete a c h e r r e p o r te d s u r p r is e a t
t h e th in k in g on d i s p l a y b u t
a l s o a t t h e w i l l i n g n e s s o f th e group members t o sh a r e id e a s , and to
e n s u r e t h a t e v e r y o n e had a sa y .
SOCIAL STRUCTURE CHANGES
In t y p i c a l c la s s r o o m s th e r e i s no d o u b t a b o u t th e r o l e s o f th e
t e a c h e r and t h e s t u d e n t s
and
th e
k in d s
of
b e h a v io u r
th a t are
e x p e c te d . The te a c h e r i s e x p e c te d t o te a c h and th e s t u d e n t s t o le a r n
and th e r e l a t i o n s h i p s a r e somehow p r e -d e te r m in e d .
W ith a ch ange o f
te a c h in g s t r a t e g y so m e o f t h e t e a c h e r s fo u n d t h a t t h e y a l s o had a
172
changed l e a d e r s h i p r o l e . W h erea s t h e y w e r e u s u a l l y t h e c e n t r e o f
a c tiv ity
now
th e y
w ere
a 'r e fle c to r '
of
stu d e n t
id e a s
or
a
c o u n s e llo r .
In t h i s s e c t i o n som e ex a m p le s o f th e t e a c h e r 's r e p o r te d change
in a u t h o r it y p o s i t i o n or t h e s t r u c t u r e o f a l e s s o n w i l l b e g iv e n .
One te a c h e r had in te r v ie w e d th e c h ild r e n t o a sk them i f th e y
l i k e d th e s e r i e s o f l e s s o n s . One
had
c h i ld s a id ;
I l ik e d th e t a lk i n g in a group and t h e way th e l e s s o n was done
l i k e a game in s t e a d o f a
le s s o n s tr a ig h t o f f .
But t h e c h i l d p o i n t e d o u t , " th e t h i n g I l i k e t h e l e a s t i s how
you " h a v e t o w a i t f o r a l o n g t i m e t o h a v e a tu r n " .
T h is s h a r i n g o f a s t u d e n t ' s p e r c e p t i o n s w i t h t h e t e a c h e r w a s ,
f o r many t e a c h e r s , a u n iq u e e v e n t. In f a c t t h e s t u d e n t s seem ed t o
open up i f
th e
te a c h e r
sh o w ed
any
in te r e s t
at a ll
in
th e ir
r e a c t io n s . The q u o te s b elo w a r e a sa m p le. A te a c h e r who im p lem ented
a c o n c e p t a t ta in m e n t l e s s o n n o te d ;
The way o f in tr o d u c in g and c o n d u c tin g a c o n c e p t a tta in m e n t
l e s s o n i s d i f f e r e n t from a t e a c h e r - c e n t r e d on e. One c h i ld
t o ld me;
The t h in g s I l i k e d was t a lk i n g t o g e t h e r in a group b e c a u se
you c a n a r g . . . g e t t o t a l k and d i s c u s s i d e a s . The l e a s t
t h in g s I d id n 't l i k e was when a t th e b e g in n in g b e c a u se i t
was a l l v e r y c o n f u s in g and hard.
173
The c h ild r e n a f t e r th in k in g ab ou t t h e ch an ge in t h e c la s s r o o m ,
t o l d t h e t e a c h e r , "I l i k e d
w o r k in g i t o u t f o r m y s e l f " ,
or , " it
k e e p s you r b r a in w orking", and "you c o u ld s a y your o p in io n and h ea r
w hat o th e r p e o p le th ought".
One c h i l d s a id :
The t h i n g I l i k e d a b o u t i t w as i t t o o k a l o n g t i m e s o we
m is s e d o u t on a l o t o f w o rk . The o t h e r t h i n g I l i k e d w as
you d id n 't t e l l u s w hat i t w a s, and we had t o work i t o u t.
One o th e r c h i l d r e p o r te d :
I l ik e d i t m o st in th e w h o le c l a s s b e c a u s e you c o u ld sh a r e
you r i d e a .
I d id n 't l i k e
it
i n g r o u p s b e c a u s e Tim t o o k
over.
A nother c h i l d s a id :
The t h i n g s I m o s t l i k e d . I l i k e d b e s t d o i n g t h e gam e in
t h e c l a s s so we c o u ld s h a r e id e a s . The th in g I l ik e d l e a s t
was d o i n g . . .
fin d in g
o u t th e a n sw er b e c a u se i t
becam e
f r u s t r a t i n g so m e tim e s.
The com m ents from th e c h ild r e n show t h e t e a c h e r a s b e in g o f f c e n t r e - s t a g e . For many o f t h e s tu d e n ts i t seem ed a s though t h i s was
t h e f i r s t t i m e t h e y had e x p e r i e n c e d a c l a s s r o o m w h e r e t h e y s h a r e d
(or c o n t r o l l e d ) so m e o f t h e "p ow er" . T h a t i s , p o w e r t o c o n t r i b u t e ,
t o s h a r e w ith e a c h o th e r and t o t r y and s o r t o u t t h e i r own a n sw e r s.
In t h e n e x t q u o t e t h e j u n i o r p r im a r y t e a c h e r h a s t o l d
174
th e
f a c i l i t a t o r a b ou t th e c h ild r e n and s h a r in g . As w e l l and p erh a p s more
im p o r ta n tly i s t h a t s h e had in d ic a t e d t h a t s h e a llo w e d th e c h ild r e n
t o e x p lo r e f o r t h e m s e lv e s and th e y " s ta r te d t o work to g e th e r " .
A p rim a ry te a c h e r s a id :
T h is i s n ' t n e c e s s a r i l y a new p e r c e p t io n , b u t I n o t ic e d th e
c h ild r e n
lo s in g
are
to
g a in in g
som e
m ore s o c i a l
e x te n t
th e
a w aren ess.
T hey a r e
e g o c e n tr ic ity
w h ic h
c h a r a c t e r is e s t h i s a g e g r o u p . I ' l l r e f e r p a r t i c u l a r l y t o
t h e c o l l a g e a c t i v i t y - s i x or so c h ild r e n w ere w orking a t
t h e t a b l e and a lth o u g h ea ch was d o in g h i s own work - th e y
w ere a l l v e r y i n t e r e s t e d i n w h a t t h e o t h e r c h i l d r e n w e r e
d o in g and aw are o f o th e r w ays o f d o in g i t .
In t h e sa n d p l a y I had v a r i o u s sa n d a c c e s s o r i e s and t h e
h o s e running i n t o th e sand p i t . The c h ild r e n w ere in v o lv e d
in b u i l d i n g d a m s , e t c . As I p la y e d my t a p e b a c k I th o u g h
i t sounded v e r y n o is y , t h e r e w ere to o many forem en and n o t
enough workmen!
Each c h i l d w anted th e w a te r t o go in a d i f f e r e n t d i r e c t i o n
a t f i r s t and th e n th e y s t a r t e d t o work t o g e t h e r .
A nother
tea c h e r
w ho
s a id
sh e
had
a lw a y s
u sed
a d ir e c t
i n s t r u c t i o n a l approach s t a t e d :
The p e r c e p t io n s I g a in e d w ere t h o s e w h ich r e in f o r c e d th e
p r i n c i p l e t h a t l e a r n i n g i s a c t i v e i n n a t u r e . The l e a r n e r
h im s e lf h a s t o d o t h e l e a r n i n g . T h is i m p l i e s so m e s o r t o f
175
m o tiv a tio n
on
th e
part
of
th e
le a r n e r .
The s t u d e n t s
i n v e s t i g a t i n g f o r th e m s e lv e s a r e much more l i k e l y t o g a in
an i n s i g h t i n t o t h e a c t i v i t i e s . . . a m uch c l e a r e r i n s i g h t
th an from , s a y , g iv e n n o te s or w a tc h in g a f i l m on th e same •
t o p i c . . . T h is g r e a t e r d e g r e e o f i n v o l v e m e n t , I b e l i e v e ,
l e a d s t o b e t t e r le a r n in g .
THE DEVELOPMENT OF "TRUST" BETWEEN THE TEACHER AND THE STUDENTS
I t b e c a m e o b v i o u s fro m t h e t e a c h e r s ' r e p o r t s t h a t o n c e
th e y began t o e x p lo r e th e i n t e r - a c t i o n
in t h e i r c la s s r o o m and
t h e s t u d e n t s ' r e s p o n s e s , t h e r e d e v e lo p e d a h i g h e r d e g r e e o f
t r u s t b e t w e e n t h e t e a c h e r and t h e s t u d e n t s . F or so m e o f t h e
t e a c h e r s i t in v o lv e d s a y in g t o t h e i r s t u d e n t s su ch t h in g s a s :
We h a v e d i s c u s s e d
u s i n g a g r o u p w ork s t r a t e g y f o r o u r
m aths. W i l l we t r y i t f o r a w h i l e ?
-
I h a v e n 't d o n e i t
b e f o r e - and d e p e n d e n t on y o u r r e s u l t s and y o u r o p i n i o n s
we w i l l d e c id e t o c o n tin u e on u s in g i t . OK?
Whereas f o r o t h e r t e a c h e r s i t i n v o l v e d t h e s t u d e n t s f e e l i n g
c o n f id e n t e n o u g h t o
exam p le,
one te a c h e r
r a is e
m a tte r s
of
c la s s r o o m
procedure.
For
i n t e r v i e w e d h e r s t u d e n t s and r e c o r d e d
th e
fo llo w in g :
Tanya i n t h e i n t e r v i e w
s a id ,
'I w a s o n l y c h o o s i n g t h e
o n e s who had t h e i r h a n d s u p , and t h a t I s h o u ld s o m e t im e s
ask q u e s t i o n s o f t h o s e who d i d n ' t h a v e t h e i r hand up t o
en co u ra g e them t o p a r t i c i p a t e ' .
176
F ion a
(a c h i l d
fro m
th e
P.E.A.C.
- a g ifte d
e d u c a tio n
program) s a id t h a t , ' i t was q u i t e b o r in g and I had t o w a it
w h ile
everyon e
to o k
t im e
to
u n d er sta n d
and
get
th e
c o n c e p t .. . I l i k e i t w hen t h e s l o w e r o n e s a r e t a k e n a s i d e
and g iv e n h e lp by a n o th e r t e a c h e r '.
The t e a c h e r h e r e w as s u r e t h a t t h e c h i l d r e n w e r e n o t b e i n g
' a n a r t - a l e c s ' or 'b u s h -la w y e r s '. She r e p o r te d t h a t s h e was e x tr e m e ly
p le a s e d t h a t t h e c h i l d r e n w o u ld a p p r o a c h h e r i n t h i s w a y . In t h i s
in s t a n c e i t se e m e d t h a t t h e ' p s y c h i c ' r e w a r d s t h a t t h e t e a c h e r w as
g e t t i n g from t h i s changed r e l a t i o n s h i p w ere s i g n i f i c a n t .
THE NEW TEACHING STRATEGIES AND A PROGRAMME OF WORK
Several
tea c h e r s
r e p o r te d
th a t
th e re
w ere
s e r e n d ip ito u s
c la s s r o o m o c c u r r e n c e s f o ll o w i n g th e change in te a c h in g s t r a t e g y t h a t
t h e y b u i l t u p on .
For e x a m p le ,
a p r e -p r im a r y te a c h e r a sk ed h er
c h ild r e n t o t e l l h e r w h a t t h e y f e l t w hen a s p o o n f u l o f c o l d f i n g e r
p a in t was p la c e d in on e hand and one s p o o n fu l o f h o t f in g e r p a i n t was
p la c e d in t h e o th e r hand. The te a c h e r r e p o r te d :
The a c t i v i t y was g r e a t l y e n jo y ed b y th e c h ild r e n . They expanded
w e ll and som e o f th e la n g u a g e e x p r e s s io n and d e s c r i p t i v e w ords
w ere d e l i g h t f u l
-
s q u ir ly ,
m u sh y ,
s lo p p y ,
s lid e s ,
runny,
p lo p p y , o o z e s , s q u e e z e s , s q u a s h e s , s lu s h y .
A fu r th e r a t t r i b u t e d is c o v e r e d b y a c c id e n t r a th e r th an p lan n ed
was t h a t t h e f i n g e r p a i n t w a s d i s c o v e r e d t o b e t h i n
f in g e r p a i n t ) ,
and so m e o f
177
it
w as
th ic k
(th e
c o ld
(th e h o t
fin g e r
p a i n t ) . T h is a t t r i b u t e w as a d i f f i c u l t o n e t o d e s c r i b e m a in l y
b e c a u se th e c h ild r e n d id n 't know a s u i t a b l e word.
I d e c id e d t o u s e t h i s a s th e b a s i s f o r our f o llo w - u p a c t i v i t i e s .
TEACHERS' AWARENESS OF REASONING PROCESSES IN CHILDREN
Several o f
th e
tea c h e r s
r e p o r te d
th a t lis te n in g
to
th e
a u d io ta p e s o f t h e i r l e s s o n s had g i v e n th em new i n s i g h t s i n t o how
th e ir
c h ild r e n
w e r e " t a k in g
in
t h e l e s s o n " . A p r im a r y t e a c h e r ,
r e f l e c t i n g on tw o l e s s o n s t h a t s h e had t a u g h t on t h e t o p i c o f 'w h a t
i s g o o d f o r y o u ', s a i d :
The s t u d e n t s a ssu m e d m ore i n i t i a t i v e and o n e c h i l d e v e n
^ d is p u te d o t h e r c l a i m s t o s u p p o r t h i s r e a s o n f o r 'n e e d in g
c ig a r e tte s '.
He s a i d ,
" w e ll
th e y 'r e
n o t bad
fo r
you
b e c a u se th e y h a v e n 't g o t any su g a r in them".
He was o f c o u r s e , r e l a t i n g back t o t h e o th e r l e s s o n . There
w ere t i m e s
d is m is s in g
w h en
I a sse r te d
c h ild r e n 's
to o
h y p o th e se s
m u ch
a u th o r ity
w ith o u t a llo w in g
in
th e
o th e r c h i l d r e n t o e x p r e s s so m e o p i n i o n , and t o r e a c h a
c o n c lu s io n . T h is may h a v e b e e n b e t t e r f o r t h e i r c r i t i c a l
t h in k in g a b i l i t y . For e x a m p le I s a i d t o o n e b o y , 'y o u 'r e
j u s t b e in g
s illy
n o w ',
and a t t h e en d o f t h e l e s s o n
I
a s s e r t e d 'W e've co m e t o t h e c o n c l u s i o n t h a t w e know t h e
d i f f e r e n c e b e tw e e n w hat we need and w hat we w an t'.
In h e r v ie w o f how c o n t e n t i s 's h a p e d ' b y o u r ow n e x p e r i e n c e ,
178
th e t e a c h e r s t a t e d t h a t s h e w as now b r o a d e r i n h e r o u t l o o k and s h e
g a v e t h e f o ll o w i n g i l l u s t r a t i o n ;
The s t r a t e g y was u s e f u l
in t h a t i t
n u rtu red an a w a r e n e ss
o f a l t e r n a t i v e r e a so n in g w it h in t h e c h i l d - t h e r e w as,
many c a s e s ,
n o t a s im p le
'y e s '
o r 'n o' a n s w e r .
in
R a th e r
th e r e w ere d e g r e e s o f r ig h t n e s s . For ex a m p le .
C l;
Do we r e a l l y need t e e t h ?
C 2:
Y e s.
C l:
No, you can j u s t su ck in s t e a d o f c h e w in g .
C3:
No, you d o n 't need them b e c a u se you w e r e n 't b o m w ith
them!
C2:
But w hen y o u w e r e b o r n y o u d o n ' t e a t , y o u s u c k -
so
you d o n ' t n e e d t e e t h .
I fo u n d t h i s p a r t o f t h e l e s s o n t o b e v e r y i n t e r e s t i n g th e c h ild r e n engaged in f r e e d i s c u s s i o n in o r d e r t o p r o v e
th e ir p o i n t s .
The s t r a t e g y
encouraged
young c h ild r e n
to
b e m ore
a n a l y t i c a l in t h e i r th in k in g and t h e r e f o r e a c t i v e le a r n in g
was ta k in g p l a c e ,
r a th e r th an p a s s iv e le a r n in g .
In L e s s o n No. 2 b y T e a c h e r KA (A p p e n d ix 8) t h e r e
illu s tr a tio n
of
th e
tea c h e r
r e fle c tin g
is
a good
on t h e c o n t e n t w i t h t h e
s t u d e n t s . The s t u d e n t s h ave i s o l a t e d v a r ia b le s e a r l y b y a s k in g "Are
th e m a r b le s t h e sa m e s i z e ? "
and "Are t h e y t h e sa m e w e ig h t ? " A
s tu d e n t v e r i f i e d h i s o b s e r v a tio n o f th e e x p e r im e n t b y a s k in g ,
th e b la c k one w ent d id t h e w h it e one s t o p s t r a i g h t away?"
179
"When
When t h e s t u d e n t r a i s e d
t h e id e a o f m a r b le s h i t t i n g
in th e
r i g h t p la c e a t th e r i g h t t im e , t h e t e a c h e r im m e d ia te ly ask ed him t o
d e f i n e w h a t h e m ea n t b y " r ig h t " and t h e n " h a l f s p e e d " . When t h e
d i s c u s s i o n w as g e t t i n g b o g g e d d o w n , t h e t e a c h e r r e t u r n e d
f o c u s q u e s t i o n , "Why d o e s t h e s e c o n d m a r b le s to p ? "
goes
on t o
d is c u s s
" im p a c t" ,
" u s in g
up s p e e d " ,
to th e
A s tu d e n t th e n
"p ow er"
and
e v e n t u a ll y th e s tu d e n t r e d e f in e s h i s h y p o t h e s is a s " u sin g s u f f i c i e n t
e n e r g y and g iv in g th e o th e r m arb le s u f f i c i e n t e n e r g y t o go".
The te a c h e r when in t e r v ie w e d , th o u g h t t h a t sh e may h a v e made a t
l e a s t tw o m is t a k e s in th e l e s s o n , s h e s a id :
F ir s t ly , a t th e b e g in n in g o f th e l e s s o n I a sk ed s tu d e n ts
vth o had h y p o t h e s e s (I u s e d t h e te r m t h e o r i e s w i t h th em )
n o t t o v o i c e th em u n t i l I a s k e d f o r a n y . Upon r e f l e c t i o n ,
I f e l t t h a t p o s s i b l y t h i s r e s t r i c t e d som ew hat th e in q u ir y
n a tu r e o f t h e l e s s o n i n t h a t s t u d e n t s s h o u ld b e a b l e t o
v o i c e t h e i r o p in io n s a t any s t a g e .
S e c o n d ly , a t t h e c o n c l u s i o n o f t h e l e s s o n I r e f e r r e d t o
L e o 's h y p o t h e s is b y s a y in g 't h a t sou n d s l i k e a p r e t t y good
th e o ry ' and t h e c l a s s to o k i t t o mean c o r r e c t .
At t h a t
sta g e
we s h o u ld
have
h y p o t h e s is t o o t h e r s i t u a t i o n s
tr ie d
to
e x te n d
th e
in o r d e r t o f o r m u la te a
'tr u e ' t h e o r y .
The i n s i g h t s p o r tr a y e d b y t h e s e t e a c h e r s a r e l i k e l y t o im prove
180
t± ie ir c la s s r o o m e f f e c t i v e n e s s . T hey h a v e s t a r t e d t o c o n s i d e r t h e
s tu d e n ts ' c r e a t i v i t y , m o t i v a t i o n , and a d a p t a b i l i t y a s w e l l a s t h e
u su al g en era l in t e llig e n c e .
THE TEACHING STRATEGIES AND PUPIL SKILLS AND CONTENT KNOWLEDGE
The aim o f u s in g th e new t e a c h in g s t r a t e g y , o f c o u r s e ,
o n ly t o
m ake t h e
tea ch er
fee l
good.
It
is
a ls o
to
is not
ex p a n d
th e
t e a c h e r ' s r e p e r t o ir e o f s t r a t e g i e s s o t h a t h e o r s h e i s more l i k e l y
t o e n a b le a l l s t u d e n t s t o becom e p r o d u c tiv e and e f f e c t i v e le a r n e r s .
The t e a c h e r s had d i f f e r e n t g o a l s f o r t h e i r
stu d e n ts
f o llo w in g
t h e u se o f th e new s t r a t e g i e s .
One t e a c h e r s a id :
A lth ou gh a t t h e o u t s e t I f e l t r a t h e r u n c o m f o r t a b l e w i t h
t h i s s t a t e g y b y t h e en d o f t h e s e r i e s o f l e s s o n s I f e l t
f a i r l y r e la x e d ab o u t u s in g i t .
I p a r t i c u l a r l y l i k e d t h e in q u ir y n a tu r e o f th e m odel w h ich
p la c e s r e s p o n s i b i l i t y w ith th e s t u d e n t t o g a th e r d a t a ,
fo r m u la te h y p o th e s e s and t r y t o e x p la in c e r t a i n phenom ena.
I t w o rk ed w e l l i n my c l a s s in g e t t i n g s t u d e n t s (p e r h a p s
not a ll)
in v o lv e d
in d i s c u s s i o n .
A nother t e a c h e r (BR) r e a l i s e d t h a t s h e i s c o n c e r n e d a b o u t t h e
181
c o n t e n t r a th e r th an t h e p r o c e s s when sh e s a id :
I fa ll
in to
th e
tra p o f d ir e c t in g
th e ir
e x p la n a tio n s
tow ards 'th e e x p la n a tio n ' - b e in g c o n t e n t o r ie n t e d
r a th e r
than t r y in g t o e n co u ra g e s p e c u la t io n in w h a tev er d i r e c t i o n
it
sh o u ld ta k e .
T eacher
(AC)
sa w
th e
p r e d ic tiv e
in q u ir y
le s s o n
as very
a p p r o p r ia te . He re v ie w e d h i s l e s s o n in t h e f o llo w in g way:
G e n e r a lly t h e l e s s o n p r o v e d t o b e s u c c e s s f u l . The p u p i l s
resp onded
w e ll
to
th e
p r e d ic tiv e
in q u ir y
le s s o n
and
p a r t ic i p a t e d w e l l t h r o u g h o u t t h e d i s c u s s i o n p e r i o d . The
str a te g y
has
great
su b je ct
area.
It
th in k in g
and
d evelop m en t
a p p lic a b ility
h e lp s
a n a ly s is
of
th e
to
d e v e lo p
s k ills
s c ie n c e
w ith in
and
proper
c o u ld
p ro cess
th e
s c ie n c e
s c ie n tific
fo ste r
s k ills
su ch
th e
as
p r e d ic t in g o u t c o m e s , f o r m u l a t i n g h y p o t h e s e s and m ak in g
in fe r e n c e s .
A nother
p r im a r y
tea ch er
began
by
ta lk in g
about
le a r n in g
p r o c e s s e s b u t q u i c k l y m oved t o a s o c i a l i n t e r - a c t i o n a s p e c t i n t h e
c la s s r o o m :
I h a v e an i n c r e a s e d
a w a ren ess o f th e c h ild 's le a r n in g
s t y l e and c a p a b i l i t i e s . . . .
d iffe r e n t
p r e s e n ta tio n
and th e c h ild r e n 's en jo y m e n t o f
s tr a t e g ie s ...
I
th in k
th a t
th e
c h i l d was m a n ip u la tin g me t o g i v e h er a n sw e r s. I was 'o v er
q u e s t io n in g ' and n o t a llo w in g enough t im e f o r a n s w e r s .
182
I n e e d t o m ake t h e p u p i l s w ork h a r d e r , r a t h e r t h a n h a v e
them w a i t f o r me t o g i v e h e l p o r a n s w e r s . A n yw ay, I a l l o w e d t h e
p u p il s lo n g e r t o respond b e f o r e g i v in g h e lp .
For o n e t e a c h e r
th e
m o n it o r in g
of
h er c la s s r o o m
p r o v id e d
in fo r m a tio n on h e r own and t h e s t u d e n t s ' p a t t e r n s o f b e h a v i o u r . She
sta te d ;
On r e p l a y i n g my t a p e s , I r e a l i s e d t h a t a b o u t o n e h a l f o f
th e c l a s s a r e v e r y good p a r t i c i p a t o r s , a b o u t one q u a r te r
o f t h e c l a s s a r e o c c a s i o n a l p a r t i c i p a t o r s and t h e f i n a l
one q u a r t e r ,
who a r e c h i l d r e n a t t h e lo w e r end o f t h e
i n t e l l e c t u a l s c a l e , a r e a l m o s t n o n - p a r t i c i p a t o r s . I w as
sem i-aw are
of
th is
but
th is
serves
to
h ig h lig h t
th e
p rob lem .
Two or t h r e e c h ild r e n who a r e good p a r t i c i p a t o r s I found I
r e l i e d on q u i t e a l o t b e c a u s e I knew t h e y w o u ld a l w a y s
g i v e me m ature s u g g e s t io n s .
When th in k in g o v er th e im p act o f t h e new te a c h in g s t r a t e g y , one
te a c h e r s a i d ;
When I f i r s t s t a r t e d t h e new s t r a t e g y i t l e a d t o c h a n g e s
in
th e
stu d e n ts'
b e h a v io u r
w h ic h
w as
m ore
o fte n
b o is te r o u s .
The p u p il s e n jo y e d t h e d i f f e r e n t approach and t h e y seem ed
to
v ie w
it
a s m ore a f u n a c t i v i t y
183
or
a gam e
th a n
a
'norm al' le a r n in g t a s k . They w ere m ore m o tiv a te d .
SUMMARY
In t h i s C hapter d a ta r e l a t i n g t o th e r e l a t i o n s h i p b etw een th e
t e a c h e r s and th e s tu d e n t s have b een p r e s e n te d .
I t i s c l e a r t h a t th e
t e a c h e r s had e s t a b l i s h e d f r i e n d l y , warm le a r n in g e n v ir o n m e n ts w here
t h e s tu d e n ts w ere a b le t o p a r t i c i p a t e o p e n ly and f r e e l y .
The te a c h e r s r e p o r te d t h a t th e y w ere aw are o f ch a n g e s in t h e i r
own b e l i e f s and b e h a v i o u r . In p a r t i c u l a r , t h e r e w e r e s i g n i f i c a n t
ch a n g es
in
th e
"pow er" r e l a t i o n s h i p s
in
th e
c la s s r o o m s a s th e
t e a c h e r s m oved fro m t h e i r u s e o f a t e a c h e r - c e n t r e d h i g h s t r u c t u r e
str a te g y
to
a m ore
stu d e n t-c e n tr e d
lo w
or
m o d era te s t r u c t u r e
s tr a te g y .
In t h e s e c h a n g e d l e a r n i n g e n v ir o n m e n t s m any o f t h e t e a c h e r s
r e p o r te d s i g n i f i c a n t ch a n g e s in t h e s o c i a l - e m o t i o n a l d im e n s io n s o f
th e c la s s r o o m .
T h er e w e r e m any i n s t a n c e s
of
in c r e a s e d
" tru st"
b etw een s tu d e n t and t e a c h e r .
As t h e t e a c h e r s b e g a n t o f e e l m ore c o m f o r t a b l e and s e c u r e in
th e u s e o f t h e s t r a t e g i e s , t h e p o s s i b i l i t i e s t h a t t h e y o f f e r e d i n
term s o f new a r e a s o f i n t e r e s t and c o n t e n t became a p p a ren t t o them .
S e v e r a l t e a c h e r s sa w t h e new s t r a t e g i e s a s o f f e r i n g th em an
o p p o r tu n ity t o r e - a p p r a i s e t h e i r s t u d e n t s .
In m any i n s t a n c e s t h e
t e a c h e r s w ere s u r p r is e d by th e q u a l i t y o f t h e t a s k s c o m p le te d .
tea c h e r s s a id
t h a t t h e new t e a c h i n g s t r a t e g y had g i v e n
184
Some
them an
o p p o r tu n ity t o l i s t e n
t o t h e i r c h i l d r e n and f o r t h e f i r s t t im e t o
g r a p p le w it h id e a s o f how t h e s t u d e n t s le a r n .
O v e r a ll t h e t e a c h e r s r e p o r te d im proved c la s s r o o m e n v iro n m e n ts
and w ere v e r y p o s i t i v e a b ou t th e b e n e f i t s th e y saw f lo w in g t o t h e i r
s t u d e n t s from th e u s e o f t h e new t e a c h in g s t r a t e g i e s .
185
CHAPTER 1 1
IN-SERVICE ARRANGEMENTS IN THE O.K. AND AUSTRALIA:
COMPARISON OF SOME RECENT TRENDS
INTRODUCTION
The
p r e c e d in g
c h a p te rs
have
o u tlin e d
th e
in -s e r v ic e
arran gem en ts i n A u s t r a l i a and sh o w n how t e a c h e r s c a n e x p a n d t h e i r
r e p e r t o ir e o f t e a c h i n g s t r a t e g i e s and t h e c o n s e q u e n c e s o f t h i s in
t h e i r c la s s r o o m s f o r t h e s tu d e n t s and t h e m s e lv e s .
In t h i s c h a p te r t h e r e c e n t c h a n g es in t h e i n - s e r v i c e t r a in in g
schem e i n
th e
U.K.
fo llo w in g
C ir c u la r
6 /8 6
DES
(1 9 8 6 )
w ill
be
o u t lin e d and com pared w ith th e i n - s e r v i c e a rra n g em en ts in A u s t r a lia .
One L o c a l
E d u c a t io n
A u th o r ity 's
resp o n se
to
th e C ir c u la r
6 /8 6
p r o p o s a l w i l l b e c o n s id e r e d and th e im p l i c a t io n s f o ll o w i n g from th e
p rop osed ch a n g es w i l l be g iv e n in l i g h t o f t h e ch a n g e s.
In t h e U.K.
a t p r e s e n t t h e r e a r e m any s i m i l a r i t i e s
to th e
A u s t r a lia n s i t u a t i o n a s i t r e l a t e s t o th e need f o r i n - s e r v i c e work.
In b o th c o u n t r ie s t h e r e a r e th e c a r e e r p a t t e r n c h a n g e s , th e a g in g o f
t h e t e a c h i n g f o r c e s ( o v e r h a l f o f t h e t e a c h e r s i n t h e U.K. a r e o v e r
f o r t y y e a r s o f a g e , [DES, 1 9 8 3 ] ) , t h e c h a n g e s i n s o c i a l v a l u e s and
t h e same eco n o m ic d i f f i c u l t i e s w h ich have le d t o r e a l r e d u c tio n s in
t h e su m s o f m on ey a v a i l a b l e f o r e d u c a t i o n . T h e r e i s a l s o t h e sa m e
c o n c e r n t o im p r o v e t h e q u a l i t y o f t e a c h i n g and t o p r o v i d e " b e t t e r
s c h o o ls "
(B e a z le y ,
1984;
DES, 1 9 8 5 ) . F or t h e s e r e a s o n s p l u s t h e
i n c r e a s e i n t h e h o l d i n g p o w e r o f t e a c h i n g a s a c a r e e r a n d , in t h e
186
U .K ., a d e c l i n e in t h e num ber o f s t u d e n t e n r o l m e n t s , t h e num ber o f
new t e a c h e r s r e q u ir e d when com pared w ith th e t o t a l in th e te a c h in g
fo rce h as d e c r e a se d
s ig n ific a n tly .
It
is
in
th is
c o n tex t th a t
C ir c u la r 6 /8 6 m ust b e c o n s id e r e d .
THE CHANGES PROPOSED IN DES CIRCULAR 6 /8 6
DES C i r c u l a r 6 / 8 6 L o c a l E d u c a t io n A u t h o r i t y T r a i n i n g G r a n ts
Scheme; F in a n c ia l Year 1 9 87-88 was p u b lis h e d in A ugust 1986 and came
i n t o f o r c e on 1 s t A p r i l 1 9 8 7 . The f i r s t p a r a g r a p h o f t h e C i r c u l a r
g i v e s a s th e p u rp o se o f th e ch an ges:
The s c h e m e i s i n t e n d e d t o h e l p l o c a l a u t h o r i t i e s t o o r g a n i s e
i n - s e r v i c e t r a i n i n g m ore s y s t e m a t i c a l l y s o a s t o m e e t b o t h
n a t io n a l and l o c a l t r a in in g n eed s and p r i o r i t i e s .
Enactm ent o f t h e r e l e v a n t E d u c a tio n B i l l
would
m ean
th e
r e p la c e m e n t
of
th e
L ocal
and C i r c u l a r
A u th o r ity
6 /8 6
" p o o lin g *
a r r a n g o n e n ts f o r i n - s e r v i c e t r a i n i n g , t h e s p e c i f i c g r a n t schem e f o r
i n - s e r v i c e t r a i n i n g and t h e T V E l-r e la te d
(TRIST) schem e.
The g e n e r a l p r i n c i p l e s o f t h e p rop osed schem e i n d i c a t e t h a t th e
new m ea su res a r e aim ed a t :
( i) p rom oting t h e p r o f e s s i o n a l d e v e lo p m e n t o f t e a c h e r s ,
( ii)
prom oting a m ore s y s t e m a t ic and p u r p o s e fu l p la n n in g o f i n s e r v ic e tr a in in g ,
( i i i ) e n c o u r a g in g a m ore e f f e c t i v e m a n a g e m e n t o f t h e t e a c h e r
fo rce,
and
187
( iv ) d i r e c t i n g
in -s e r v ic e
w ork
in to
d e s ig n a te d
n a tio n a l
p r io r ity a r e a s.
The c h a n g e s p r o p o s e d i n C i r c u l a r 6 / 8 6 r e q u i r e t h a t t h e l o c a l
e d u c a tio n a u t h o r i t i e s su b m it t h e i r p r o p o s a ls fo r i n - s e r v i c e t r a in in g
t o t h e DES f o r a p p r o v a l . I t i s u n d e r s t o o d t h a t o n l y t h e p r o p o s a l s
t h e DES c o n s i d e r s m o s t l i k e l y
s e c tio n
of
th e
t o m e e t t h e a im s s e t o u t i n
docum ent e n t it le d
G en eral
P r in c ip le s ,
th e
w ill
be
s u p p o r te d .
C ir c u la r 6 /8 6 s t a t e s t h a t 200 m i l l i o n pounds w ould be a v a i l a b l e
in t h e f i n a n c i a l y e a r 1 9 8 7 /8 8 and 70 m i l l i o n p o u n d s o r j u s t u n d er
o n e -th ir d ,
p r io r ity
is
e a r m a r k e d a s c a t e g o r i c a l f u n d in g f o r t h e n a t i o n a l
a rea s.
The
C ir c u la r
a ls o
sa y s
th a t
th e
p rop osed
arran gem en ts w i l l mean "a more even d i s t r i b u t i o n o f t r a in in g " .
(Para
14) .
In para 17 th e s t a t u t o r y m echan ism s t o im p lem en t th e p r o p o s a ls
are o u tlin e d .
It
is
p rop osed
th a t th e
S ecreta ry o f
S ta te
w ill
d e te r m in e t h e m axim um am ou n t t h a t c a n b e s p e n t f o r g r a n t - a i d f o r
ea c h o f t h e n a t i o n a l p r i o r i t y a r e a s and f o r t h e l o c a l p r i o r i t i e s .
The S e c r e t a r y ' s d e c i s i o n
w o u ld b e b a s e d
upon t h e LEAs c u r r e n t
p r a c t i c e and f u t u r e i n t e n t i o n s f o r t h e p l a n n i n g and m a n a g em en t o f
su ch t r a i n i n g ,
in c lu d in g
its
a r r a n g e m e n ts
fo r
id e n tify in g
th e
t r a i n i n g n e e d s o f i n d i v i d u a l s (th r o u g h a p p r a i s a l p r o c e d u r e s w h e r e
t h e s e e x i s t ) . The S e c r e t a r y o f S t a t e , i f n o t f u l l y s a t i s f i e d w i t h
t h e p r o p o s a ls , may a t t a c h c o n d it io n s t o t h e o f f e r .
The U.K. C e n t r a l G o v ern m en t w i l l p r o v i d e 70 p e r c e n t o f t h e
g r a n t in t h e d e c la r e d p r i o r i t y a r e a s . I f th e LEAs w is h t o spend more
188
in t h e s e a r e a s th e y w i l l be e l i g i b l e f o r g r a n t su p p o rt a t a maximum
o f 50 p er c e n t . Itow ever,
th e docum ent a s s e r t s t h a t a l l o c a t i o n s f o r
n a t io n a l p r i o r i t y a r e a s may n o t be used t o su p p o r t l o c a l p r i o r i t i e s .
A ll i n - s e r v i c e work su p p o rted through t h i s p rop osed schem e h as
t o b e m o n ito red and e v a lu a te d by th e LEA t o a s s e s s w h eth er t h e r e was
an e f f e c t i v e and e f f i c i e n t d e l i v e r y o f th e e d u c a tio n s e r v i c e s
(p.8).
A COMPARISON WITH AUSTRALIA
As shown in C hapter One and Two o f t h i s t h e s i s t h e r e h ave been
a num ber o f comm on e d u c a t i o n a l and s o c i e t a l
resp o n ses
in
A u s tr a lia
and t h e U.K. o v e r
i s s u e s and s i m i l a r
th e r e c e n t y e a r s.
The
r e s p o n s e s a lth o u g h s i m i l a r a r e n o t th e r e s u l t o f c l o s e c o ll a b o r a t io n
b etw een t h e tw o n a t i o n a l G o v e r n m e n ts, R a th e r b o t h c o u n t r i e s fo u n d
th e m s e lv e s f a c e d
w ith
id e n tic a l
is s u e s ,
e .g .,
in
t h e s u p p ly and
donand f o r t e a c h e r s , and th e y responded in s i m i l a r w ays.
In t h e U.K. t h e p u b li c a t i o n o f T eaching Q u a lit y (DES, 1983) and
B e tte r S c h o o l s
(D E S,
1 9 8 5 ),
had p o in t e d
to
t h e G o v e r n m e n t 's
i n t e n t i o n t o t r y and im p r o v e t h e q u a l i t y o f t h e t e a c h e r f o r c e
and
t o p r o v id e " b e tte r s c h o o ls " . In A u s t r a lia w h ile t h e r e i s l e s s d i r e c t
p r e s s u r e from t h e Commonwealth Government on p r e - s e r v i c e e d u c a t io n ,
th e p r e s s u r e
i s t h e r e fro m t h e m a in e m p lo y in g a u t h o r i t i e s i . e . ,
t h e v a r io u s S t a t e M i n i s t r i e s o f B S u cation and E d u cation D ep artm en ts.
In b o t h
A u s tr a lia
and
th e
U.K.
th e q u a lit a t iv e
iss u e s
of
t e a c h e r e d u c a t i o n a r e now m ore im p o r t a n t th a n t h e q u e s t i o n s o f
p r e s e n t and f u tu r e te a c h e r num bers.
189
At t h e i n - s e r v i c e l e v e l in t h e U.K., a s i n A u s t r a l i a , t h e r e i s
a f o c u s on n a t io n a l p r i o r i t i e s r a th e r th an t h o s e e s t a b l i s h e d a t th e
l o c a l l e v e l . T h is c a n c l e a r l y b e s e e n i n t h e U.K. i n t h e TRIST and
G eneral C e r t i f i c a t e o f Secondary E d u cation (GCSE) p r o p o s a ls . The MSC
(1985) TVEl R e v ie w d e t a i l s how t h i s c e n t r a l g o v e r n m e n t i n f l u e n c e
(th rou gh m a k in g m on ey a v a i l a b l e f o r ' b id s ' ) w o r k s i n p r a c t i c e . For
exam p le, t h e r e w e r e 14 LEAs p a r t i c i p a t i n g
i n t h e TVEI p rogram m e
1983, 48 i n 1 9 8 4 and a f u r t h e r t w e l v e i n 1 9 8 5 . Q u it e c l e a r l y i n a
s i t u a t i o n w here f in a n c e s a r e t i g h t , b u t LEAS w ish t o su p p o r t change
or i n n o v a t e , t h e n t h e y w i l l b e m ore l i k e l y t o a c c e p t t h e c e n t r a l
G overnm ent's p l a n s a s i t p r o v i d e s them w i t h t h e o n l y " n o n -ta g g e d "
money th e y may h ave.
At p r e s e n t in A u s t r a lia f i n a n c i a l su p p o r t from th e Commonwealth
Goverrment f o r
in -s e r v ic e
tr a in in g
is
o n ly g iv e n
to
th e
know n
d e s ig n a te d n a t i o n a l p r i o r i t i e s . In t h e U.K. a t t h i s s t a g e , t h i s i s
l e s s c l e a r a s a p p r o x im a te ly o n ly one t h ir d
i s b e in g ear-m ark ed fo r
t h o s e n a t i o n a l p r i o r i t i e s . H o w e v e r , i f t h e U.K. G o v er n m e n t d e c i d e s
t o p u s h h a r d e r t o g e t i t s ow n p r i o r i t i e s im p le m e n t e d t h e n i t w i l l
h ave m ore im p a c t on t h e o v e r a l l i n - s e r v i c e e d u c a t i o n a r e a s a s t h e
LEAs a r e a l m o s t t o t a l l y d e p e n d e n t upon t h e f i n a n c i a l s u p p o r t fro m
th e C e n t r a l G o v e r n m e n t. In A u s t r a l i a , on t h e o t h e r h a n d , a s T a b le
2 .1 , and t h e T a b le 2 .3
c o n s id e r a b le
fin a n c ia l
i n C h a p te r Two sh o w t h e r e a r e s t i l l
c o n tr ib u tio n s
T e r r ito r ie s .
190
fro m
th e
S ta te s
so m e
and
POSSIBLE BENEFITS FROM THE PROPOSED CHANGES
In t h e
changes
p rop osed
in
p o s i t i v e ou tcom es t h a t can b e se e n ?
C ir c u la r
6 /8 6 ,
are
th e r e
any
There w ould appear t o be t h r e e .
The f i r s t r e l a t e s t o t h e f a c t t h a t a l l LEAs w i l l h a v e t o h a v e so m e
minimum in v o lv e m e n t w it h i n - s e r v i c e a c t i v i t y . At p r e s e n t , under th e
"p oolin g" a r r a n g e m e n ts, i t i s p o s s i b l e f o r some LEAs t o be s lo w e r t o
a c t th a n som e o t h e r s . F or e x a m p le , so m e LEAs w e r e s p e n d in g up t o
f i v e tim e s a s much a s o t h e r s on i n - s e r v i c e a c t i v i t i e s .
The s e c o n d p o s i t i v e b e n e f i t i n v o l v e s t h e LEAs f o r t h e f i r s t
tim e , d e v e l o p i n g
i n - s e r v i c e program m es f o r C o lle g e s o f F u r th e r
E d u ca tio n .
The t h i r d
may b e
req u irem en t
th a t
sch ool
each
a tw o -ed g ed
have a
p la n
sw o r d b u t i t
fo r
is
th e
id e n tify in g
th e
t r a i n i n g n e e d s o f ea ch te a c h e r in th e c o l l e g e or s c h o o l.
IMPLICATIONS FOR HIGHER EDUCATION IN THE U.K.
With t h e r e m o v a l o f t h e " p o o lin g " a r r a n g e m e n t s i n t h e U.K. t h e
p r o v is io n
of
fu n d s
fo r
d ecreased
s ig n ific a n tly .
" su p p ly "
and
I n e v ita b ly ,
r e p la c e m e n t
th e r e fo r e ,
tea c h e r s
th e
num ber
has
of
t e a c h e r s e n r o l l i n g i n f u l l - t i m e t e r t i a r y a w a rd c o u r s e s w i l l d r o p
a l s o . In t h e l o n g e r t e r m , t h o s e t e a c h e r s who s e e k h i g h e r d e g r e e s
e i t h e r w i l l have t o c o m p le te i t on a p a r t - t im e b a s i s or ta k e le a a v e
w ith o u t
pay
and
te r tia r y
in s titu tio n s
w ill
need
to
c o n s id e r
d e v e lo p in g m o d u la r c o u r s e s and s o o n . T h is s i t u a t i o n i s s i m i l a r t o
th a t in A u s t r a lia
w h e r e t h e num ber o f
f u l l - t i m e h ig h e r d e g r e e
s t u d e n t s h as f a l l e n o v e r r e c e n t y e a r s . The t e a c h e r r e p la c e m e n t fu n d s
a v a i l a b l e in A u s t r a lia a r e shown in T ab le 2.1.
191
A nother p o s s i b l e o u tc o m e i s t h e d e v e lo p m e n t o f n o n -a w a r d i n s e r v i c e c o u r s e s b y t h e LEAs, who w i l l c o n t r o l t h e DES f u n d in g . In
th is
s c e n a r io
c o - o p e r a t iv e
it
is
lik e ly
a rra n g em en ts
U n fo r tu n a te ly ,
th a t
th e
LEAs w i l l
w ith
th e
te r tia r y
c o n tin u e
th e ir
in s titu tio n s .
in A u s t r a lia t h e r e i s a g e n e r a l e s tr a n g e m e n t b etw een
s c h o o ls and t h e t e r t i a r y i n s t i t u t i o n s and t h e s e c o - o p e r a t iv e l e v e l s
a r e n o t a s w e l l d e v e lo p e d or a s s tr o n g a s t h e y a r e in th e U.K.
THE LIKELY CONSEQUENCES OF THE CHANGES
The c o n s e q u e n c e s o f t h e p r o p o s e d c h a n g e s a r e i n t h r e e a r e a s .
The f i r s t i s a t t h e s y s t e m l e v e l , t h e s e c o n d i s a t t h e LEA l e v e l ,
and th e t h ir d a t th e l o c a l te a c h e r l e v e l .
At t h e s y s t e m l e v e l t h e m o s t o b v i o u s c o n s e q u e n c e i s t h a t t h e
d e g r e e o f c e n t r a l c o n t r o l o v e r i n - s e r v i c e a c t i v i t i e s w i l l in c r e a s e .
As a r e s u l t o f t h i s t h e i n - s e r v i c e p r i o r i t i e s w i l l m ove fro m t h e
l o c a l s c e n e t o th e n a t io n a l s c e n e . Under t h i s new c e n t r a l i s a t i o n i t
is
lik e ly
th a t th e te a c h e r s w ill
be e x p e c te d
to
im p le m e n t t h e
n a t io n a l i n - s e r v i c e p r i o r i t i e s w ith no or minimum in p u t in t o t h e i r
d e v e lo p m e n t.
A ls o
it
is
lik e ly
th a t in s t it u t io n a l
e ffe c tiv e n e s s
r e s e a r c h w i l l be p la c e d i n t o i n - s e r v i c e c o u r s e s . In t h i s way s tu d e n t
tea ch ers,
s u p e r v i s i n g t e a c h e r s , and s t a f f
in t e r t i a r y e d u c a tio n
w ou ld , a t a m in im u m , h a v e a common la n g u a g e . M ore i m p o r t a n t l y ,
h ow ever,
it
le a d e r s h ip
w o u ld a s s i s t
and
th e n
s e n io r s t a f f
a llo w
th em
p r in c ip a ls .
192
to
to d e v e lo p
s e le c t
and
in s titu tio n a l
c e r tify
sch ool
At th e LEA l e v e l i t i s p o s s i b l e ev e n a t t h i s e a r l y s t a g e t o s e e
th e p r o b a b le c o u r s e o f e v e n t s .
L e i c e s t e r s h i r e f o r e x a m p le ,
has
resp on d ed t o C i r c u l a r 6 / 8 6 b y r e p o r t i n g t h a t i t a l r e a d y p r o v id e d
e x tr a
fu n d s
n a t io n a l
fo r
te a c h e r s
p r io r itie s ,
to
i.e .,
w ork i n a r e a s
th a t c o in c id e d
m u lti-c u ltu r a l
e d u c a tio n ,
w ith
1 6 -1 9
e d u c a t io n , and t h a t L e i c e s t e r s h i r e s c h o o ls w ere in v o lv e d in s c h o o lf o c u s s e d INSET.
In
its
s u b m is s io n
to
th e
DES
L e ic e s te r s h ir e
LEA
( L e i c e s t e r s h i r e , 1 9 8 6 ) s a y s i n p a r a 1 .1 .0 :
The LEA s e e s
o p p o r tu n ity
th e
fo r
(new
f u n d in g )
c u r r ic u lu m
a r r a n g e m e n ts
r e v ie w ,
as
a t im e ly
in s titu tio n a l
s e lf-
e v a lu a t i o n , and INSET t o be b rou gh t i n t o c o h e r e n t p la n s , and a s
a s s i s t a n c e t o c u r r ic u lu m d e v e lo p m e n t a t th e l e v e l o f in d iv id u a l
t e a c h e r and th e i n s t i t u t i o n a s a w h o le .
The LEA s t a t e d t h a t i t in te n d ed t o d e v e lo p an INSET p r o f i l e f o r
ea c h
in s titu tio n
or
group
of
in s titu tio n s
in d iv id u a l t e a c h e r o r l e c t u r e r . The INSET
and
a ls o
fo r
each
p r o f i l e s w i l l n o t o n ly
show how many and w h ich i n - s e r v i c e c o u r s e s t h e te a c h e r or l e c t u r e r
h a s a t t e n d e d b u t a l s o w i l l sh o w " .... p r o g r e s s i n i n s t i t u t i o n a l and
s t a f f d evelop m en t"
(em g h a sis added).
W h ile t h i s p a r t ic u l a r LEA h a s
s t a t e d t h a t t h e i n - s e r v i c e p r o f i l e w i l l n o t b e u sed in an e v a lu a t i v e
way,
t h e s u g g e s t io n o f som e p r o f i l e o f i n - s e r v i c e work d o e s le a d t o
th e p o s s i b i l i t y o f a " f a d in g c e r t i f i c a t e " . T h a t i s ,
th e te a c h e r s
need t o m a in ta in som e d e s ig n a t e d p r o f e s s i o n a l d e v e lo p m e n t t o s t a y
c e r t i f i c a t e d or r e g is t e r e d t o te a c h .
(T his s u g g e s t io n was o f f e r e d b y
one o f th e t e a c h e r s in th e in n o v a t iv e i n - s e r v i c e programme a s a way
193
o f e n s u r i n g c o n ti n u e d p r o f e s s i o n a l d e v e lo p m e n t) .
L e i c e s t e r s h i r e LEA h a s d e c la r e d t h a t i t s
INSET p r o v i s i o n s w i l l
have e q u a l e m p h a s is on i n s t i t u t i o n a l and p r o f e s s i o n a l
d e v e lo p m e n t.
(te a c h e r )
In th e LEAs' l i s t o f Aims f o r P r o f e s s io n a l D evelop m en t,
th e f i r s t s t a t e s ;
T e a c h e r s /L e c tu r e r s d e v e l o p i n g t h e a b i l i t y t o o b s e r v e and
r e f l e c t on t h e i r own work and t h a t o f t h e i r c o ll e a g u e s and
th ro u g h t h o s e p r o c e s s e s t o im prove t h e i r u n d e r sta n d in g o f
th e p r i n c i p l e s
w h ic h g u i d e t h e i r
p r a c tic a l
w ork w i t h
s t u d e n t s i n t h e c l a s s r o o m s (p a r a 1 .1 2 .3 ) .
At th e t h ir d l e v e l ,
t h a t o f th e in d iv id u a l te a c h e r or l e c t u r e r ,
t h e s i t u a t i o n b e a r s a r e m a r k a b le s i m i l a r i t y t o t h a t i n A u s t r a l i a .
The c o n t e x t u a l
fa cto r s
-
th a t
of
in c r e a s e d
c a lls
fo r
" b e tte r
s c h o o ls " and im p r o v e m e n t i n q u a l i t y o f t e a c h e r s , a d e c r e a s e in t h e
f i n a n c i a l r e s o u r c e s t o s u p p o r t t h e i m p l e m e n t a t i o n o f c h a n g e and
s o c i e t a l c h a n g e s a t an e v e r i n c r e a s i n g r a t e -
a r e t h e sa m e i n b o t h
A u s t r a lia and t h e U.K. The r e s p o n s e s h a v e b e e n t h e sa m e a l s o , i . e . ,
th e te a c h e r
i s e x p e c te d
r e s p o n s ib ility fo r
p r a c tic e s
and
t o s h o u ld e r an i n c r e a s i n g
im p le m e n t in g new c h a n g e s ,
c u r r ic u lu m
and e v a l u a t i n g
sh a r e o f th e
r e v ie w in g
a ll
a sp e c ts
curren t
of
th e
p r o fe s s io n .
In t h i s p r e s e n t s i t u a t i o n , an i n - s e r v i c e a l t e r n a t i v e t o t h e
" t r a d it io n a l" a c t i o n - r e s e a r c h approach,
i n e f f ic i e n t in th e u s e o f r e s o u r c e s ,
w h ich h as b een shown t o be
is
th e approach o u tlin e d
in
t h i s t h e s i s . As sh ow n a b o v e i t c a n h e l p t e a c h e r s t o c h a n g e , r e v i e w
194
and e v a l u a t e a l l a s p e c t s o f t h e i r p r o f e s s i o n a l s k i l l s and k n o w le d g e .
As J o n e s , O 'S u lliv a n and Reid (1 9 8 7 , 200) n o te ;
Most o f u s w ould w i l l i n g l y tr a d e som e m y th ic a l "freedom"
in t h e t e n s io n b e tw een LEAs, Governm ent and P r o v id e r s over
INSET f o r so m e r e a l p o w er o v e r c o u r s e s p e c i f i c a t i o n s ,
d e l i v e r y and e v a lu a t io n .
C e r t a in ly i f
th e
n a t io n a l p r i o r i t i e s
U.K. C e n t r a l
m ore i n t o
G overnm ent
c e n tr e s ta g e ,
is
to
m ove i t s
th e n th e e x p e r t i s e
r e q u ir e d t o a c h i e v e t h i s i s n o t t o b e fo u n d s o l e l y
in th e s c h o o ls .
A c o u r s e o f a c t i o n s u c h a s t h i s w i l l m ean t h a t t h e e x p e r t i s e w i l l
need t o b e b r o u g h t i n ,
a s i t h a s b e e n i n t h e p a s t , and t h r o u g h a
c o l l a b o r a t i v e approach i t w i l l e n a b le t e a c h e r s t o a c h ie v e t h e g o a ls
t h e y h ave s e t f o r t h e m s e lv e s and fo r th e s c h o o l.
For many p e o p le t h e im p l i c a t io n s o f th e i n - s e r v i c e p r o f i l e on
ea c h te a c h e r w h ich docu m en ts "progress" in i n - s e r v i c e e d u c a tio n w i l l
b e a g r a v e co n c e rn . The t e a c h e r s w i l l
b e s t a s s is ta n c e /a d v ic e /in fo r m a tio n
d e v e lo p th e s k i l l s ,
need t o b e p r o v id e d w ith th e
th ere i s
a v a i l a b l e t o h e lp them
k n ow led ge and u n d e r sta n d in g s w h ich a r e r e q u ir e d
in l i g h t o f t h e G o v e r n m e n t's d e c l a r e d p r i o r i t y a r e a s . To h a v e som e
p r o -fo rm a w h ich i s u sed su m m a tiv e ly w i l l b e a m is ta k e .
SUMMARY
T h is C h a p t e r
has
arran gem en ts w h ic h w i l l
c o n s id e r e d
be fo r c e
b r ie fly
fro m A p r i l
th e
in -s e r v ic e
1 st,
1987,
as
o u t lin e d in DES C i r c u l a r 6 / 8 6 . A t t h e n a t i o n a l l e v e l t h e r e a r e
195
many s i m i l a r i t i e s
b e tw e e n
th e
U.K.
and
th e
A u s tr a lia n
G overnm ent's r e s p o n s e s t o i s s u e s and t h e i r c h o s e n c o u r s e s o f
a c tio n .
In b o t h c o u n t r i e s
th e re
is
now a m ore c e n t r a l i s e d
ap p roach t o i n - s e r v i c e e d u c a tio n w ith ea c h n a t io n a l Governm ent
id e n tify in g
its
p r io r itie s
fo r
im p le m e n ta tio n .
c o m b in a tio n o f r e s o u r c e - le d a c t i o n s and l e g i s l a t e d
T h rou gh
a
p r o p o s a ls .
L ocal E d u c a t io n A u t h o r i t i e s and i n d i v i d u a l t e a c h e r s i n t h e
U .K ., and S t a t e s and T e r r i t o r i e s and i n d i v i d u a l t e a c h e r s in
A u s t r a lia a r e i n c r e a s i n g l y s e e n a s t h e i m p le m e n t e r s o f t h e
c e n t r a l G overnm ent's p r o p o s a ls .
In t h e
co n tex t
of
a d ecrease
in
a v a ila b le
f u n d s and w i t h
t e a c h e r s b e in g h e ld more a c c o u n ta b le f o r " q u a lity " ,
t e a c h e r s sh o u ld
b e g i v e n a s s i s t a n c e a s t h e y im p le m e n t , r e v i e w and e v a l u a t e t h e
c h a n g e s ask ed o f them . A r e c e n t stu d y in V ic t o r ia n se c o n d a r y s c h o o ls
su r v e y ed 1 6 0 0 t e a c h e r s t o a s c e r t a i n
lo w e s t
s a tis fa c tio n
r a tin g
out
of
t h e i r j o b s a t i s f a c t i o n . The
th e
19
ite m s
w ent
to
" th e
o p p o r t u n i t i e s a v a i l a b l e f o r u s e f u l i n - s e r v i c e e d u c a tio n " . Fewer than
50 p er c e n t o f th e t e a c h e r s su rveyed w ere s a t i s f i e d a t a l l w ith t h i s
a s p e c t o f t h e i r j o b ( A i n l e y , Reed and M i l l e r , 1 9 8 7 ) .
T h is t h e s i s
has
argued
th a t
an e f f e c t i v e
an d m o r e
e f f i c i e n t way o f u s in g i n - s e r v i c e r e s o u r c e s i s t o work w ith th e
t e a c h e r in a more d i r e c t way than in a t y p i c a l
a c t io n - r e s e a r c h
ap p roach . G iv e n t h e p a c e o f c h a n g e i n e d u c a t i o n and t h e w id e r
s o c ie ty ,
i f a more e f f i c i e n t way can b e found o f p r o v id in g th e
s k i l l s f o r t e a c h e r s w h ich r e s u l t in c r i t i c a l ju d gem en t and th e n
a c t i o n , r a th e r th an a narrow t r a in in g in a p r e d e te r m in e d c o u r s e
of a c tio n ,
t h e n i t s h o u ld b e d o n e . C e r t a i n l y ,
196
i t i s n o t th e
tim e t o o p t fo r a narrow m e c h a n is t ic approach a s t h e t e a c h e r s
w ill be fa c e d w ith s i t u a t i o n s t h a t th e t r a in e r s h ave n o t y e t
e n v is a g e d .
In
th e
n ex t c h a p te r,
th e
approach
u sed
to
w ork w i t h
th e
t e a c h e r s d e s c r ib e d in t h i s t h e s i s w i l l be com pared w ith t h e a c t i o n r e s e a r c h ap p roach , and th e " ty p ic a l" i n - s e r v i c e c o u r s e .
197
CHAPTER 12
THE EVALUATION OF IN-SERVICE COURSES
INTRODUCTION
There h a s b e e n l i t t l e
e v a lu a tio n
of
in -s e r v ic e
cou rses
in
A u s t r a lia ( B a t t e n , 1 9 7 6 ) , w h a t h a s b e e n d o n e h a s b e e n ad h o c and i t
h a s p r o v id e d l i t t l e
in t e r p r e t a t io n .
d i s c i p l i n e d d o c u m e n t a t i o n and n e x t t o n o n e
E r a u t (1987) h a s o u t l i n e d so m e o f t h e r e a s o n s f o r
t h i s and t h e y i n c l u d e ; t h e p r o b le m o f t r y i n g t o a s s e s s o u t c o m e s i n
t h e " p r o b l e m - s o lv i n g " s i t u a t i o n o r t h e " t e a c h e r g r o w t h a p p r o a c h " ,
v^ere in b o th a p p r o a c h e s t h e r e i s th e d i f f i c u l t y o f e s t a b l i s h i n g
c a u s a l l i n k s w ith t h e i n - s e r v i c e a c t i v i t i e s .
In p a r a d ig m a tic te r m s ,
E raut (1 9 8 7 ) s u g g e s t s t h a t t h e " b e h a v io u r a l a p p r o a c h " i s t h e m ore
am enable
to
m easu rem en t
as
it
r e la te s
to
p r e v io u s ly
d e fin e d
c o m p e te n c ie s . T h is w a s t h e a p p r o a c h t a k e n t o t h e i m p l e m e n t a t i o n o f
t h e new t e a c h i n g
s tu d e n t
resp o n se,
str a te g y
e t c .,
( f o llo w in g E r a u t , 1 9 8 7 ) ,
in
th is
a lth o u g h
th e s is .
The w id e r i s s u e s
part
th e
of
t h e r e i s d a t a on t h e s e
of
o t h e r p a r a d ig m s
is s u e s
fro m t h e
in n o v a t iv e i n - s e r v i c e programme.
E raut
(1987)
is
concern ed to o u t lin e
th e d i f f i c u l t i e s o f
e v a lu a t io n w h e r e a s o t h e r r e s e a r c h e r s ( s e e f o r e x a m p le , H e n d e r s o n ,
1978; D o n a g h u e , B a l l , G l a i s t e r and H and, 1 9 8 1 ) , a r g u e t h a t t h e r e
n e e d s t o be an e v a lu a t io n d im e n sio n t o a l l
It
E r a u t's
is
b e lie v e d
in -s e r v ic e a c t i v i t i e s .
th a t r e g a r d le s s o f th e t e c h n ic a l m e r its
(1987) argu m en t, i t i s e s s e n t i a l f o r a t l e a s t tw o
of
r e a so n s t o
s t r i v e t o e v a lu a t e or in a d i s c i p l i n e d w ay, r e v ie w a l l i n - s e r v i c e
198
a c tiv ity .
The f i r s t
At o n e l e v e l
th e re
r e a so n r e l a t e s t o th e a c c o u n t a b il i t y argum en t.
is
th e
'a c c o u n tin g '
fo r
th e
e x p e n d itu r e
of
r e s o u r c e s on t h i s a c t i v i t y , and on a n o t h e r c o m p le x l e v e l t h e r e i s
th e g e n e r a l p o l ic y d e c is i o n
and t h e p o l i t i c a l
r a tio n a le
w h ic h
accom panied i t . B o th o f t h e s e tw o p o s i t i o n s w o u ld l e n d s u p p o r t t o
t h e argum ent f o r e v a lu a t io n .
The o t h e r m a in r e a s o n f o r w i s h i n g t o e v a l u a t e an i n - s e r v i c e
c o u r s e i s t h a t th e programme may need t o b e m o d ifie d or expanded s o
t h a t i t i s m ore l i k e l y t o a c h i e v e i t s d e s i r e d a im s o r t o m e e t m ore
c l o s e l y th e n e e d s o f t h e p a r t ic i p a n t s .
THE CONCERNS OF IN-SERVICE EDUCATION
The a p p r o a c h t o a d o p t , t h e r e f o r e , i s n o t t o i g n o r e i n - s e r v i c e
e v a lu a t io n b u t t o r e c o g n is e th e c o n t e x t u a l f a c t o r s and th e p ro b lem s
in h e r e n t i n u s i n g a s t a t i s t i c a l p r o c e d u r e , and t o s e p a r a t e t h e i n s e r v i c e c o u r s e e v a l u a t i o n fro m t h e e f f e c t i t m ay h a v e u pon p u p i l s '
l e a r n in g . At th e l e a s t , t h e r e f o r e , an e v a lu a t io n sh o u ld b e con d u cted
and i t
sh o u ld in c lu d e th e f o ll o w i n g se v e n c o n c e r n s w h ich h ave been
s y n t h e s is e d
fro m t h e l i t e r a t u r e
(B o la m , 1 9 8 0 ;
E llio tt,
1 9 7 6 -7 7 ;
E l l i o t t , 1980; Eraut 1987; J o y c e and S h ow ers, 1980):
i.
Did th e i n - s e r v i c e programme a c h ie v e i t s g o a ls ?
ii.
Were t h e p r o f e s s i o n a l s k i l l s and c o m p e te n c ie s o f th e t e a c h e r s
expanded?
i i i . Did
th e
in -s e r v ic e
p rogram m e e n h a n c e
th e
te a c h e r 's
s e lf-
c o n f id e n c e or s e l f - e s t e e m ?
iv .
Are
th e
o u tco m es
fro m
th e
e v id e n c e ?
199
in -s e r v ic e
p rogram m e s t i l l
in
V.
Was t h e i n - s e r v i c e program m e c o s t - e f f e c t i v e ?
v i.
Did
th e
in -s e r v ic e
program m e
a s s is t
tea ch ers
to
b ecom e
e f f e c t i v e and c r i t i c a l ? and
v i.
Did th e t e a c h e r s e n jo y th e i n - s e r v i c e programme?
In t h e f o l l o w i n g s e c t i o n t h e s e i t e m s w i l l b e c o n s i d e r e d in
tu r n .
Did t h e i n - s e r v i c e programme a c h ie v e i t s g o a ls ?
The i n n o v a t i v e i n - s e r v i c e p rogram m e w a s s e t up t o e x p a n d t h e
p e d a g o g ic s k i l l s o f t h e t e a c h e r s and t o a l l o w th em t o r e v i e w t h e i r
c la s s r o o m p r o c e s s e s and p r a c t i c e s .
In t h e l e s s o n t r a n s c r i p t s and in
t h e t e a c h e r i n t e r v i e w s and s e l f r e p o r t s t h e r e i s d a t a t o s u g g e s t
t h i s aim h a s been m et.
Were t h e p r o f e s s i o n a l
s k ills
and c o m p e t e n c i e s o f t h e t e a c h e r s
expanded?
The d a t a a v a i l a b l e s h o w s t h a t t h e t e a c h e r s i n t h e i n n o v a t i v e
i n - s e r v i c e p rogram m e h a v e n o t o n l y e x p a n d e d t h e i r r e p e r t o i r e o f
te a c h in g s k i l l s by im p lem en tin g th e t e a c h in g s t r a t e g y , b u t a l s o th e y
have enhanced t h e i r c la s s r o o m a w a r e n e ss.
E llio tt
(1980) h a s w r i t t e n
o f " p r o f e s s io n a l know ledge" in th e f o ll o w i n g way:
t h e id e a o f a p r o f e s s i o n a l p r a c t i c e can be a n a ly s e d
i n t o tw o c o m p o n e n ts . F i r s t , i t i n v o l v e s a c o m m itm e n t t o
e t h i c a l v a l u e s , h e n c e t h e te r m ' p r o f e s s i o n ' . S e c o n d , i t
in v o lv e s t h e p o s s e s s i o n o f e x p e r t k n o w le d g e . The c r u c i a l
200
q u e s t io n
is
how
th e
r e la tio n s h ip
b etw e e n
th ese
com ponents o f p r o f e s s i o n a l p r a c t i c e i s c o n c e iv e d
tw o
(p .236).
E l l i o t t ' s b road er v ie w o f p r o f e s s i o n a l k n ow led ge m oves beyond
th e " t e c h n i c a l " a s p e c t s o f c l a s s r o o m
s k i l l s and c o m p e t e n c i e s t o
s e lf - a w a r e n e s s and u n d e r sta n d in g . The t e a c h e r s in th e in n o v a t iv e i n s e r v ic e
cou rse
are
sh o w n b y
th e
d a ta
to
m eet
th is
broader
d e f in itio n .
Did t h e
I n - S e r v ic e C ourse Enhance t h e T each ers' S e lf- C o n f id e n c e or
S e lf-E s te e m ?
The t e a c h e r s in t h e s t u d y r e p o r t e d p e r s o n a l and p r o f e s s i o n a l
grow th . The t e a c h e r s had r e c o g n i s e d
t h a t t h e c h a n g e in
te a c h in g
s t r a t e g y had r e s u lt e d in a p e r io d in t h e i r c la s s r o o m a c t i v i t i e s when
t h e y w ere "chancing t h e i r arm" and p u t t in g a t r is k t h e i r r e p u t a tio n
w it h in
th e s c h o o l fo r b e in g
th e ir c l a s s e s .
'g o o d t e a c h e r s ' and a b l e t o c o n t r o l
In t h i s s e n s e E l l i o t t ' s
( 1 9 7 6 - 7 7 , p .18) c o n t e n t i o n
t h a t th e a b i l i t y t o t o l e r a t e l o s s e s in s e l f - e s t e e m
i s e s s e n t i a l fo r
p r o f e s s i o n a l g r o w th was c l e a r l y d e m o n str a ted h e r e .
Of more im p o rta n ce h o w ev er, i s t h a t t h e t e a c h e r s now saw t h a t
th rou gh t h e i r own a c t i o n s th e y had been s u c c e s s f u l in im p le m e n tin g a
new t e a c h i n g s t r a t e g y . As o n e t e a c h e r s a i d , "I c a n now w ork o u t my
own p ro b lem s and I have s k i l l s t o e n a b le me t o su cceed ."
The c o m m e n ts fro m
so m e o f t h e
te a c h e r s
in
th e
in -s e r v ic e
a c t i v i t y i n d i c a t e d t h a t w h i l e t h e y had e n j o y e d m a s t e r y o f t h e new
te a c h in g s t r a t e g y ,
t h e y fo u n d o t h e r s k i l l s
t h e y had a c q u i r e d o r
enhanced a s p e r s o n a ll y and p r o f e s s i o n a l l y im p o r ta n t.
201
A re t h e O utcom es From t h e I n - S e r v i c e P rogram m e S t i l l i n E v id e n c e ?
The l i t e r a t u r e
an d
th e
p r a c tic e
of
in -s e r v ic e
w ork
or
im p lem en ta tio n w ork o f many k in d s i n d i c a t e s t h a t much o f w h a t i s
p r e s e n te d
to
tea ch ers
and
even
w hat
th e y
engage
in te r n a lis e d or h a s a v e r y s h o r t o p e r a tin g l i f e .
in ,
is
not
I n t h e U.K. t h e
r e s e a r c h o f L e i t h and J a s m in e p r o v i d e e v i d e n c e o f t h i s ( s e e Sim on
and W illc o c k s ,
The
198 1 ).
te a c h e r s
in
th is
in -s e r v ic e
p rogram m e
w ere
a b le
to
d e m o n str a te m a ste r y o f th e te a c h in g s t r a t e g y a t one tim e and a l s o a t
a l a t e r d a t e . T h ey r e p o r t e d a l s o t h a t t h e y c o n t i n u e d t o u s e t h e
te a c h in g s t r a t e g y a s p a r t o f t h e i r te a c h in g r e p e r t o ir e .
T h is i n - s e r v i c e a c t i v i t y i s l i k e l y t o have b een more s u c c e s s f u l
t h a t so m e o t h e r s b e c a u s e
'v e r tic a l'
tra n sfe r
it
p o ssessed
b o th
'h o r iz o n ta l'
and
(Joyce and S h ow ers, 1 9 8 3 ). That i s , th e t e a c h e r s
had i n t e r n a l i s e d th e new te a c h in g s t r a t e g y and u sed i t
o f te a c h in g s i t u a t i o n s ,
in a v a r i e t y
and t h e y had u sed i t a s th e b a s i s t o r e c a s t
o th e r a s p e c t s o f t h e i r c la s s r o o m p r a c t i c e .
Was t h e I n - s e r v i c e Programme C o st E f f e c t iv e ?
The r e s o u r c e s - f i n a n c i a l ,
m a t e r ia l and p e r s o n n e l- w h ich w ere
a v a i l a b l e f o r t h i s i n - s e r v i c e program m e w e r e v e r y l i m i t e d , and i t
had t o b e run o u t o f a norm al t e r t i a r y e d u c a tio n te a c h in g b u d g et. As
su ch i t w as v e r y much l e s s e x p e n s i v e th a n so m e o t h e r much l a r g e r
r e s e a r c h p r o j e c t s . In t e r m s o f o u t c o m e s i t a l s o h a s a c h i e v e d m ore
th an d id many o th e r s i m i l a r i n - s e r v i c e a c t i v i t i e s .
202
Did t h e
I n - S e r v ic e Programme A s s i s t T e a c h e r s t o Become R e f l e c t i v e
and C r i t i c a l ?
The t e a c h e r s in t h i s
i n - s e r v i c e programme g e n e r a ll y r e p o r te d a
h e ig h te n e d a w a r e n e s s o f w h a t t h e y w e r e d o i n g i n t h e c l a s s r o o m . The
c a m e n t s from t h e t e a c h e r s a l s o in d ic a t e d a g ro w th in u n d er sta n d in g
not o n ly
of
th e ir
a c tio n s
in
th e
c la s s r o o m
but a ls o
in
t h e ir
u n d er sta n d in g o f c h ild r e n .
The t e a c h e r s
w ere,
in
E llio tt's
(1 9 7 6 -7 7 )
ter m ,
" s e lf­
m o n ito r in g te a c h e r s" and from t h e i r com m ents th e y w ere o p e r a tin g a t
a
h ig h e r
le v e l
th a n
th e ir
c o lle a g u e s
who
had
" p la te a u e d "
in
p erfo r m a n c e .
Did t h e T each ers Enjoy th e I n - S e r v ic e Programme?
The la r g e m a j o r it y o f p a r t i c i p a t i n g t e a c h e r s showed a v e r y h ig h
l e v e l o f c o m m itm e n t t o t h e i n - s e r v i c e p r o g r a m m e . T h er e w e r e no
t e a c h e r s who w ith d rew from th e i n - s e r v i c e programme and compared t o
t h e t y p i c a l i n - s e r v i c e programme in W estern A u s t r a lia (R eynolds and
C la r k ,
1 9 8 4 ),
th e
tea c h e r s
w ere v e r y p o s it iv e
to w a rd s
th is
in n o v a t iv e programme.
T ab le 12.1
su m m a rises th e s e v e n a r e a s under c o n s id e r a t io n h e r e
and com p ares them w ith a ' t y p i c a l' i n - s e r v i c e c o u r s e and an 'a c t i o n resea rch ' a p p ro a ch .
The i n f o r m a t i o n
fo r
th e
ty p ic a l
in -s e r v ic e
a c t i v i t y and t h e a c t i o n - r e s e a r c h approach h a s been s y n t h e s is e d from
B a tte n
(1 9 7 7 );
E llio tt,
McTaggart e t a l .
(1 9 7 6 -7 7 );
( 1 9 8 6 ).
203
D e a k in U n i v e r s i t y
(1 9 8 2 );
and
TABLE
1 2 .1
A sum m ary c o m p a r is o n
programme, t h e ' t y p i c a l '
o f th e in n o v a tiv e in - s e r v ic e
in -s e r v ic e co u rse,
and t h e a c t i o n -
r e se a r c h a p p r o a c h '.
COURSE
A reas o f im p ortan ce f o llo w in g frcxn
in -s e r v ic e a c t i v i t i e s .
I n n o v a t iv e .
T y p ic a l.
A c t io n R e se a r c h .
7
i.
Did th e i n - s e r v i c e c o u r s e a c h ie v e
i t s g o a ls ?
y/
7
ii.
Were th e p r o f e s s i o n a l s k i l l s and
c o m p e te n c ie s o f th e t e a c h e r s
expanded?
X
+
y
i i i . Did th e i n - s e r v i c e c o u r s e enhance
th e t e a c h e r 's s e l f - c o n f i d e n c e or
s e lf-e s te e m ?
y
O
y
iv .
Are th e outcom es from th e i n s e r v i c e c o u r s e s t i l l in e v id e n c e ?
y
+
1
V.
Was th e i n - s e r v i c e c o u r s e c o s t e ffe c tiv e ?
y
X
o
v i.
Did th e i n - s e r v i c e c o u r s e a s s i s t
t e a c h e r s t o became r e f l e c t i v e and
c r itic a l ?
O
y
v ii
Did th e t e a c h e r s e n j o y th e i n s e r v ic e cou rse ?
7
y
Key:
/
+
X
?
0
y
- a c h ie v e d .
- p a r t i a l l y a c h ie v e d .
- n o t a c h ie v e d .
- n o t s u r e i f a c h ie v e d or s t i l l
d id n o t c o n s id e r .
-
in o p e r a tio n ,
In a co m p a riso n su ch a s t h i s th e a v a i l a b l e d a ta s u g g e s t s t h a t
t h e 'to p -d o w n ' a p p r o a c h o f t h e t y p i c a l
in -s e r v ic e
cou rse is
th e
l e a s t e f f e c t i v e way o f a tte m p tin g t o a t t a i n i t s g o a l s .
The a c t i o n - r e s e a r c h a p p r o a c h i s c o n s i d e r e d t o h a v e m e t t h e
im p ortan t c r i t e r i a
of
e n h a n c in g
th e
p r o fe s s io n a l
s k ills
and
c o m p e te n c ie s o f t h e t e a c h e r , and o f p r o m o t in g t h e i r r e f l e c t i o n on
204
t h e ir c la s s r o o m p r o c e s s e s and p r a c t i c e s . H ow ever, on th e c r i t e r i a o f
c o s t - e f f e c t i v e n e s s and c o n t i n u e d u s a g e , t h e d a t a d o e s n o t a l l o w a
c le a r fa v o u r a b le a n sw e r .
The in n o v a t iv e approach d e s c r ib e d
in f u l l
above se e m s t o m e e t
more o f t h e c r i t e r i a than e i t h e r o f t h e o th e r tw o a p p r o a c h e s.
SUMMARY
The e v a l u a t i o n
p a r tic u la r ly
of
d iffic u lt
in -s e r v ic e
ta sk
a c tiv itie s
g iv e n
th e
fo r
v a r ie ty
tea c h e r s
of
is
a
co n tex ts,
p a r t i c i p a n t s , and t h e p r o b le m s o f e s t a b l i s h i n g a d i r e c t l i n k w i t h
s tu d e n t o u tc o m e s
not
lim it
(E rau t,
a tte m p ts
at
1 9 8 7 ).
H ow ever,
e s ta b lis h in g
th e se d i f f i c u l t i e s
th e
w o rth
of
sh o u ld
in -s e r v ic e
programmes i n so m e w a y . In t h i s c u r r e n t f i n a n c i a l e n v ir o n m e n t and
v^en t h e c a l l s
a c tiv itie s
are
f o r p r o f e s s i o n a l a c c o u n t a b i l i t y a r e lo u d ,
g o in g
to
be
e v a lu a te d
and
it
is
th e
in -s e r v ic e
e d u c a to rs
r e s p o n s i b i l i t y to p r o v id e th e le a d in t h i s a r e a .
T h is c h a p te r h as p rop osed s e v e n a r e a s o f c o n c e r n t h a t s h o u ld b e
c o n s id e r e d w hen r e v i e w i n g
i n - s e r v i c e p ro gram m es. T h ese in c lu d e :
w hether o r n o t t h e i n - s e r v i c e c o u r s e a c h i e v e d i t s g o a l s ? ; w a s t h e
in -s e r v ic e co u rse c o s t - e f f e c t iv e ? ;
d id th e i n - s e r v i c e c o u r s e en h an ce
th e t e a c h e r 's s e l f - c o n f i d e n c e o r s e l f - e s t e e m ? ;
from t h e i n - s e r v i c e c o u r s e s t i l l
and a r e th e o u tc o m e s
i n e v i d e n c e ? When t h e i n n o v a t i v e
i n - s e r v i c e p ro g ra m m e w as c o m p a r e d w i t h t h e
'ty p ic a l'
in -s e r v ic e
c o u r s e , an d an a c t i o n - r e s e a r c h a p p r o a c h i t w a s fo u n d t o h a v e m o re
p o s i t i v e a t t r i b u t e s th a n t h e o t h e r t w o . The " t y p i c a l "
in -s e r v ic e
co u rse w as ju d g ed
in -s e r v ic e
to be th e l e a s t
e ffe c tiv e
a c tiv ity .
205
.
fo rm o f
CHAPTER 13
SUWARY AND ISSUES
INTRODUCTION
The p u r p o s e
of
th is
c o n c lu d in g
c h a p te r
is
to
p r o v id e
an
o v e r v ie w o f th e f in d in g s a s r e p o r te d in t h e p r e v io u s c h a p te r s and a
l i s t i n g o f th e m ajor i s s u e s t o em erge from t h e s tu d y .
The m a in r e s e a r c h q u e s t i o n i n t h i s s t u d y h a s b e e n t o d e v e l o p ,
im plem ent and e v a l u a t e
an i n n o v a t i v e
i n - s e r v i c e program m e.
The
programme i n v o l v e d w o r k in g w i t h t e a c h e r s t o h e l p th em a c q u i r e new
te a c h in g s t r a t e g i e s and th e n im p lem en t them in t h e i r c la s s r o o m s . In
a d d it io n t o t h e i m p l e m e n t a t i o n o f t h e new t e a c h i n g s t r a t e g y t h e
s tu d y a l s o was co n cern ed t o e x p lo r e th e im p a ct o f th e new te a c h in g
str a te g y
upon t h e
stu d e n ts
and
th e
tea ch ers'
own p r o f e s s i o n a l
know ledge and s k i l l s .
SUMMARY
In C h a p te r
s c h o o ls ,
c la s s r o o m
i.e .,
1 th e c e n tr a l
as
m e d ia t o r
r o le o f th e te a c h e r
b e tw e e n
c u r r ic u l u m
i m p l e m e n t a t i o n w as i d e n t i f i e d .
in c h a n g e in
in n o v a tio n
The c e n t r a l i t y
and
o f th e
t e a c h e r com es from a number o f s o u r c e s . For e x a m p le , th e ch a n g es in
t h e s o c i e t y ' s s o c i a l s y s t e m s and v a l u e s w h ic h r e s u l t i n s c h o o l s
b e in g r e q u ir e d t o a d op t more com p lex r o le s ;
t h e ch a n g e s in te a c h e r 's
c a r e e r p a t t e r n s mean t h a t t e a c h e r s a r e s t a y in g in t h e te a c h in g f o r c e
lo n g e r , and a s th e d em o g ra p h ics o f th e s c h o o l p o p u la t io n change th e
te a c h in g f o r c e
is
s t e a d i l y g r o w in g o l d e r and i n n e e d o f t h e r e ­
206
v ita lis a tio n
th a t
in -s e r v ic e
can b r in g ;
as
w e ll
th e re
are
th e
c h a n g es t h a t r e s u l t fro m g o v e r n m e n t s ' d e t e r m i n a t i o n o f n a t i o n a l
p r i o r i t i e s w h ic h a r e t o b e im p le m e n t e d . In A u s t r a l i a , a s i n t h e
U .K .,
t h e r e w ere c h a n g es in t h e v a lu e o f th e ' e x i t in g ' e x a m in a tio n s
w hich s tu d e n ts u n d erto o k ,
t h e r e w ere new c u r r ic u la t o c a t e r f o r th e
w id er a b i l i t y l e v e l o f s t u d e n t s s t a y i n g on a t s c h o o l .
O p e n -p la n
p rim ary s c h o o l s w e r e b u i l t and t h e r e w e r e e f f o r t s
in te g r a te
to
h and icapped c h ild r e n in t o th e norm al c la s s r o o m .
In C hapter 2 a broad o v e r v ie w o f t h e o r g a n is a t io n and fu n d in g
of
in -s e r v ic e
e d u c a tio n
in A u s t r a lia
w as g i v e n .
T h er e i s
so m e
u n c e r t a in t y r e g a r d in g th e p r o p o s a ls f o r i n - s e r v i c e in t h e f u t u r e b u t
a t p r e s e n t a te a c h e r may c o m p le te e i t h e r an 'award' or a 'non-aw ard'
i n - s e r v i c e p ro g ra m m e. W h ile t h e a w ard c o u r s e r o u t e
is
th e m o st
common now governm ent a t b o th t h e S t a t e and Commonwealth l e v e l have
em p h asised th e r o le o f th e non-aw ard c o u r s e .
At t h i s t i m e t h e r e a r e s i g n i f i c a n t c h a n g e s i n t h e f u n d in g o f
i n - s e r v i c e p r o g r a m m e s . F or t h e p a s t d e c a d e i n - s e r v i c e p r o g r a m m e s
have b e e n fu n d e d m a in l y b y t h e C om m on w ealth G o v e r n m e n t, and c o ­
o r d in a te d th rou gh a v a r i e t y o f N a tio n a l and S t a t e l e v e l a g e n c ie s . In
th e
la s t
tw o
y ea rs,
th is
fu n d in g
arrangem ent
has
changed
d r a m a t ic a lly w ith t h e Commonwealth now s u p p o r tin g o n ly i n - s e r v i c e
programmes w h ic h a r e p a r t o f i t s d e c l a r e d N a t i o n a l p r i o r i t i e s . The
r e s u lt h a s b een a d e c r e a s e in th e am ount o f f i n a n c i a l s u p p o r t fo r
i n - s e r v i c e e d u c a tio n and a c e n t r a l i s a t i o n o f i n - s e r v i c e p r i o r i t i e s .
Whereas C h a p te r 2 i s c o n c e r n e d w i t h tw o i n - s e r v i c e i s s u e s a t
t h e N a tio n a l l e v e l . C hapter 3 i s b road er in sc o p e . The c h a p te r i s in
207
two p a r t s . The f i r s t o u t lin e d in b r i e f d e t a i l t h e i n - s e r v i c e p i c t u r e
a t th e S t a t e and L ocal l e v e l . A number o f i n - s e r v i c e program m es a r e
sum m arised t o i n d i c a t e t h e s p e c tr u m o f a c t i v i t i e s t h a t t h e y c o v e r .
T hese r a n g e fro m s e v e r a l t e a c h e r s m e e t in g i n t h e i r own t i m e a f t e r
s c h o o l t o d i s c u s s a m a tte r t o a S t a t e - w id e program m e, w h ich in v o lv e s
s e v e r a l d a y s o u t o f s c h o o l, and th e e x p e n d itu r e o f many th o u sa n d s o f
d o l l a r s on t h e p r o v i s i o n o f " su p p ly " t e a c h e r s . L o o k in g a c r o s s t h e
v a r io u s i n - s e r v i c e program m es and a c t i v i t i e s in A u s t r a lia t h e i r m ost
ccxnmon a p p r o a c h
is
th a t o f
th e
a c tio n -r e s e a r c h
approach.
A ls o
r e p o r te d in t h i s s e c t i o n a r e d a ta on t h e number o f t e a c h e r s who have
p a r t ic i p a t e d
in i n - s e r v i c e programm es and t h e i r p e r c e p t io n s o f th e
programmes' im p a ct upon e i t h e r c la s s r o o m p r a c t i c e or s c h o o l p o l i c y .
In t h e s e c o n d p a r t o f t h i s c h a p t e r t h e t r a i n i n g on 'c o a c h in g '
model a p p r o a c h t o i n - s e r v i c e e d u c a t i o n i s p r e s e n t e d t o g e t h e r w i t h
some o f t h e r e s e a r c h from th e c u r r ic u lu m im p lem en ta tio n l i t e r a t u r e .
In C h a p te r 4 m e t h o d o l o g i c a l i s s u e s r e l a t i n g
to th e a c t io n -
r e s e a r c h a p p r o a c h t o i n - s e r v i c e e d u c a t i o n and t h e 'c o a c h in g ' m o d e l
a r e g i v e n . In t h e c a s e o f t h e a c t i o n - r e s e a r c h a p p r o a c h i t i s sh ow n
t h a t s u b s t a n t ia l c o n c e r n s a tte n d t o i s s u e s su ch a s th e t im e needed
f o r th e i n - s e r v i c e program m e, and i t s c o s t e f f e c t i v e n e s s in term s o f
t h e num ber o f t e a c h e r s who m ove b e y o n d a t t e n d a n c e a t so m e o f t h e
m e e tin g s t o a c t u a l l y
im p le m e n tin g or a c h ie v in g so m e th in g
in
th e ir
to
fo cu s
c la s s r o o m s .
The 'c o a c h in g ' m o d e l on t h e o t h e r h a n d ,
w as s e e n
e x c l u s i v e l y on t h e 'p r o d u c t ' o r o u tc o m e and n o t g i v e a n y a t t e n t i o n
t o t h e ' p r o c e s s ' o r t h e w id e r p r o f e s s i o n a l i s s u e s . In s h o r t , t h e
208
c o a c h in g m odel h as ten d ed t o c o n s i s t o f th e m ec h a n ic a l a p p l i c a t i o n
o f t e c h n i c a l s k i l l s w h ic h h a s n o t e x p a n d e d t h e t e a c h e r ' s b r o a d e r
p r o f e s s i o n a l co m p eten ce.
The f i n d i n g s fro m t h e c u r r ic u l u m
in d ic a t e d
i m p l e m e n t a t io n l i t e r a t u r e
t h a t change i s a p r o c e s s and t h a t o n e - s h o t t e c h n o lo g i c a l
s t u d i e s a r e n o t t h e w ay t o s u c c e s s f u l l y im p le m e n t c h a n g e . R a t h e r ,
what i s e s s e n t i a l i s t h e c o n t e x t u a l su p p o r t t o h e lp t e a c h e r s change
and t h e t e a c h e r s p o s s e s s i n g th e s k i l l s or know led ge t h a t th e y w ish
t o im p lem en t.
C hapter 5 d e s c r i b e s t h e d e s ig n o f t h e s tu d y .
In p r a c t i c e t h e r e
w ere f o u r i d e n t i f i a b l e b u t i n t e r - r e l a t e d p h a s e s . The f i r s t p h a s e
in v o lv e d t h e t e a c h e r s i n a b r i e f i n t e r v i e w and t h e c o m p l e t i o n o f
s e v e r a l q u e s t io n n a ir e s . T hese d a ta g a t h e r in g a p p ro a ch es w ere u sed to
p r o v id e b i o g r a p h i c a l i n f o r m a t i o n and i n f o r m a t i o n on t h e t e a c h e r ' s
c u r r e n t t e a c h i n g a c t i v i t i e s , and c l a s s r o o m o r g a n i s a t i o n . A l a r g e r
sam p le, o f t e a c h e r s a l s o c o m p le t e d t h e q u e s t i o n n a i r e s t o p r o v i d e
c o m p a r a tiv e d a ta w it h th e ORACLE I I Group Work P r o j e c t .
The secon d p h a s e , though t h i s c o n tin u e d f o r th e l i f e o f t h e i n s e r v i c e p r o g r a m m e , i n v o l v e d a w e e k ly m e e t in g o f t e n t e a c h e r s i n
w hich th e y a c q u ir e d a new t e a c h in g s t r a t e g y w h ich th e y had c h o se n .
The f a c i l i t a t o r u s e d a t r a i n i n g m o d e l i n t h i s t a s k . A l s o i n t h i s
p h a s e , t h e t e a c h e r s l e a r n e d how t o o p e r a t i o n a l i s e t h e e l e m e n t s o f
t h e a c t io n - r e s e a r c h c y c l e ,
The t h i r d
p h ase
of
i.e .,
p la n ,
th e
stu d y
a c t,
o b s e r v e and r e f l e c t .
in v o lv e d
th e
tea ch ers
in
im p la n e n tin g t h e new t e a c h i n g s t r a t e g y i n t h e i r c l a s s r o o m . In t h i s
209
p h a se th e t e a c h e r s w ere r e q u e s te d t o im p lem en t th e te a c h in g s t r a t e g y
a s i t w a s i d e a l l y d e s c r i b e d and t o u s e t h e e l e m e n t s o f t h e a c t i o n r e s e a r c h c y c l e t o a c h ie v e t h i s . That i s , t h e t e a c h e r s w ere ask ed t o
adopt
a
'fid e lity '
approach
to
im p le m e n ta tio n
r a th e r
th a n
an
'a d a p ta tio n ' a p p r o a c h . One o r m ore o f t h e s e l e s s o n s w as a u d i o - t a p e
r e c o r d e d f o r t h e f a c i l i t a t o r who a l s o v i s i t e d t h e t e a c h e r s d u r in g
t h i s p h a se . The t e a c h e r s w ere in te r v ie w e d a t t h i s s t a g e .
The f o u r t h p h a s e o f t h e s t u d y o c c u r r e d a f t e r an i n t e r v a l o f
s e v e r a l w eeks and in i t t h e t e a c h e r s w ere ask ed t o a g a in im p lem en t
t h e r e c e n t ly a c q u ir e d t e a c h in g s t r a t e g y . T h is l e s s o n was a l s o a u d io ­
ta p e r e c o r d e d . The t e a c h e r s w ere in te r v ie w e d a g a in a t t h i s tim e .
Throughout t h e s tu d y th e f a c i l i t a t o r
a tte m p te d t o d e v e lo p th e
su p p o r t s y s te m s and c o h e s iv e n e s s t h a t a r e n e c e s s a r y when change i s
a tte m p te d .
In C h a p te r 6 t h e r e s u l t s fro m p h a s e o n e o f t h e e m p i r i c a l p a r t
o f t h e s t u d y a r e g i v e n . The c h a p t e r i s i n t h r e e p a r t s ;
th e f i r s t ,
u sed a s e r i e s o f v i g n e t t e s t o a s c e r t a i n t h e t e a c h e r 's p e r c e p t io n s o f
t h e i r c u r r e n t t e a c h i n g s t r a t e g i e s . The s e c o n d p r e s e n t e d t h e d a t a
from t h e q u e s t i o n n a i r e r e l a t i n g t o t h e A im s o f E d u c a t io n and t h e
t e a c h e r ' s c la s s r o o m o r g a n is a t io n and th e . a c t i v i t i e s t h a t th e y u s e in
t h e c la s s r o o m . The t h ir d r e p o r te d th e d a ta from t h e q u e s t io n n a ir e on
t h e ' i n - s c h o o l ' and ' o u t - o f - s c h o o l ' f a c t o r s , w h ic h t e a c h e r s s e e a s
in f lu e n c in g
th e ir
c h o ic e
of
te a c h in g
str a te g y
and
c o n ten t
o r g a n isa tio n .
The
v ig n e tte s
s tim u la te d
210
d is c u s s io n
by
th e
tea ch ers
and
in tr o d u c e d
t e a c h in g .
th e
c o n c e p tu a l
b a s is
fo r
c o n s id e r in g
s tr a te g ie s
of
From t h e t e a c h e r ' s s e l f - r e p o r t s (and so m e l i m i t e d n o n -
s y s ta n a tic o b s e r v a t io n ) , th e s t r a t e g i e s th e y r e p o r te d u s in g m o st
f r e q u e n t ly w ere t e a c h e r - d ir e c t e d and h ig h l y t e a c h e r s tr u c t u r e d .
The t e a c h e r r e p o r t e d t h a t t h r e e a im s o f p r im a r y e d u c a t i o n
w ere
of
equal
im p o r t a n c e .
T h ese
w ere
th e
p e r s o n a l/e m o tio n a l
d ev elo p m en t o f t h e c h i l d , t h e s o c i a l d e v e lo p m e n t o f t h e c h i l d and
t h e d e v e lo p m e n t o f t h e c h i l d ' s
i n t e l l e c t u a l a u to n o m y .
In t h e i r
r e s p o n s e s th e W estern A u s t r a lia n t e a c h e r s w ere s i m i l a r t o b o th th e
l a r g e s c a l e B r i t i s h s u r v e y o f A s h to n e t a l . (19 7 5 ) and t h e s m a l l e r
B r i t i s h s tu d y o f t h e ORACLE I I Group Work p r o j e c t (A ppleyard, 1982).
The r e s p o n s e s r e l a t i n g t o c l a s s r o o m o r g a n i s a t i o n and a c t i v i t i e s
in d ic a t e d t h a t a s t h e c h i l d m o v es t h r o u g h t h e G r a d e s o f p r im a r y
s c h o o l h e o r s h e i s g i v e n f e w e r o p p o r t u n i t i e s t o c h o o s e t h e w ork
t h e y e n g a g e in o r t h e o r d e r i n w h ic h t h e y a t t e m p t i t . T h is m ean s
t h a t b y t h e end o f p r im a r y s c h o o l m o s t d e c i s i o n s
r e g a r d in g t h e
c u r r ic u lu m a r e made by th e te a c h e r .
In t h e
la s t
s e c tio n
of
th is
c h a p te r
th e d a ta
fro m
th e
q u e s t io n n a ir e r e l a t i n g t o p e r c e i v e d i n f l u e n c e s upon t h e t e a c h e r ' s
c h o ic e o f t e a c h in g s t r a t e g y or c o n t e n t o r g a n is a t io n from 'in - s c h o o l'
and ' o u t - o f - s c h o o l '
The t e a c h e r s
a b ilitie s ,
p r e fe r e n c e s
s o c ia l
w ere
f a c t o r s a r e g iv e n .
r e p o r te d
and
p erson al
t h e m a in
te a c h in g s t r a t e g y .
th a t
th e p u p ils ' c h a r a c te r i s t i c s -
needs
'in -s c h o o l'
S im ila r ly ,
in f l u e n c e s h a v in g m ost im p a ct
th ey
-
and
th e
te a c h e r 's
own
i n f l u e n c e u pon c h o i c e o f
r e p o r te d
th a t
'in -s c h o o l'
upon c o n t e n t o r g a n is a t io n w ere p u p il
c h a r a c t e r i s t i c s and t h e i r own p r e f e r e n c e s . The s p a c e a v a i l a b l e i n
211
t h e c la s s r o o m and t h e f u r n it u r e a l s o w ere s e e n a s im p o r ta n t f a c t o r s
t h e i r c h o ic e o f c o n t e n t .
In t h e s e c t i o n
r e la tin g
to
'o u t-o f-s c h o o l'
i n f l u e n c e s upon
c h o ic e o f t e a c h i n g s t r a t e g y , i t w as t h e t e a c h e r ' s i n i t i a l t e a c h e r
p r e p a r a tio n c o u r s e w h ich had th e m ost im p a c t, and t h i s was f o llo w e d
by th e S y lla b u s G u id e lin e s ,
w h ich a r e d i s t r i b u t e d by t h e E d u cation
D epartm ent. The c o n t e n t c h o i c e w as m o s t i n f l u e n c e d b y t h e S y l l a b u s
G u id e lin e s and t h e t e a c h e r 's i n i t i a l t e a c h e r p r e p a r a tio n c o u r s e .
The t e a c h e r s ' r e s p o n s e s in d ic a t e d t h a t s e v e r a l b ra n ch es o f th e
E d u ca tio n D e p a r t m e n t ,
in f lu e n c e
upon
th e
e .g ..
R esea rch B ranch,
t e a c h e r 's
co n ten t
have l i t t l e
o r g a n is a tio n
or
or
no
te a c h in g
str a te g y .
It is
im p o r ta n t t o n o te t h a t w h ile th e t e a c h e r s in d ic a t e d t h a t
i t was t h e p u p il c h a r a c t e r i s t i c s w h ich had m o st i n f lu e n c e upon t h e i r
te a c h in g s t r a t e g y ,
o th e r s e lf - r e p o r t d a ta d o es n o t su p p o rt t h is
v iew . In an e a r l i e r s e c t i o n o f t h e c h a p t e r ,
i t w as s e e n t h a t th e
te a c h e r s '
d ir e c te d
r e p o r te d
m a in ly
u s in g
tea c h e r
and h i g h l y
s tr u c t u r e d te a c h in g s t r a t e g i e s .
In
C h a p te r
7,
le s s o n
tr a n s c r ip ts
to
d e m o n str a te
th e
im p la n e n ta tio n o f t h e new t e a c h i n g s t r a t e g i e s w e r e p r e s e n t e d . T h is
i s t h e m a jo r s e c t i o n , o f t h e t h e s i s and i t s h o w s t h a t t h e t e a c h e r s
a c q u ir e d and im p le m e n t e d t h e i r c h o s e n t e a c h i n g s t r a t e g y . The d a t a
show (i) t h a t t h e im p le m e n ta tio n s tu d y was c h a r a c t e r is e d by c o n c r e t e
e x p e r ie n c e an d a c t i v e
o b s e r v a tio n
e x p e r im e n ta tio n ,
w a s p r o m o te d
(ii)
th a t
th ro u g h d e m o n s tr a t io n ,
212
r e fle c tiv e
' c o a c h in g ' and
d i s c u s s i o n and,
(iii)
t h a t th e t e a c h e r s w ere a b le t o co p e w it h b oth
a f f e c t i v e i s s u e s and t h e a c q u i s i t i o n o f c o m p le x t e c h n i c a l s k i l l s ,
i . e . , t h e i n - s e r v i c e program m e w as e m o t i o n a l l y d e m a n d in g and t h e
t e a c h e r s had t o le a r n a new te a c h in g s t r a t e g y .
In t h e n e x t t h r e e c h a p te r s (C hapters 8 , 9 and 1 0 ), w id e r i s s u e s
r e la t e d t o
th e
i m p l e m e n t a t io n o f t h e new t e a c h i n g
p r e s e n te d .
In C hapter 8,
str a te g y are
t h e fo c u s i s th e t e a c h e r 's f e e l i n g o f s e l f -
e f f i c a c y and s e l f - c o n f i d e n c e .
From t h e t e a c h e r s e l f - r e p o r t s
it
was
p o s s i b l e t o s e e how th e im p le m e n ta tio n o f th e new te a c h in g s t r a t e g y
at f ir s t
had m ade th em and t h e i r
r e g a r d in g t h e c la s s r o o m
stu d e n ts
fee l
'd e -s ta b ilis e d '
r e l a t i o n s h i p s and b e h a v io u r .
H owever,
on ce
th e t e a c h e r s had im p le m e n t e d t h e new s t r a t e g y and b e c o m e m ore
c o m fo r ta b le w it h i t s ' c h a r a c t e r i s t i c s and th e s t u d e n t s had resp onded
p o s itiv e ly
t h e t e a c h e r s e x p e r ie n c e d a g r e a t l y h e ig h te n e d d e g r e e o f
s e l f - c o n f i d e n c e and f e e l i n g s a b o u t t h e i r p r o f e s s i o n a l c o m p e t e n c e .
Some o f t h e t e a c h e r s sa w t h e m s e l v e s i n a new l i g h t . For i n s t a n c e ,
th e y r e p o r te d t h a t th e y had s t im u la t e d
in te lle c tu a l c u r io s ity ,
and
t h a t t h e y c o u l d h e l p c h i l d r e n e n j o y l e a r n i n g . The t e a c h e r s a l s o
r e p o r te d g r e a t e r a w a r e n e ss o f t h e c la s s r o o m d y n a m ics f o ll o w i n g th e
im p le m e n ta tio n o f t h e new te a c h in g s t r a t e g y .
C h apter 9 p r e s e n t s t h e t e a c h e r ' s v i e w o f h i s
or h er s c h o o l
p r i n c ip a l and t h e w id e r e d u c a t i o n s y s t e m a s s u p p o r t e r s o f c h a n g e .
The t e a c h e r s p o s i t e d a ran ge o f su p p o rt f o r t h e i r p r i n c i p a l s ,
from
no a c t i v e su p p o r t th rou gh t o r e q u e s ts fo r them t o g i v e a d e s c r i p t i o n
o f t h e new t e a c h i n g
tea c h e r s
r e p o r te d
str a te g y
th a t
to
th e ir
th e ir
c o lle a g u e s .
p r in c ip a l
w as
None o f
a g a in s t
th e
th e
im p le m e n ta tio n o f t h e i n n o v a t i o n . In t h e s c h o o l s w h e r e t h e r e w as
213
scxne " o f f i c i a l " , i . e . , s e n i o r a d m i n i s t r a t o r , s u p p o r t e v i d e n t t h e n
th e te a c h e r s,
in g e n e r a l,
found i t e a s i e r t o im p lem en t s u c c e s s f u l l y
th e new te a c h in g s t r a t e g y .
A ll o f th e t e a c h e r s w ere in a g reem en t t h a t th e w id er E d u cation
' system ' w as t o o k e e n on c h a n g e a t t h e p r e s e n t t i m e .
(The W e s te r n
A u s t r a lia n E d u c a t io n D e p a r tm e n t h ad . j u s t b e e n r e s t r u c t u r e d ,
M in is te r had r e l e a s e d
a d o c u m e n t w h ic h s i g n a l l e d
th e
a new p r im a r y
sc h o o l c u r r ic u l u m w i t h e i g h t " co re" a r e a s and s o o n ) . The t e a c h e r s
w ere a l s o
in
agreem en t th a t th e
M i n i s t r y o f E d u c a t io n d i d
not
p r o v id e e n o u g h i n f o r m a t i o n a b o u t t h e p r o p o s e d c h a n g e s , t h a t t h e r e
was n o t enough t im e t o im p lem en t th e p r o p o s a l and t h a t t h e r e was n o t
enough i n - s e r v i c e program m es t o a s s i s t them in th e change p r o c e s s .
In C h a p te r
10 t h e
te a c h e r s ' p e r c e p tio n s
of
th e
c la s s r o o m
dynam ics and t h e i r s t u d e n t s f o llo w in g t h e im p le m e n ta tio n o f th e new
te a c h in g s t r a t e g y a r e p r e s e n t e d . A l l o f t h e t e a c h e r s r e p o r t e d so m e
changed
b e lie f
or
deeper
u n d e r s t a n d in g
about
th e ir
c la s s r o o m
p r o c e s s e s o r r e l a t i o n s h i p s . For t h e m a j o r i t y o f t e a c h e r s , t h i s w as
more th a n a c a s e o f " f i n e - t u n i n g " p r e v i o u s k n o w le d g e o r s k i l l s .
R ather,
it
w as a fu n d a m e n ta l s h i f t
in t h e i r
th in k in g a b o u t th e
s tu d e n ts ' u n d e r s t a n d in g o f c o n t e n t o r t h e w ay i n w h ic h t h e t e a c h e r
and t h e s t u d e n t s i n t e r - a c t e d . Some o f t h e t e a c h e r s r e p o r t e d t h a t
th e y now saw how, th rou gh g a th e r in g d a ta on s t u d e n t 's r e s p o n s e s , t o
break down t h e 's e n s e o f i s o l a t i o n ' t h e y had e x p e r ie n c e d p r e v io u s ly .
C hapter 11 p r e s e n t s a c o m p a r is o n o f so m e r e c e n t i n - s e r v i c e
tr e n d s i n A u s t r a l i a and t h e U.K. In t h e U.K. t h e a d o p t i o n o f t h e
p r o p o s a ls l i s t e d
in DES C i r c u l a r
214
6 /8 6 h as r e s u lt e d
in a g r e a t e r
c e n t r a l i s a t i o n o f i n - s e r v i c e a c t i v i t i e s and m ore
f in a n c e th a n e x i s t e d
b e fo re .
m echanism s w h ic h a r e
now
s im ila r ity to th o s e
The p o l i c i e s
in p l a c e
in A u s t r a lia .
governm ents a r g u e f o r
in
th e
c e n tr a l c o n tro l o f
and
U.K.
c o -o r d in a tin g
have a s tr ik in g
In b o t h c o u n t r i e s
th e c e n tr a l
a m ore s y s t e m a t i c p la n n i n g o f
a c t i v i t i e s and cou ch i t
CXie im p o r ta n t exam p le i s
in -s e r v ic e
w it h in a fram ew ork o f N a tio n a l p r i o r i t i e s .
th e v e r y s i m i l a r N a tio n a l i n i t i a t i v e s
in
t h e t e c h n ic a l and v o c a t io n a l a r e a s .
The
im p lic a tio n s
of
th e
changes
fo r
te r tia r y
e d u c a tio n
i n s t i t u t i o n s a r e t h e sa m e f o r b o t h c o u n t r i e s . For e x a m p le ,
w ill
be
few e r
tea ch ers
a tte n d in g
fu ll-tim e
th e re
a w ard c o u r s e s
and
t e r t i a r y i n s t i t u t i o n s w i l l need t o c o - o r d in a t e more f u l l y t h e i r i n s e r v i c e program m es w it h l o c a l e d u c a tio n a u t h o r i t i e s .
In t h e lo n g e r
term , i t i s l i k e l y t h a t a w h o le a r r a y o f m o d u la r c o u r s e s w i l l b e
d e v e lo p e d c o - o p e r a t i v e l y .
In C h a p te r 1 2 ,
th e p e n u ltim a te c h a p te r ,
it
is. arg u ed t h a t
e v a lu a t io n m u s t b e an i n t e g r a l p a r t o f a l l i n - s e r v i c e p r o g r a m m e s.
E v a lu a tio n o f i n - s e r v i c e program m es i s a com p lex m a tte r t o u n d erta k e
b u t in th e c u r r e n t f i n a n c i a l and p o l i t i c a l c o n t e x t i t
is
e s s e n tia l
t h a t t h e r e b e som e e v a lu a t io n o f t h e v a r io u s program m es. The r e a so n s
fo r t h i s
money,
in c lu d e q u e s t io n s r e la t e d
i.e .,
"w as t h e m on ey w e l l
to th e e x p e n d itu r e o f p u b lic
sp e n t? " ,
th e
n a tu r e
of
th e
in n o v a t io n , "was i t im p lem en ted ?" , and fo r t h e i n - s e r v i c e o r g a n is e r ,
"vthat n e e d s t o b e m o d i f i e d t o m ake t h e p rogram m e m ore s u c c e s s f u l
n e x t t im e ? " .
In t h e c h a p t e r s e v e n d i m e n s i o n s r a n g in g fro m t h e i n - s e r v i c e
programmes c o s t e f f e c t i v e n e s s t o w h e th e r o r n o t i t
215
a tta in e d
its
g o a ls ,
th rou gh t o w h eth er or n o t i t d e v e lo p e d r e f l e c t i v e ,
tea ch ers,
c r itic a l
w ere u sed t o com pare t h e in n o v a t iv e i n - s e r v i c e programme
w ith a " l a i c a l "
i n - s e r v i c e c o u r s e , and an a c t io n - r e s e a r c h approach.
On t h e d a ta a v a i l a b l e i t i s argued t h a t t h e in n o v a t iv e programme was
s u p e r io r
to
th e
" ty p ic a l"
in -s e r v ic e
cou rse,
and
at
le a s t
as
e f f e c t i v e a s t h e a c t io n - r e s e a r c h approach.
ISSUES AND CONCLUSIONS: THE MODEL REVISITED
The p u r p o s e o f t h i s
s e c tio n
of
th e
c h a p te r
is
to
e x a m in e
w hether o r n o t t h e i n n o v a t i v e a p p r o a c h d e v e lo p e d and u s e d i n t h e
t h e s i s i s a m ore e f f e c t i v e and c o m p r e h e n s iv e w ay o f w o r k in g w i t h
t e a c h e r s th an e i t h e r th e a c t io n - r e s e a r c h or th e c o a c h in g ap p roach es
u sed a lo n e . These tw o ap p roach es a r e , p e r h a p s, t h e m ost w id e ly u sed
in e d u c a t io n a l i n - s e r v i c e s i t u a t i o n s ; w it h a c t io n - r e s e a r c h b e in g t h e
m ost common form o f i n - s e r v i c e in A u s t r a lia and th e c o a c h in g m odel
b e in g t h e m o s t e x t e n s i v e i n t h e U.S.A.
The i n n o v a t i v e
approach
u sed
in
th is
stu d y
c o m b in e d
th e
e le m e n ts o f th e a c t io n - r e s e a r c h c y c l e , w h ich a r e d e s ig n e d t o f o s t e r
te a c h e r r e f l e c t i o n and a c t i o n , and th e s k i l l d e v e lo p m e n t p r o c e d u r e s
of
th e
c o a c h in g
m o d e l.
T h rou gh
th e
in te g r a tio n
of
th e se
tw o
s e e m in g ly c o m p e t in g a p p r o a c h e s i n t h e p r e s e n t s t u d y i t h a s p r o v e d
p o s s i b l e t o e x te n d th e th e o r y o f w orking w it h t e a c h e r s . In th e broad
p h i l o s o p h ic a l t e r m s i n w h ic h i t i s u s u a l l y p r e s e n t e d , t h e c o a c h in g
m odel i s p r i m a r i l y c o n c e r n e d w i t h 'im p r o v e m e n t' ( J o y c e , H er sh and
MoKibbin, 1983) w h ile t h e a c t io n - r e s e a r c h approach i s con cern ed w ith
r a d ic a l
'c h a n g e '
(E llio tt,
1 9 8 5 b ).
In
p r a c tic a l
term s
th e
c o m b in a tio n o f t h e a c t io n - r e s e a r c h approach and th e c o a c h in g m odel
216
a llo w s th e s t r e n g t h s o f ea ch t o be m a in ta in e d w h ile a v o id in g t h e i r
r e s p e c t i v e w e a k n esse s.
In t h i s s e c t i o n t h r e e i s s u e s w h ich r e l a t e t o c o n s id e r a t io n s o f
t h i s in n o v a t iv e approach w i l l be d is c u s s e d .
i n t e g r a t io n
and,
hence,
e x te n s io n
of
The f i r s t c o n c e r n s th e
th e
a c tio n -r e s e a r c h
and
c o a c h in g m o d el a p p r o a c h e s . The s e c o n d i s s u e c o n c e r n s t h e w ay in
w hich t h i s
in n o v a t iv e s c h o o l-b a s e d
i n - s e r v i c e programme h a s shown
how t h e r e i s an a l t e r n a t i v e t o t h e a c t i o n - r e s e a r c h a p p r o a c h now
commonly adopted a s a m ajor INSET s t r a t e g y th ro u g h o u t A u s t r a lia . The
t h ir d i s s u e r e l a t e s t o so m e o f t h e w id e r p o l i c y i s s u e s c o n c e r n in g
u s e o f th e p r e s e n t m odel beyond t h e 'r e s e a r c h ' c o n t e x t .
M e th o d o lo g ic a l I s s u e s ; E xten d in g t h e A c tio n R esearch M odel.
A c t io n -r e s e a r c h
has
str e sse d
th e
p ro cesses
of
in q u ir y
and
d is c o v e r y r a t h e r th a n o f i n s t r u c t i o n a s a b a s i s f o r l e a r n i n g . T h is
em p h asis c a n b e s e e n c l e a r l y i n t h e S c h o o l s C o u n c i l ' s H u m a n it ie s
p r o j e c t ( S t e n h o u s e , 1975) w h e r e p u p i l - c e n t r e d d i s c u s s i o n w a s t h e
c o r e a c t i v i t y o f th e c la s s r o o m
and i n t h e F ord T e a c h in g P r o j e c t
( E l l i o t t , 1 9 7 6 -7 ) w h e r e ' e n a b l i n g in d e p e n d e n t r e a s o n in g ' w a s t h e
c e n tr a l
exam p le,
p u rp ose
p ic tu r e d
of
c la s s r o o m
a c tiv ity .
e a c h c la s s r o o m
S te n h o u se
a s a la b o r a to r y
in
(1 9 7 5 ),
fo r
w h ic h
th e
t e a c h e r would c a r r y o u t c u r r ic u lu m r e s e a r c h and d e v e lo p m e n t s o t h a t
s c h o o ls w o u ld g r a d u a l l y com e t o s e e t h e m s e l v e s a s r e s e a r c h and
d evelop m en t i n s t i t u t i o n s ;
r a th e r
th a n r e s e a r c h and d e v e lo p m e n t
a g e n c ie s w h ich m e r e ly im p lem en ted c u r r ic u la and te a c h in g s t r a t e g i e s
d e r iv e d
from 'o u ts id e ' th e s c h o o l.
217
The a c t i o n - r e s e a r c h a p p r o a c h h a s s t r e s s e d a l s o t h e n e e d t o
ground th e 'th e o r y ' in th e c o m p le x i t i e s o f t h e te a c h in g and le a r n in g
en viron m en t ( E l l i o t t , 1 9 7 6 - 7 ; E l l i o t t , 1 9 8 5 , p .2 4 4 ) . E l l i o t t ( 1 9 7 6 7 , p .1 5 ) , f o r e x a m p le , h a s a r g u e d t h a t t e a c h e r s s h o u ld a t t e m p t t o
d e v e lo p t h e i r own p r a c t i c a l t h e o r i e s o f t e a c h in g r a th e r th an s e e k t o
a p p ly t h e o r i e s g e n e r a te d from 'o u ts id e ' t h e c la s s r o o m . The e v id e n c e ,
where i t
e x is ts ,
h o w ev er, s u g g e s ts t h a t m o st te a c h e r s a r e o n ly
p a r tia lly s u c c e s s f u l a t t h is t h e o r is in g la r g e ly b eca u se o f t h e ir
c h o ic e o f r e s e a r c h t o p i c
and b e c a u s e o f t h e p e r c e i v e d e x i s t i n g
b a r r ie r s w it h in t h e s c h o o l c o n t e x t ,
w it h th e r e s u l t t h a t im m ed iate
ch a n g es t o s c h o o l p r a c t i c e c a n n o t o c c u r (D e a k in U n i v e r s i t y , 1 9 8 2 ,
p . 190;
E llio tt,
1 9 8 7 ). A c tio n -r e s e a r c h th e n ap p ears t o have a p o t e n t
e f f e c t upon te a c h e r th in k in g and upon te a c h e r r e f l e c t i o n , b u t i t h a s
little
im p a c t on c l a s s r o o m
p r a c tic e .
That i s ,
i n m any t e a c h e r
a c t io n - r e s e a r c h s i t u a t i o n s , th e r e i s a c o n t r ib u t io n t o t h e th e o r y o f
c la s s r o o m s b u t n o t t o
c la s s r o o m
p r a c tic e .
A c t io n -r e s e a r c h R ea d er (D e a k in U n i v e r s i t y ,
The e x a m p le s
in
th e
1 9 8 2 ) sh o w t h a t w h i l e
t e a c h e r s w ere a b le t o b e t t e r u n d erstan d th e a c t u a l le a r n in g p r o c e s s
ta k in g p l a c e ( i . e . , a ' t h e o r y ' o f c l a s s r o o m s ) t h e y d i d n o t sh o w t h a t
t h e y c o u ld move beyond t h e i r e x i s t i n g te a c h in g p r a c t i c e s o r d e v e lo p
e x p la n a tio n s o f how s u c h a s h i f t c o u ld b e a c h i e v e d ( i . e . , a t h e o r y
o f c la s s r o o m p r a c t i c e ) .
T each ers in v o lv e d
in a c t io n - r e s e a r c h p r o j e c t s r e p o r t t h a t th e y
h ave in t e r a c t e d more w ith c o ll e a g u e s and becom e more f a m i l i a r w ith
e d u c a t io n a l r e s e a r c h
(E llio tt,
1 9 7 6 -7 ).
Many a l s o
sa y th a t th ey
would l i k e t o u s e t h e i r new s k i l l s and u n d e r s t a n d i n g s i n f u r t h e r
resea rch
p r in c ip le ,
(G rundy
m ake
and
a
K em m is,
s h ift
fro m
218
1 9 8 1 ).
Su ch
th e o r is in g
resea rch
about
m ig h t ,
in
c la s s r o o m s
to
t h e o r i s in g ab o u t c la s s r o o m p r a c t i c e . H ow ever, th e l i t e r a t u r e r e v ie w
in C hapter 3 f a i l e d
t o f in d any d e t a i l e d
a c c o u n ts o f lo n g n it u d in a l
a c t io n - r e s e a r c h p r o j e c t s w here th e s h i f t in t h e o r i s in g r e s u l t i n g in
c la s s r o o m c h a n g e s o f t h i s
k in d
c o u ld
be s tu d ie d .
M o st s t u d i e s
review ed r a r e l y g o t beyond th e f i r s t c y c l e o f a c t u a l d a ta c o l l e c t i o n
and a t e n t a t i v e h y p o t h e s is in g .
In m any i n s t a n c e s
th e a c tio n - r e s e a r c h approach a p p ea rs to
assum e t h a t i f t h e t e a c h e r s c h a n g e d t h e i r v i e w o f t h e m s e l v e s t h e n
t h i s w i l l a u t o m a t i c a l l y l e a d t o c h a n g e s i n p r a c t i c e . The c h a n g e s
are,
th e r e fo r e ,
programme.
It
an i n d i r e c t
is
u n sta te d
o u tc o m e
but
im p lic it
u n d er sta n d in g o f t h e t e a c h e r l e a d s
c lim a t e and t h i s
of
th e
th a t
to ch an ges
a c tio n -r e s e a r c h
changes
in
in
th e
th e c la s s r o o m
in t u r n l e a d s t o a c h a n g e in p r a c t i c e . A c t i o n -
r e s e a r c h f a c i l i t a t o r s , h ow ever, w ould appear t o have in t h e i r m inds
a c le a r
u n d e r s t a n d in g o f w h a t i s
th e 'c o r r e c t ' c li m a t e t o b r in g
a b ou t t h e d e s ir e d o u tc o m e s. For e x a m p le ,
in th e A u s t r a lia n a c t i o n -
r e s e a r c h q u o te d i n C h a p te r 3 , t h e s t a t e m e n t s b y K em m is i n d i c a t e d
t h a t h e had a d e f i n i t e p r o c e s s and o u tc o m e a l r e a d y i n m in d . The
t e a c h e r s w ere l e f t ,
in a r a th e r h ea v y handed 'gu id ed d is c o v e r y ' way,
t o work o u t f o r t h e m s e lv e s what t h e r e se a r c h e r a lr e a d y th o u g h t and
wanted th em t o d o .
The o t h e r a p p r o a c h d i s c u s s e d
m od el,
has
been
concern ed
in
p r im a r ily
th is
to
th e s is ,
change
t h e c o a c h in g
th e
te a c h e r 's
c la s s r o o m p r a c t i c e w i t h t h e a s s u m p t io n t h a t t h i s w i l l l e a d t o a
ch an ge i n t h e t e a c h e r ' s u n d e r s t a n d i n g . T h is a p p r o a c h a s s u m e s t h a t
n o t o n l y i s t h e r e a ' t e c h n o l o g y ' o f t e a c h i n g , b u t a s G age (1 9 7 8 ,
p . 93) a s s e r t e d " ... we s h o u ld n o t h e s i t a t e t o l o o k s t r a i g h t a t t h e
219
p rob lem s o f t e a c h i n g " .
G age (1 9 7 8 ) h a s a l s o a r g u e d t h a t " ... l a r g e -
s c a l e , r a d ic a l d e p a r tu r e s from c la s s r o o m t e a c h in g a r e s t i l l a t l e a s t
d e c a d e s away" ( p .l4 ) and t h a t in t h e e n d , " R e s e a r c h on t e a c h i n g . . .
m e r e ly h o l d s o u t a r e a s o n a b l e p r o s p e c t o f im p r o v in g on t h e w ay
te a c h in g i s " (p .9 4 ) (e m p h a s is a d d e d ).
In h i s v i e w t h e o b j e c t i v e i s
t o im prove t h e t e a c h in g r a th e r th an t o a l t e r d r a m a t ic a lly th e n a tu r e
o f th e te a c h in g b y ,
f o r e x a m p le , ch a n g in g t h e c la s s r o o m c l i m a t e so
a s t o e f f e c t th e n a tu r e o f th e t e a c h e r - p u p il r e l a t i o n s h i p .
Gage (1 9 7 8 ) w h i l e a g r e e i n g t h a t t e a c h i n g i s an a r t s e e s i t a s
"a u s e f u l ,
or p r a c t i c a l,
a r t r a th e r
th a n on e d e d ic a te d
to
th e
c r e a t io n o f b e a u t y and t h e e v o c a t i o n o f a e s t h e t i c p l e a s u r e a s e n d s
in th e m s e lv e s "
(p .l5 ).
The t e c h n o lo g y t o w h ich Gage r e f e r s i n v o lv e s
t h e a p p l i c a t i o n o f e d u c a t io n a l r e s e a r c h w h ich h a s i d e n t i f i e d
te a c h e r
b e h a v io u r s
a s s o c ia te d
w ith
g r e a te r
im p a c t
on
th o se
stu d e n t
ou tcom es. As G age (1 9 7 8 , p .2 2 ) d e s c r i b e d t h i s p r o c e s s , i t i n v o l v e s
" . . . th e e s t a b l i s h e d r e l a t i o n s h i p s b e tw een v a r ia b le s in te a c h in g and
le a r n in g " .
The a d o p t i o n o f t h i s p o s i t i o n w o u ld m ean t h a t h a b i t o r
f o l k wisdom no lo n g e r in form ed c la s s r o o m d e c i s i o n s b u t r a th e r t h e y
would be r e s e a r c h b a sed .
In b r i e f ,
th e c o a c h in g m odel i s
t e a c h e r - c e n t r e d t o th e e x t e n t
t h a t i t f o c u s s e s on t h e t e a c h e r ' s i n s t r u c t i o n a l p r a c t i c e and a im s
d i r e c t l y t o a l t e r t h e c l a s s r o o m b e h a v io u r o f t h e t e a c h e r . T h er e i s
little
c o n s id e r a tio n
of
w id e r
th e o r e tic a l
iss u e s
or
in
th e
d ev elo p m en t o f g r e a t e r t e a c h e r u n d e r s t a n d i n g s a b o u t t h e c l a s s r o o m
p ro cess.
The INSET m odel d e v e lo p e d in t h i s t h e s i s d i f f e r s in s i g n i f i c a n t
ways fro m
th e
a c tio n -r e s e a r c h
220
approach.
By
in c o r p o r a tin g
th e
'm od els'
of
te a c h in g
s tr a te g ie s
of
Joyce
and
W e il
(1 9 8 6 ),
it
p r o v id e d t e a c h e r s w i t h a common v o c a b u l a r y and t h u s t h e m ean s t o
move beyond th e t y p i c a l 'fo r m a l-in fo r m a l' c a t e g o r i s a t i o n s o f te a c h e r
c la s s r o o m b eh a v io u r w h ich c h a r a c t e r is e s s o much o f th e d i s c u s s i o n o f
a c t io n - r e s e a r c h .
It
a ls o
h e lp e d
reduce
th e
le v e l
of
tea c h e r
f r u s t r a t i o n or i n d i f f e r e n c e t h a t f o l l o w s from a m b ig u ity ab ou t what
i s e x p e c t e d o f th e m . T h is c a n b e co m p a re d w i t h t h e d e s c r i p t i o n , in
C hapter
approach.
o n to
th e
3,
of
th e
tea ch ers
in v o lv e d
w ith
th e
a c tio n -r e s e a r c h
S e c o n d , th r o u g h t h e e x t e n s i o n o f t h e m o d e ls o f t e a c h i n g
a c tio n -r e s e a r c h
p a r a d ig m
it
becam e p o s s i b l e
to
g iv e
t e a c h e r s a la n g u a g e o f p e d a g o g y . U n li k e t h e a c c o u n t i n C h a p te r 3 ,
w here th e t e a c h e r s w ere n o t a b le t o e x p r e s s t h e i r v a r io u s c o n c e r n s
or e x p e r ie n c e s in p e d a g o g ic a l te r m s , th e p r e s e n t in n o v a t iv e approach
a llo w e d t e a c h e r s
n o t o n ly
to
s a tis fy
th e ir
con cern
fo r
th e
i n s t r u c t i o n a l p r o c e s s b u t a l s o t o m ove t o a w id e r c o n s i d e r a t i o n o f
th e r e la t e d s tu d e n t and c la s s r o o m c li m a t e i s s u e s .
To i l l u s t r a t e
t h i s s h i f t in th e t e a c h e r s ' p e r s p e c t i v e s , th e
f o llo w in g e x t r a c t s a r e ta k en from t h e l e s s o n t r a n s c r i p t s in Appendix
8.
The e x t r a c t s
sh ow n a r e fro m
an i n i t i a l
le sso n
i n w h ic h t h e
te a c h e r had u s e d t h e new t e a c h i n g s t r a t e g y and fro m a s u b s e q u e n t
l e s s o n i n w h ic h t h e new t e a c h i n g s t r a t e g y had b e e n u s e d a g a i n . The
e x t r a c t s sh ow ( i) t h e t e a c h e r ' s s h i f t i n t h e i r c o n t r o l o f t h e t a s k
from lo w r is k t o h ig h r i s k a c t i v i t i e s
(and in s o d o in g t h e y su p p o rt
t h e i m p l i c i t th e o r y o f a c t i o n - r e s e a r c h ) , and t h a t ( i i )
t h e te a c h e r 's
change i n t h e i n s t r u c t i o n a l p r o c e s s i s c o n s c i o u s and d e l i b e r a t e ,
th u s i n v o l v i n g w h a t h a s e a r l i e r b e e n d e f i n e d a s t h e o r i s i n g a b o u t
c la s s r o o m p r a c t i c e .
221
EXAMPLE 1
The t e a c h e r BG h a s a G rade 1 c l a s s
( 5 -6 y e a r s o f a g e ) o f 27
c h i l d r e n . She i s u s in g a C oncept A tta in m en t s t r a t e g y .
L esso n 1^:
At t h e s t a r t o f t h e l e s s o n t h e t e a c h e r i s in f u l l c o n t r o l o f
th e l e s s o n and sh e i s th e m ain a c t o r in t h e c la s s r o o m .
T.
R ig h t , what can you s e e on th e b la c k b o a r d s , . Adam?
S t.
A box.
T.
What do you th in k t h a t s o r t o f box i s ?
S t.
A t o y b ox.
T.
A t o y b o x . Do you th in k i t ' s a t o y b o x , M ich ael?
S t.
NO. I t ' s a t r e a s u r e b o x .
T.
I t ' s a t r e a s u r e b o x . R i g h t . Now I 'v e g o t so m e w o r d s h e r e , and
I'm g o in g t o p u t t h e s e words on th e b l a c k b o a r d ...
In t h e m id d le o f th e l e s s o n , th e te a c h e r i s s t i l l
in f u l l c o n t r o l o f
th e a c t i v i t i e s .
T.
R ig h t, y o u 'v e
g o t t h e w ord ' d a t e ' . W h e r e 's i t g o i n g
to go?
Y es. H e r e 's a p i c t u r e o f a r a k e , c a k e , l a t e , m ak e, d a t e , K a te
a r e t h i n g s we d o n ' t w a n t. H a t, s a t , m a t. Can a n y o n e t e l l me
w hat w e 'v e d o n e ? L uke.
S t.
The sa n d b ox h a s g o t a . . . h a t ,
g o t an 'a' i n th em and t h e . . .
T.
No t h a t ' s n o t th e a n sw e r , K evin? Y ou 've
222
s a t and m a t i n i t
and t h e y ' v e
f o r g o t t o n . P aul?
T ow ards t h e end t h e l e s s o n i s s t i l l
te a c h e r-c e n tre d .
S t.
Cake.
T.
Now y o u know t h e a n s w e r , com e and g e t a ' y e s ' w ord f o r me
p l e a s e Adam. One o f t h e s e t h r e e w o r d s t h a t a r e l e f t g o i n t h e
t r e a s u r e box b e c a u s e i t ' s a ' y e s ' w o r d . W hat w ord d o y o u t h in k
i t ' s g o in g t o be? What d o e s t h a t word sa y ?
S t.
G a te.
T.
R ig h t. Why d o e s i t s a y 'g a t e ' in s t e a d o f ' g a t ' ?
L esson 4:
The sam e t e a c h e r h a s now t a u g h t t h r e e l e s s o n s u s i n g t h e c o n c e p t
a tta in m e n t s t r a t e g y .
She h a s l i s t e n e d
to
th e a u d io -ta p e s o f th e
p r e v io u s l e s s o n s and th o u g h t a b ou t how sh e w i l l ch ange h er t e a c h in g
in t h i s le s s o n . She i s b e g in n in g t o s h i f t h er r o l e in t h e c la s s r o o m
and i s no lo n g e r a lw a y s th e m ain a c t o r .
T.
S o, hands u p . . .
S t.
I f y o u d i d n ' t h a v e a c a r y o u c o u l d w a lk , b u t i t w o u ld t a k e a
lo n g e r t im e , and you'd g e t i n t o t r o u b le b y your b o s s .
T.
Oh, I s e e , a l r i g h t . What ab o u t t o o t h p a s t e . Now l e t Shane h a v e a
l i t t l e t a l k , b e c a u s e S h an e h a s n ' t had a g o y e t .
L a ter in t h e l e s s o n t h e t e a c h e r b e g i n s t o i n v o l v e t h e c h i l d r e n in
some o f th e ' c o n t r o l ' d e c i s i o n s .
S t.
You g e t t h in g s mashed up t h e n .
T.
And do you th in k i t ' s good f o r you j u s t t o e a t mashed up t h in g s
a l l t h e tim e ?
S t.
No.
223
T.
R ig h t, l e t ' s h a v e a v o t e . P e o p le who t h i n g t e e t h s h o u ld g o in
th e 'no' c o lu m n , we d o n ' t r e a l l y n e e d t e e t h .
At t h e end o f t h e l e s s o n t h e t e a c h e r i s o p e n t o s t u d e n t s ' c o m m e n ts
on th e le s s o n and i t s o u tco m es.
T.
R ig h t, we l e a r n t t h e t h i n g s t h a t w e w a n t and t h e t h i n g s we
n eed , w e l e a r n t b y t h i n k i n g and g u e s s i n g . W ade, d o y o u t h in k
t h a t ' s a good way o f le a r n in g , b y th in k in g and g u e s s in g ?
S t.
Y es.
S t.
No.
T.
Who s a i d 'n o '? L e e , why d o n 't y o u t h in k i t ' s a g o o d w ay? Why
d o n ' t you th in k i t ' s a good way o f p la y in g a game l i k e t h i s and
le a r n in g t h in g s ?
S t.
I t ' s to o b o r in g .
T.
I t ' s b o r i n g . You d i d n ' t l i k e t h i s g a m e , L e e . R i g h t , why d i d n ' t
you l i k e i t , why do you th in k i t was b o r in g ?
In t h e w h o le l e s s o n s e q u e n c e t h e r e f o r e ,
i t can be se e n th a t th e
te a c h e r h a s m o d ifie d s i g n i f i c a n t l y her c la s s r o o m b e h a v io u r .
EXAMPLE 2
In a s i m i l a r manner t h e secon d exam p le show s th e te a c h e r m o d ify in g
h er c la s s r o o m
c la s s
te a c h in g s t r a t e g i e s .
The t e a c h e r KA h a s a G rade 7
( 1 1 - 1 2 y e a r s o f a g e ) o f 32 s t u d e n t s . She i s u s i n g an I n q u ir y
T ra in in g S t r a t e g y .
L esson 1:
The te a c h e r h as j u s t co n d u cted an e x p e r im e n t f o r t h e s t u d e n t s . She
i s in c o n t r o l o f th e l e s s o n .
224
S t.
D id t h e sa n d h a v e r o c k s o r s t i c k s i n i t ?
T.
NO.
S t.
What c o lo u r sand was i t ?
T.
I t ' s n o t a " yes" o r "no" q u e s t i o n and y o u know v e r y w e l l . . . I f
you th in k you know why i t d id t h a t you can p r o p o se your th e o r y
t o me. Jason?
L ater
in th e l e s s o n
th e te a c h e r
is
s till
t h e m a in a c t o r
in t h e
c la s s r o o m and in c o n t r o l .
S t.
When y o u had t h e c a n i n t h e w a t e r , w hen y o u . . .
you s t i l l had a b o u t t h a t much o f th e to p o u t o f
and h e l d i t up
th e w a te r .
T.
F i r s t t i m e . The s e c o n d t im e i t w as r i g h t d o w n .
me a q u e s t io n o r a r e you t e l l i n g me so m eth in g ?
A re y o u a s k i n g
S t.
I'm s a y in g so m e th in g .
T.
N ic o le ?
At t h e end o f t h e l e s s o n
th e te a c h e r
s till
has c o n tro l
of
th e
le s s o n .
T.
W e ll, y o u sa w w h a t i t r e a d b e f o r e h a n d , d i d n ' t y o u ? So y e s , i t
d o e s make a d i f f e r e n c e when you p u t i t in . We saw t h a t . P e te r ?
S t.
When y o u p u t t h e c a n i n t h e w a t e r , t h e p r e s s u r e p u s h e s i t up
and m a k es t h e l e v e l . . .
T.
What i s t h i s p r e s s u r e t h a t p u sh in g i t up?
i t ' s p r e s s u r e , b u t w hat p r e s s u r e ?
You keep t e l l i n g me
L esson 3:
The t e a c h e r h a s t a u g h t tw o i n q u i r y l e s s o n s and a u d io t a p e d e a c h o f
them. She h a s I s i t e n e d
to th e a u d io ta p e s to g e t
m o d ify th e f o llo w in g l e s s o n .
225
i d e a s on how t o
E a r ly
in
th e
le s s o n
sh e has e s ta b lis h e d
a m o d era te d e g r e e
of
c o n tr o l.
S t.
I s th e rope w ith th e w e ig h t
in th e m id d le?
T.
In th e c e n t r e , y e s . P e te r ?
S t.
Has anybody e v e r done a n y th in g w ith i t ?
T.
Done what?
S t.
L ike m a k in g ... s t r a i g h t .
T.
No, th e y h a v e n 't . M ich ael?
L a te r in t h e l e s s o n s h e h a s b e g u n t o s h a r e
th e c o n t r o l w ith th e
stu d e n ts.
T.
A l r ig h t , how a r e w e g o i n g t o t e s t y o u r t h e o r y ?
need i f we wanted t o t e s t i t ?
S t.
( I n a u d i b le ) .
T.
Oh, I s e e . You d o n ' t want t o h o ld th e end o f t h e r o p e . . .
S t.
No, b e c a u se t h a t ' s p u t t in g on more w e ig h t .
T.
F a ir e n o u g h . So y o u w a n t t o h o ld i t v e r y c l o s e t o t h e w e i g h t .
A lr ig h t , y o u g e t so m e o n e t o t e s t i t .
S t.
Joanne, g e t c l o s e r . . .
G e t. . . ,
W hat w o u ld
we
s h e ' s s tr o n g e r .
M iss w o u ld t h e sa m e t h i n g h a p p en i f y o u had so m e b o d y w ay up
t h e r e , and som ebody down th e r e ?
At t h e end o f t h e l e s s o n t h e t e a c h e r n o t o n l y s h a r e s c o n t r o l b u t
in v o lv e s th e s tu d e n ts in th e a n a l y s i s o f how i t w e n t.
T.
I f y o u w e r e i n w a t e r ? I d o n ' t know . So S t u a r t and L e o , y o u
reck on t h a t t h e m ost im p o r ta n t t h in g o f t h i s w h o le e x p e r im e n t
i s what?
S t.
G r a v ity .
226
T.
W ell d o n e . How do you f e e l a b ou t t h i s e x e r c i s e ?
S t.
I l i k e d i t b e c a u s e we d i d t h e e x p e r im e n t
s tu d e n ts on t h e e n d s o f t h e r o p e ...
S t.
And w i t h a s h o r t e r d i s t a n c e b e t w e e n t h e w e i g h t and t h e r o p e
e n d s ., and h e a v ie r w e ig h t s .
T.
Y es, b u t what was t h e m ost u s e f u l th in g we d id ?
S t.
We w ere a b le t o t a l k and th e n t r y th e e x p e r im e n t t o lo o k a t our
id e a s or t h e o r i e s .
The tw o e x a m p le s a b o v e a r e
ta k en
fro m
w ith d i f f e r e n t
th e
tr a n sc r ip ts
in
Appendix 8. The l e s s o n e x t r a c t s sh o w t h a t t h e r e i s a s i g n i f i c a n t
d i f f e r e n c e b e tw een th e i n i t i a l u s e o f th e t e a c h in g s t r a t e g y and th e
la te r
im p le m e n ta tio n .
T h is c h a n g e
in
th e
u se
of
th e
te a c h in g
s t r a t e g y i s d e l i b e r a t e and i s th e r e s u l t o f t e a c h e r r e f l e c t i o n upon
t h e c y c l e s o f im p le m e n ta tio n .
t h is r e f le c t io n
upon t h e i r
In d i s c u s s i o n w it h t h e t e a c h e r s ab ou t
c la s s r o o m
a c tio n ,
a ty p ic a l
tea ch er
s ta te m e n t was;
The r e a c t i o n s o f my c h i l d r e n a t B r o o k v a le S c h o o l w e r e
i n t e r e s t i n g w hen c o n s i d e r e d i n l i g h t o f t h e new l e a r n i n g
en viron m en t I was t r y in g t o c r e a t e .
T hese c h i l d r e n l i v e
i n a ' s i n g l e - p a r e n t ' a r e a and q u i t e
o f t e n th e c la s s r o o m i s t h e i r o n ly s e c u r e e n v iro n m e n t. Even
though th e c h ild r e n a r e u sed t o me, th e y found th e ch ange
in s t r a t e g i e s d i f f i c u l t t o d e a l w it h .
The r e a c t i o n s w e r e q u i t e o f t e n ' t h i s i s s t u p i d ' . T h is may
o f c o u r s e be a r e a c t io n t o th e a c t u a l p r e s e n t a t io n , b u t I
th in k t h e m o s t lo u d r e s p o n s e s w e r e c o m in g fro m c h i l d r e n
v^o f e l t
th rea ten ed ;
fo r
in s ta n c e ,
227
th e p h a se fo u r
in
.
s y n e c t i c s w h e r e a new a n a l o g y n e e d s t o b e d e v e l o p e d , and
in c o n c e p t a t ta in m e n t w here th e p r o c e s s r e q u ir e s them to
d e v e lo p t h e i r own t h e o r i e s .
In t h i s e x t r a c t when th e te a c h e r sp ok e o f th e c h ild r e n f e e l i n g
'th r e a te n e d ' b y t h e n e e d f o r th em t o b e a c t i v e l y e n g a g e d
le s s o n
in t h e
sh e d e m o n str a ted an u n d er sta n d in g o f t h e s tu d e n t 's le a r n in g
p r o c e s s e s and th e c la s s r o o m c li m a t e .
The t e a c h e r s , in s h o r t , have n o t o n ly d e m o n str a ted a m a ste r y o f
th e new t e a c h i n g s t r a t e g y b u t a l s o t h e y h a v e d e m o n s t r a t e d t h r o u g h
th e ir r e f le c t io n
upon th e c la s s r o o m p r o c e s s e s t h e i r w i l l i n g n e s s t o
in c r e a s e t h e l e v e l o f r i s k t h a t t h e y t a k e fr o m 'lo w ' t o ' h ig h '. T hey
have shown t h a t t h e y u n d erstan d th e p r o c e s s e s o f le a r n in g and th e y
h ave a p p l i e d th em ( E l l i o t t , 1 9 7 6 - 7 ) . Thus t h e y c a n b e s e e n t o h a v e
moved from a c o a c h in g m odel f o c u s t o an a c t io n - r e s e a r c h approach.
S c h o o l-f o c u s s e d I n - s e r v i c e
Bolam
(1 9 8 2 )
has argued
fo r
s c h o o l-fo c u s s e d
in -s e r v ic e
programmes and h a s s t a t e d t h a t t h e y can r e s o l v e th e c o n f l i c t b etw een
c o u r s e -b a s e d
and s c h o o l - b a s e d
t e n s io n b e t w e e n
th e n eed s o f
ap p roach es.
tea ch ers
F or B olam t h e r e
as p r o fe s s io n a ls
is
a
and a s
e m p lo y e e s. C o u r s e - b a s e d p r o g r a m m e s a r e a im ed l a r g e l y a t im p rovin g
th e p r o f e s s i o n a l
p r o v id e d ,
s k ills
of
o ff-th e -jo b cou rses.
th e
in d iv id u a l,
For e x a m p le ,
th ro u g h
e x te r n a lly
u n i v e r s i t y run c o u r s e s
i n c h i ld d e v e lo p m e n t or a s s e s s m e n t t e c h n iq u e s .
On th e o th e r hand, s c h o o l-b a s e d i n - s e r v i c e , f o r th e m ost p a r t ,
228
has co n c e rn ed
its e lf
w ith
su ch
areas
a s c u r r ic u l u m
r e v ie w
c u r r ic u lu m i n n o v a t i o n . B olam h a s a r g u e d t h a t s c h o o l - f o c u s s e d
s e r v i c e - th rou gh i t s
or
in -
fo c u s on a s c h o o l' s i d e n t i f i e d n e e d s - and by
t h e p a r t i c i p a t i o n o f i n d i v i d u a l s w i t h e x p e r t i s e fro m o u t s i d e t h e
sch ool
can a s s i s t
in
th e
n e g o tia tio n
o f a r e s o lu tio n
to
th e se
co m p etin g a p p r o a c h e s .
In t h e volu m e e d it e d b y Bolam
I n -s e r v ic e T r a in in g
P r a c t ic e " .
th e re
is
(1982) e n t i t l e d
a s e c tio n
S c h o o l-f o c u s s e d
headed
" R e a litie s
of
In t h i s s e c t i o n Bolam h a s draw n t o g e t h e r 14 c a s e s t u d i e s
o f s c h o o l- f o c u s s e d i n - s e r v i c e p r o g r a m m e s . T h e s e c a s e s t u d i e s sh o w
c l e a r l y t h e n a t u r e o f t h e p r o b le m s c u r r e n t l y i n h e r e n t in s c h o o l fo cu sse d
in -s e r v ic e
w o rk .
In
broad
ter m s,
h a lf
of
th e
cases
p r e s e n te d d e a l w it h th e g e n e r a l p o l i c y i s s u e s o f s t a f f d e v e lo p m e n t
o r i s s u e s r e la t e d t o s c h o o l m anagem ent. The r e m a in in g 7 c a s e s c o v e r
su ch
d iv e r s e
areas
as
h e lp in g
p r o b a tio n a r y
tea c h e r s,
th e
e s t a b lis h m e n t o f p r o c e d u r e s f o r s t u d e n t t e a c h e r s , how s c h o o l s u s e
o u t s id e a g e n c ie s and c o n s u lt a n t s and how t e a c h e r s can m o n ito r t h e i r
own c l a s s r o o m
b e h a v io u r s .
The 14 s c h o o l - f o c u s s e d
a cco u n ts
are
s t r i k i n g in t h a t th e t e a c h e r s do n o t s e e t h a t i s s u e s a t th e h e a r t o f
t h e i r c o n c e r n s a r e r e l a t e d t o p e d a g o g y . R a th e r , t h e c o n c e r n s a r e
ex p ressed
in
broader
term s
su ch a s
r e q u e sts
fo r
m anagem ent
s t r a t e g i e s o r a s h a r p e r c l a r i f i c a t i o n o f r o l e s , e t c . As n o t e d a l s o
b y one o f th e a u t h o r s , "A t h ir d f e a t u r e was t h a t o u t s id e r s w ere o n ly
r a r e l y i n v i t e d t o t a k e p a r t i n t h e d i s c u s s i o n s t o d e t e r m i n e INSET
n e e d s , y e t w h e r e s u c h i n v o lv e m e n t d i d o c c u r i t w as s e e n a s h e l p f u l
and b e n e f i c i a l t o t h o s e who know a b o u t i t " ( p .2 0 3 ) . A s e c o n d p o i n t
t o n o te from t h e c a s e s t u d i e s i s t h a t t h e t e a c h e r s do n o t appear t o
h a v e t h e l a n g u a g e t o e x p r e s s t h e i r p e d a g o g i c a l n e e d s o t h e r th a n a
229
v e r y g e n e r a l manner. For e x a m p le , " ( t h e r e ).... w as a marked te n d e n c y
in a l l t y p e s o f s c h o o ls t o n o m in a te INSET r e q u ir e m e n ts in v e r y broad
term s -
f o r e x a m p le , 'M ath s'" ( p .2 0 2 ).
However,
it
h a s b een d e m o n str a te d
th a t
in t h i s
in n o v a tiv e
programme t h e t e a c h e r s a r e a b l e t o u s e a la n g u a g e o f p e d a g o g y t o
c r i t i c a l l y r e f l e c t upon t h e i r c la s s r o o m b e h a v io u r s . As th e y a c q u ir ed
and th en im p lem en ted a new te a c h in g s t r a t e g y th e y a l s o showed t h a t
t h e p rogram m e o u t l i n e d i n t h e t h e s i s i s a v a l u a b l e w ay o f h a v in g
t e a c h e r s a d d r e s s b o th in d iv id u a l and s c h o o l- f o c u s s e d n e e d s. In t h i s
resp ect
it
w o u ld
appear
to
o ffe r
a
m ore
u se fu l
str a te g y
fo r
in n o v a tio n in th e c la s s r o o m .
The I m p lic a tio n s f o r I n - s e r v i c e P o l ic y
T h is
governance,
th e s is
has
c u r r ic u la ,
argued
th a t
te a c h in g
changes
in
s tr a te g ie s
s c h o o lin g
and
g o a ls
-
its
-
are
in e v ita b le an d , t h e r e f o r e , t h a t t e a c h e r s a r e in n eed o f c o n tin u o u s
a s s i s t a n c e i f th e y a r e t o change a l s o .
The p r e c e e d i n g
in n o v a t iv e
m o d e l,
ch a p te rs
in
in
a s m a ll
t h e t h e s i s h a v e sh o w n t h a t t h e
s c a le
'r e s e a r c h '
c o n tex t,
w as
s u c c e s s f u l in h e l p i n g t e a c h e r s t o a c q u i r e new t e a c h i n g s t r a t e g i e s
and t o b r o a d e n t h e i r p r o f e s s i o n a l u n d e r s t a n d i n g . T h is m o d e l, a s
d e s c r ib e d in C hapter 5, d i f f e r e d s i g n i f i c a n t l y from e x i s t i n g a c t i o n r e s e a r c h and c o u r s e - or s c h o o l - f o c u s s e d a p p r o a c h e s t o i n - s e r v i c e .
The p o l i c y q u e s t io n w h ich rem a in s i s how th e in n o v a t iv e m odel can b e
o p e r a t io n a lis e d on a l a r g e r s c a le ?
230
The s i z e o f t h e t e a c h i n g f o r c e and t h e c o n d i t i o n s im p o s e d b y
th e g eo g ra p h y o f
W e s te r n A u s t r a l i a
o b v io u s ly
m ean t h a t
it
is
in a p p r o p r ia te f o r e d u c a t i o n a l r e s e a r c h e r s t o p l a y t h e f a c i l i t a t o r
r o le
in ea c h s c h o o l.
R ecent o r g a n is a t io n a l c h a n g es t o th e M in is t r y
o f E d u c a tio n h a v e a l s o m e a n t t h a t A d v i s e r s h a v e now b e c o m e m ore
g e n e r a ll y c o n c e r n e d w i t h c u r r ic u l u m and t h e f o s t e r i n g o f s c h o o l ccxnmunity l i n k s .
T h ese c o n s id e r a t io n s le a d to th e c o n c lu s io n
th a t o n ly t e a c h e r s a r e in th e p o s i t i o n to ta k e th e le a d
a c t i v i t i e s . More p o s i t i v e l y ,
it
i s m o st a p p r o p r ia te f o r t e a c h e r s t o
o ccu p y t h e r o l e o f f a c i l i t a t o r
p r o fe s s io n a l
r e s p o n s ib ility
in t h e s e
s in c e i t
to
i s c o n g r u e n t w ith
e m p h a s is e
th e
th e ir
c e n tr a lity
of
p e g a g o g ic a l i s s u e s .
The e d u c a t i o n s y s t e m
in W e s te r n A u s t r a l i a h a s b e e n a l t e r e d
r a d i c a l l y i n t h e l a s t f o u r o r s o y e a r s and i t
ch a n g e s have n o t y e t f i n i s h e d .
fir s t,
is lik e ly
th a t th e
To sum m arise t h e s e c h a n g es b r i e f l y ,
in 1985 t h e E d u cation D epartm ent was a b o lis h e d and r e p la c e d
b y th e M in is t r y o f E d u ca tio n .
Secon d ,
in 1986 th e S t a t e Governm ent
r e le a s e d t h e i r b l u e - p r i n t fo r s c h o o ls in a docum ent e n t i t l e d B e t t e r
S c h o o ls . T h is d o c u m e n t d e t a i l e d ,
i n t e r a l i a , how t h e c o n t r o l o f
s c h o o l f i n a n c e s and s c h o o l g o v e r n a n c e w e r e t o b e d e v o l v e d . T h ir d ,
a ls o
in
1986,
th e
M in is te r
of
E d u c a tio n
annou nced
recom m endations o f t h e B e a z l e y C o m m itte e o f
e s ta b lis h e d
t o r e p o r t on c h a n g e s n e e d e d
s ta ffin g
t a k e th em
to
in to
th e
I n q u ir y ,
th a t
th e
w h ic h w a s
i n s c h o o l c u r r i c u l a and
tw e n ty f i r s t
c e n tu r y ,
w o u ld b e
a d o p te d .
Two r e c o m m e n d a t i o n s
of
th e
231
B e a z le y
(1 9 8 4 )
R eport
have
p a r t ic u l a r r e l e v a n c e t o t h e a r g u m e n t t h a t t e a c h e r s s h o u ld a s s u m e
r e s p o n s i b i l i t y f o r c o - o r d i n a t i n g t h e INSET a p p r o a c h s u g g e s t e d . The
fir s t
is
t h a t t e a c h e r s w i l l be 're v iew e d ' a n n u a lly by th e P r in c ip a l
who w i l l b e c o n c e r n e d w i t h t h e i r t e a c h i n g p e r f o r m a n c e and t h e i r
g e n e r a l c o n t r ib u t io n s t o th e s c h o o l.
t h a t p r o m o tio n a l
be t i e d
to
( i.e .,
s e n io r ity
The secon d recom m endation i s
s e n io r ) p o s i t i o n s
but
r a th e r
i n s c h o o ls w i l l no lo n g e r
to
m e r i t and d e m o n s t r a t e d
" e x c e lle n c e " .
The M in is t r y o f E d u cation in W estern A u s t r a lia i s in an u n iq u e
p o s i t i o n , t h e r e f o r e , w ith minimum c o s t and d i s r u p t i o n , t o a l i g n th e
' reward' s t r u c t u r e s th rou gh th e p r o m o tio n a l sy ste m and t o en hance a
p o lic y
w h ic h
fa c ilita te s
t h e d e v e lo p m e n t
of
'm a s t e r '
tea ch ers
th rou gh th e a p p l i c a t i o n o f t h i s INSET m odel d e v e lo p e d in th e p r e s e n t
s tu d y . T h e se 'm a s t e r ' t e a c h e r s , who in t h e f i r s t i n s t a n c e m ig h t b e
Deputy P r i n c i p a l s ,
w o u ld
be
tr a in e d
in
th e
resea rch
e f f e c t i v e t e a c h i n g and e f f e c t i v e s c h o o l s and a l s o
n ecessa ry fo r
s c h o o ls
to
b ases
of
in t h e s k i l l s
w o r k in g w i t h a d u l t l e a r n e r s . T h ey w o u ld b e i n t h e
a s s is t
th e ir
c o lle a g u e s
in
th o se
a sp e c ts
of
th e ir
p r o f e s s i o n a l d e v e lo p m e n t r e l a t i n g t o p e d a g o g ic a l i s s u e s .
For th e t e a c h e r s who l i v e
in m e t r o p o lit a n P e r th th e in n o v a t iv e
programme c o u l d b e run a s a w e e k ly e v e n in g m e e t in g f o r tw o s c h o o l
term s and t h e t e a c h e r s c o u l d
im p le m e n t t h e
r e q u ir e d
p r a c tic a l
a c t i v i t i e s i n t h e i r own s c h o o l s . For t h e t e a c h e r s who l i v e in t h e
c o u n tr y r e g i o n s , t h e t e r t i a r y i n s t i t u t i o n s c o u l d p r o v i d e a 4 w e e k
"block" i n - s e r v i c e programme d u r in g th e summer v a c a tio n . The c o u n tr y
tea c h e r s c o u ld
th e n u se th e f i r s t
r e q u ir e d p r a c t i c a l a c t i v i t i e s .
232
sch ool
te r m
to
u n d er ta k e th e
There a r e 4 t e r t i a r y i n s t i t u t i o n s in P erth . I f 20 t e a c h e r s w ere
in v o lv e d i n t h e i n n o v a t i v e p rogram m e i n e a c h o f t h e i n s t i t u t i o n s
e v e r y s i x m o n th s and t h e i n s t i t u t i o n s
summer i n - s e r v i c e s e s s i o n
a l s o r a n a 4 w eek " b lo c k "
fo r c o u n tr y t e a c h e r s ,
th e n ea ch y e a r 240
t e a c h e r s w o u ld h a v e e x p e r i e n c e d t h e i n n o v a t i v e p ro g ra m m e. A l s o in
t h e f i r s t c o h o r t o f p a r t ic i p a n t s w ould be th e 120 A d v iso ry T e a c h e r s,
vAio would be a l l o c a t e d 30 t o ea c h t e r t i a r y
in s titu tio n .
U sin g t h i s
schem e in tw o y e a r s e v e r y s c h o o l in W estern A u s t r a lia w ould h a v e a t
l e a s t o n e 'm a s t e r ' t e a c h e r and t h e w h o le A d v is o r y t e a c h e r s e r v i c e
a l s o would be e x p e r ie n c e d in t h e ap p roach.
In
p a r a lle l
w ith
th is
in itia tiv e
t h e p r i n c i p a l s and o t h e r
s e n io r s t a f f w o u ld u n d e r t a k e s p e c i a l i s e d
tr a in in g
in th e s k i l l s
n e c e s s a r y t o su p p o rt and f a c i l i t a t e t e a c h e r d e v e lo p m e n t.
The in tr o d u c t io n o f any i n i t i a t i v e g i v e s r i s e t o some c o n c e r n s .
There a r e fo u r a s s o c i a t e d w ith t h i s p r o p o s a l. F i r s t , g iv e n t h e s i z e
o f W estern A u s t r a lia i t
i s p o s s i b l e t h a t som e o f t h e r u r a l p r im a r y
s c h o o ls and D i s t r i c t H igh S c h o o l s m ig h t n o t f u l l y u n d e r s t a n d t h e
p u rp o se and f u n c t i o n s o f t h e 'm a s t e r ' t e a c h e r s c h e m e . The M i n i s t r y
o f E d u cation w ould need t o a d d r e ss t h i s p rob lem th rou gh m e e t in g s a t
R eg io n a l
and
D is tr ic t
O ffic e s
and
in c lu d e
it
as
part
of
th e
d i s c u s s i o n s in t h e i r annual v i s i t s t o ea ch s c h o o l. S econd, w ould th e
r o l e o f t h e 'm a s t e r ' t e a c h e r c u t a c r o s s t h a t o f t h e p r i n c i p a l ?
In
l i g h t o f t h e M i n i s t e r i a l d e c i s i o n s r e g a r d in g t h e e x p a n d e d r o l e o f
th e p r i n c i p a l
(see,
f o r e x a m p le . B e t t e r S c h o o l s ) and g i v e n
s c h o o ls c u r r e n t ly have D eputy P r i n c i p a l s ,
th a t
w ith r e s p o n s i b i l i t i e s fo r
su ch a r e a s a s a ca d em ic program m es, s t u d e n t s , s tu d e n t t e a c h e r s and s o
233
on,
who d o n o t
in fr in g e
th e p r in c ip a l's p o s it io n ,
t h is
can be
assum ed n o t t o b e a m a jo r p r o b le m . On t h e o t h e r h a n d , t h e 'm a s t e r '
t e a c h e r would a l s o be a v a lu a b le member t o a s s i s t t h e P r in c ip a l a s
he c o n d u c ts h i s Annual R ev iew s. T h ird , e a c h s c h o o l w ould u s e p a r t o f
i t s S ch ool Grant t o p r o v id e th e s e c r e t a r i a l su p p o rt f o r t r a n s c r ib in g
a u d io - r e c o r d in g s ,
p h o t o c o p y in g o f n o t e s ,
e t c .,
fo r
th e
te a c h e r s
i n v o lv e d .
F in a lly , i t i s p o s s i b l e to e s t i m a t e th e c o s t s in v o lv e d .
One
t e a c h e r i n e a c h s c h o o l who i s i n a p r o m o t i o n a l p o s i t i o n c o s t s t h e
M in is t r y o f E d u c a t io n v e r y l i t t l e
a s th e r e i s a lr e a d y a need fo r
p r o m o tio n a l p o s i t i o n s and th e s a la r y d i f f e r e n c e b e tw een t h e to p o f a
s c a l e and a p r o m o tio n a l p o s i t i o n i s g e n e r a l l y o n ly in t h e r e g io n o f
$ 2 ,5 0 0 . In a t o t a l e d u c a t i o n b u d g e t o f $ 8 0 0 m i l l i o n
th is
sum i s
r e l a t i v e l y s m a l l . W ith r e s p e c t t o t h e c o s t i n g o f t h e i n - s e r v i c e
c o u r s e s a t t h e t e r t i a r y i n s t i t u t i o n s i t w o u ld i n v o l v e 8 s t a f f a t
m o st. That i s ,
ea ch i n s t i t u t i o n w ould d e s ig n a t e a s t a f f member who
w ould run th e i n - s e r v i c e program m es t w i c e d u r in g t h e a c a d e m ic y e a r .
The sam e s t a f f member c o u ld run th e i n t e n s i v e summer s e s s i o n or an
i n s t i t u t i o n a l c o ll e a g u e c o u ld , in t h i s way f u l l r e p la c e m e n t te a c h in g
and a n c i l l i a r y c o s t s would b e l e s s th an $ 2 0 0 ,0 0 0 p er annum.
T h is sum i s
le s s
th a n o n e t e n t h o f t h e m on ey p r o v i d e d
fo r
p r o f e s s i o n a l d e v e lo p m e n t i n W e s te r n A u s t r a l i a ( s e e C h a p te r 2 ) . On
th e o th e r hand,
it
r e p r e s e n t s a huge s a v in g
s e r v i c e p rogram m e w h e r e i t
on t h e t y p i c a l
h as been n e c e ss a r y
to
in -
'r e p la c e ' th e
t e a c h e r who a t t e n d e d t h e c o u r s e d u r in g s c h o o l h o u r s . C l e a r l y , t h e
sum r e q u i r e d t o f i n a n c e t h e i n n o v a t i v e p rogram m e i s n o t o f m a jo r
c o n c e r n when s e e n a g a i n s t th e B udget f o r th e M in is t r y o f E d u cation
234
on t h e P r o f e s s i o n a l D e v e lo p m e n t p ro g ra m m e s.
I t can b e sh ow n , t h e r e f o r e , t h a t t h e im p le m e n ta tio n o f t h i s
in n o v a t iv e schem e on a 'sy ste m ' w id e b a s i s w ould n o t be a problem in
e i t h e r t h e p o l i c y o r t h e f i n a n c i a l a r e a s . In f a c t , i n l i g h t o f t h e
r e c e n t ch a n g es t o t h e w h o le W estern A u s t r a lia n E d u ca tio n System th e
p r o p o s a l d o e s n o t r e q u ir e a m ajor p o l i c y i n i t i a t i v e ; r a th e r , i t i s a
ch an ge in p h ilo s o p h y w h ich i s needed.
235
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A b er c r a n b ie , M .L .J. ( 1 9 7 9 ). Aims and T ech n iq u es in Group T e a c h in g .
(4 th EÜn.). S o c i e t y f o r R esearch i n t o H igher E d u cation : G u ild fo r d .
A in le y , J ., R eed , R. and M i l l e r , H. ( 1 9 8 6 ) . S c h o o l O r g a n i s a t i o n and
t h e Q u a l i t y o f S c h o o l in g :
A s t u d y o f V i c t o r i a n G o v ern m en t
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APPENDIX 1
LESSON VIQŒTTES
VIGNETTE NO. 1 .
In my t e a c h i n g
I t r y and k e e p t h e tw o r e l a t e d
i n s t r u c t i o n and c l a s s r o o m
m a n a g em en t s e p a r a t e .
e le m e n ts o f
In i n s t r u c t i o n
I
t y p i c a l l y p r e s e n t th e s tu d e n ts w it h som e in fo r m a tio n and th en ta s k
them an o r d e r e d s e r i e s o f q u e s t i o n s a b o u t i t . When t h e y r e s p o n d t o
my q u e s t io n I t r y and g i v e im m ed iate c o n f ir m a tio n o f w h eth er or n o t
t h e i r an sw er was c o r r e c t . B ecau se o f th e l o g i s t i c s o f th e c la s s r o o m ,
I u s u a l l y do t h i s b y u s in g programmed i n s t r u c t i o n m a t e r i a l s , k i t s or
t h e c o m p u te r . S o m e tim e s I w i l l s p e n d my t i m e w i t h o n e s t u d e n t and
work in s i m i l a r f a s h io n ;
t h a t i s , p r e s e n t som e in fo r m a tio n , ask th e
s tu d e n t a q u e s t i o n and t h e n t e l l t h e s t u d e n t i f t h e y a r e r i g h t o r
w rong.
In my c la s s r o o m m anagement a p p roach ,
I t e l l t h e s t u d e n t s what
b e h a v io u r I w a n t i n t h e c l a s s r o o m . The m a j o r i t y o f s t u d e n t s w i l l
conform t o t h i s b u t fo r t h o s e who c a u s e d i s c i p l i n e p r o b le m s I t r y t o
im prove
th e ir
b e h a v io u r
by
r e w a r d in g
th o se
a sp e c ts
th a t
are
d e s i r a b l e . I a l s o c o n t i n u e t o r e i n f o r c e t h e g o o d b e h a v io u r o f t h e
o th e r s t u d e n t s .
VIGNETTE NO. 2 .
In my t e a c h i n g I t r y t o d e v e l o p t h e c r e a t i v i t y o f my s t u d e n t s
b y h a v in g th em e x p l o r e u n f a m i l i a r o r u n u s u a l a s p e c t s o f f a m i l i a r
t h in g s , o r i n t r y i n g t o t h in k o f new t h i n g s o r i d e a s . I t r y t o d o
t h i s b y h a v in g t h e s t u d e n t s d e v e l o p a n a l o g i e s and m e t a p h o r s . T h is
a llo w s them t o s e e a co m p a riso n and a r e l a t i o n s h i p b e tw e e n one t h in g
or id e a and a n o t h e r t h i n g o r i d e a . F or e x a m p le , I m ig h t a s k t h e
247
c l a s s w h a t t h e y t h in k
it
f e e l s l i k e t o b e a m o t o r b i k e , o r how a
sch ool i s l i k e a sh oe?
T h is t e a c h i n g a p p r o a c h w i l n o t o n l y f o s t e r
th e s tu d e n ts ' c r e a t i v i t y
but a ls o
a llo w
th em t o p a r t i c i p a t e a s
members o f a c l a s s g r o u p .
VIGNETTE NO. 3
I w ant my s t u d e n t s t o be in v o lv e d in th e s o l u t i o n o f m e a n in g fu l
problem s and a t t h e sa m e t i m e h a v e th em e x p e r i e n c e t h e p r o c e s s o f
s o c i a l n e g o t ia t io n w h ich i s found in a d e m o c r a tic com m unity. I b e g in
by p r e s e n t in g
th e
c la s s
w ith
a s itu a tio n
w h ic h c o n t a i n s
so m e
p u z z lin g p r o b le m s or q u e s t io n ( s ) . Then e i t h e r a s a w h ole c l a s s or in
s m a lle r g r o u p s ,
fo r m u la te
a
q u e s tio n (s ).
th e stu d e n ts have to
str a te g y
to
s o lv e
th e
id e n tify
p r o b le m s
I tr y to have th e s tu d e n ts
t h e p r o b le m
or
an sw er
r e a l l y g r a p p le w it h
in fo r m a tio n p e r t in e n t t o th e p u z z lin g s i t u a t i o n . F i n a l l y ,
stu d e n ts t o
and
th e
th e
I a sk th e
t h in k a b o u t how t h e y w o rk ed t o g e t h e r and how t h e i r
s o l u t i o n d e a l s w it h th e o r i g i n a l p rob lem .
VIGNETTE NO. 4 .
I h a v e my s t u d e n t s i d e n t i f y a p r o b le m i n s a y , i n t e r p e r s o n a l
r e l a t i o n s o r i n t e r g r o u p r e l a t i o n s o r an i n d i v i d u a l ' s d ile m m a , and
th e n a s k th em t o t h i n k a b o u t t h e r o l e s o f t h e p e o p l e o r g r o u p s
in v o lv e d .
Then I a sk e i t h e r f o r v o lu n t e e r s or I c h o o s e p a r t i c i p a n t s
t o a c t in th e r o le o f t h e c h a r a c te r s t h a t have been i d e n t i f i e d . The
p a r t ic i p a n t s th e n e n a c t t h e i r r o l e s . F i n a l l y , a s a c l a s s ,
th e
r o le -p la y
str a te g y
to
and
e x p lo r e
r e la te
it
general
stu d e n ts.
248
to
" r e a l"
p r in c ip le s
e x p e r ie n c e .
of
b e h a v io u r
we r e v ie w
I u se
w ith
th is
th e
VIGNETTE NO. ^
I w a n t my s t u d e n t s
b u ild e r s .
In
t o b e in d e p e n d e n t and c r e a t i v e
th eo ry
c l a s s I p r e s e n t p u z z lin g s i t u a t i o n s t h a t th e s t u d e n t s
can e n q u i r e i n t o . F or e x a m p le , I m ig h t sh o w th em a m e t a l l i c s t r i p
h e ld o v e r a l i t b u n s e n b u r n e r and t h e y s e e t h a t i t b e n d s . I w o u ld
th e n h a v e t h e s t u d e n t s a s k me q u e s t i o n s a b o u t w h a t t h e y s a w . The
d a ta th e y g a th e r from me i s used by t h e s t u d e n t s t o d e v e lo p a th e o r y
t o e x p l a i n w h a t t h e y s a w . A s a c l a s s w e a n a l y s e how we w e n t a b o u t
fo r m u la tin g o u r q u e s t i o n s and g a t h e r i n g t h e d a t a . I d o n o t h o w e v e r
te ll
th e s tu d e n t s t h a t a p a r t ic u l a r s t r a t e g y was good or bad.
VIGNETTE NO. 6 ^
I b e g in my l e s s o n s b y p r e s e n tin g som e c o n c e p t, p r i n c i p a l ,
o r g e n e r a l i s a t i o n t h a t en co m p a sses or subsum es th e m a t e r ia l
la w
I w ill
te a c h i n t h a t s e s s i o n . I t h e n e x p l i c i t l y r e l a t e t h e new m a t e r i a l
i n t o a fram ew ork s o t h a t t h e s tu d e n t s have an o v e r a ll s e n s e o f w here
i t l e a d s and how i t
is
tie d
to g eth er.
I t r y to do t h i s so i t h as
m eaning f o r e a c h s t u d e n t . I t h i n k t h a t e a c h c u r r ic u l u m s u b j e c t h a s
an o r d e r e d o r g a n i s a t i o n o f c o n t e n t and I t r y t o t e a c h my s t u d e n t s
t h i s o r g a n is a t io n .
VIGNETTE NO. 7^
In my c l a s s
I p r e s e n t my s t u d e n t s w i t h so m e i n f o r m a t i o n o r
p u z z lin g e v e n t and I a s k th em t o l i s t
p r e s e n te d .
a sp e c ts
I h a v e th em g r o u p o r c a t e g o r i s e
i d e n t i f y i n g common p r o p e r t i e s and l a b e l l i n g
249
of
th e s it u a t io n
th e l i s t e d
ite m s by
each c a te g o r y .
The
s t u d e n t s th en c o l l e c t d a ta ab ou t th e g ro u p s or c a t e g o r i e s t h a t th e y
have i d e n t i f i e d .
I q u e s t io n th e s t u d e n t s t o e n co u ra g e them t o make
i n f e r e n c e s and g e n e r a l i s a t i o n s .
I a lw a y s t e s t t h e i r g e n e r a l i s a t i o n s
b y a s k in g them fu r th e r q u e s t io n s .
VIGNETTE NO. ^
In my c la s s r o o m
I d o n 't t r y t o im p ose any p a r t ic u l a r work ta s k
on th e s tu d e n ts a t any s p e c i f i c tim e .
I b e g in by a s k in g my s t u d e n t s
v ^ a t t h e y w is h t o d o f o r t h a t s e s s i o n and t h e n , d e p e n d in g on t h e i r
c h o ic e s ,
we e i t h e r work i n d i v id u a ll y or in g ro u p s. I s e e my ta s k a s
a f a c i l i t a t o r , t h a t i s , som eone who g u id e s th e s tu d e n ts ' g row th and
d e v e lo p m e n t,
in
an a t m o s p h e r e
of
o p en n ess
p r a c t i c e t h i s means t h a t e v e r y t h in g i s
and
a c c e p ta n c e .
In
s tu d e n t c e n tr e d and s tu d e n t
d i r e c t e d . My r e s p o n s i b i l i t y i s t o a s s i s t e a c h s tu d e n t t o becom e s e l f
d i r e c t e d and f u l f i l l e d .
VIGNETTE NO. 9 .
I f I w is h t o t e a c h a p a r t i c u l a r c o n c e p t I t e l l t h e s t u d e n t s
a b o u t i t and in d o in g s o I c o n t r a s t i t w it h o th e r r e la t e d c o n c e p ts .
Where p o s s i b l e I p r e s e n t th e in fo r m a tio n in th e form o f p i c t u r e s or
d ia g ra m s. For e x a m p le , i f I w a n te d t o t e a c h a p a r t i c u l a r c o n c e p t I
would sh o w them p i c t u r e s t o i l l u s t r a t e t h e c o n c e p t and t e l l them
t h a t t h i s i s an e x a m p le . I w o u ld a l s o sh o w th em p i c t u r e s o f u n ­
r e la t e d o r so m e w h a t s i m i l a r c o n c e p t s and t e l l t h e s t u d e n t s t h a t
t h e s e w e r e n o t e x a m p le s o f t h e c o n c e p t s . I w o u ld c o n t i n u e t o sh ow
t h e p i c t u r e s u n t i l ea c h s tu d e n t had t h e i r own id e a ab o u t th e c o n c e p t
I had i n m in d . As a c l a s s w e w o u ld d i s c u s s t h e p r o c e s s e s w e w e n t
th ro u g h and th e c o n c e p t th e y had i d e n t i f i e d .
250
VIGNETTE NO. 1 0 .
I p la n v e r y c a r e f u l l y f o r my c la s s r o o m a c t i v i t i e s and I th in k
o f w hat I w ant th e s tu d e n ts
to do a t
t h e en d o f e a c h s e s s i o n .
Knowing w h e r e I w a n t th em t o end up I e x p l a i n t h e n e c e s s a r y t h e o r y
or
p resen t
th e
r a tio n a le
of
th e
p e r fo r m a n c e
to
d e m o n str a te th e c o r r e c t p erfo rm a n ce f o r t h e s t u d e n t s .
th e n p r a c t i s e
th e p e r fo r m a n c e o f th e t a s k
th e m .
I
The s t u d e n t s
w i t h me g i v i n g
fee d b a ck on how t h e y a r e p e r f o r m in g . T h is i s o f t e n
th e n
th em
in s i m u l a t e d
c o n d itio n s . F i n a l l y , I h a v e th e s t u d e n t s p r a c t i c e th e ta s k in th e
" r e a l" s i t u a t i o n .
251
APPENDIX 2
QUESTIONNAIRE
TEACHERS' OPINIONS AND PRACTICES
BACKGROUND INFORMATION
R esponse
1. Sex.
( p le a s e t ic k )
a) Male
b) Fem ale
a)
b)
2 . Age g ro u p .
a)
Under 25
a)
b)
25 - 34
b)
c)
35 - 44
c)
d)
45 - 54
d)
e)
55 and over
e)
a)
Number o f y e a r s
a ) ....
b)
Number o f y e a r s a t
p resen t sch ool
b ). . . .
3 . T each in g
e x p e r ie n c e .
4 . E d u c a tio n a l
tr a in in g ,
( p le a s e t i c k
a s many a s
n ecessa ry )
a)
D iplom a o f T each in g
(2 y ea r)
a)
b)
Diplom a o f T each in g
(3 y ea r)
b)
c)
D iplom a o f E d u ca tio n
c)
d)
G raduate
d)
e)
H igher d e g r e e
e)
f)
Advanced d iplom a
□
a
□
□
^
P
a
q
□
□
□
—
Zl
« n
5 . I n -s e r v ic e tr a in in g .
P le a s e i n d i c a t e number o f
c o u r s e s o f each ty p e a tte n d e d in l a s t t h r e e y e a r s .
a)
D egree or d ip lom a c o u r s e
a)
b)
Educ. D e p t, o f W.A. C ourse
(Head O f f ic e )
b)
□
□
c,
p
c)
Educ. D e p t, o f W.A c o u r s e
(R e g io n a l O f f ic e )
d)
O th e r , p l e a s e s p e c i f y ...............
252
4 □
6 . P resen t
p o s itio n .
7.
8.
9.
a)
H ead teacher
a)
b)
D eputy Head
b)
c)
Head o f Departm ent
c)
d)
P o st o f r e s p o n s ib ility
d)
e)
C la s s te a c h e r
e)
Age ran ge o f
c la s s .
y e a r s t o ......................... y e a r s
Number in r e g i s t r a t i o n
group.
B o y s...............
G ir ls .
P u p ils som etim es s t a y w ith th e same te a c h e r f o r more th a n on e y e a r .
D oes your p r e s e n t c l a s s le a v e you
a)
b)
c)
d)
a t th e end o f one y ea r h avin g s p e n t j u s t t h i s ____________ ____ _
y e a r with you?
a)
|
I
a t th e end o f two y e a r s , w ith a l l t h e c h ild r e n
m oving on?
a t th e end o f two y e a r s , w ith a p p r o x im a te ly
h a l f th e p u p il s moving on each y e a r ?
b)
c)
a
___
V
o th e r , p le a s e s p e c ify ,
d)
□
[ j
1 0 . How many p u p il s in your c l a s s r e c e iv e e x t r a t u i t i o n
in E n g lis h ?
1 1 . I s your c l a s s
a)
o f m ixed a b i l i t y ?
a)
b)
o f m ixed a b i l i t y w ith some c h ild r e n r e g u la r ly
withdraw n f o r e x t r a h e lp ?
b)
a t th e same l e v e l w it h in a banding or str e a m in g
sy stem ?
c)
c)
If
d)
( c ) , w hich l e v e l ?
□
□
.................
O th e r , p l e a s e s p e c i f y .........................................................
...........................................................................................................
253
d)
□
ORGANISATION
1 . When a group o f p u p il s i s s e t t o work on th e same (or s im ila r )
t a s k s by th e te a c h e r th e p u p il s may be a l l o c a t e d t o th e group
i n v a r io u s d i f f e r e n t w ays.
P le a s e i n d i c a t e by t i c k i n g th e
a p p r o p r ia te box how o f t e n you u se th e f o llo w in g m ethods o f
a l l o c a t i o n t o a group f o r th e m a jo r ity o f th e p u p i l s .
M ost
o f th e
tim e
a)
s im i la r a b i l i t y
b)
d iffe r e n t a b i l i t i e s
c)
p u p il s who work w e l l to g e t h e r
d)
by p u p il s '
e)
f o r c o n t r o l o f b eh aviou r
f)
o t h e r , p l e a s e s p e c i f y ...............
Some
o f th e
tim e
None
o f th e
tim e
f r e e c h o ic e
2 . A c t i v i t i e s w it h in th e c u r r ic u lu m can
be o r g a n is e d in a number o f d i f f e r e n t
w a y s.
P le a s e i n d i c a t e how o f t e n you
u s e ea ch o f th e f o llo w in g arrangem ents
a)
A l l th e p u p il s work in th e same
s u b j e c t a r e a a t th e same tim e .
b)
Groups work in d i f f e r e n t s u b j e c t
a r e a s b u t change ov er a t th e same
tim e d u r in g th e l e s s o n .
c)
W ith in l i m i t s p u p il s a r e f r e e t o
c h o o se th e o r d e r o f t h e i r w ork.
d)
I n d iv id u a ls work in d i f f e r e n t
s u b j e c t a r e a s a t th e same tim e a s
d i r e c t e d by th e t e a c h e r .
e)
O th e r , p l e a s e s p e c i f y ,
254
M ost
o f th e
tim e
Some
o f th e
tim e
None
o f th e
tim e
Ten y e a r s a g o , a n a t io n a l su r v e y was c a r r ie d o u t t o f in d
o b j e c t i v e s w hich t e a c h e r s th o u g h t e d u c a tio n sh o u ld h a v e .
q u e s t io n s below a r e b ased c l o s e l y on t h a t s u r v e y , t o s e e
h ave o ccu red s in c e th e n .
To s h o r te n th e q u e s t io n n a ir e ,
p ro p o sed by th e t e a c h e r s a t t h a t tim e have been ca n b in ed
sta te m e n ts.
t h e aim s and
The
i f any ch an ges
s e v e r a l id e a s
in to s in g le
The aim s and o b j e c t i v e s l i s t e d below d e f i n e th e k n ow led ge, th e s k i l l s
and th e q u a l i t i e s w hich many t e a c h e r s th in k t h a t in g e n e r a l c h ild r e n in
th e m id d le ran ge o f a b i l i t y sh o u ld have a t th e end o f t h e i r e d u c a t io n .
T aking ea c h s ta te m e n t a s a v h o l e , p l e a s e c o n s id e r t h e s e aim s ard
o b j e c t i v e s in r e l a t i o n t o c h ild r e n in your s c h o o l d e c id in g what you
would hope f o r them by th e tim e th e y le a v e your s c h o o l.
P le a s e in d i c a t e your o p in io n o f th e im p ortan ce o f t h e s e aim s and
o b j e c t i v e s o f prim ary e d u c a tio n f o r c h ild r e n in your s c h o o l by u s in g t h e
s c a le
5 , 4 , 3 , 2 , 1 , 0 a s s e t o u t below and p u t t in g a c i r c l e round th e number
you c h o o s e a s r e p r e s e n t in g th e im p ortan ce o f ea ch s ta t e m e n t .
5
I th in k t h i s aim i s o f th e u tm ost im p ortan ce in e d u c a tio n
4
I th in k t h i s
aim o f m ajor im p ortan ce in e d u c a tio n
3
I th in k t h i s
aim i s im p ortan t in e d u c a tio n
2
I th in k t h i s
aim o f m inor im p ortan ce in e d u c a tio n
1
I th in k t h i s
aim o f no im portance in
0
I th in k t h a t t h i s sh o u ld n o t b e an aim o f e d u c a tio n
e d u c a tio n
P o in t s t o remember v^en r a t in g t h e s e s ta t e m e n t s : t o have in mind
c h ild r e n in your own s c h o o l , who a r e in t h e m id d le ran ge o f a b i l i t y and
who a r e ab o u t t o t r a n s f e r from your s c h o o l.
a)
The p u p il s h o u ld have a c q u ir e d b a s i c s k i l l s
in l i t e r a c y , o r a c y and num eracy.
5
4
3
2 1 0
b)
The p u p il s h o u ld have a c q u ir e d know ledge
w h ich he knows how t o a p p ly o u t s id e s c h o o l.
5
4
3
2 1 0
c)
The p u p il sh o u ld b e b e g in n in g t o d e v e lo p
c a p a c it y f o r in d ep en d en t ju d g e n e n t.
5
4
3
2 1 0
d)
The p u p il s h o u ld
w e ll- b a la n c e d .
5
4
3
2 1 0
e)
The p u p il s h o u ld be b e g in n in g t o a c q u ir e
m oral and s o c i a l v a l u e s .
5
4
3
2 1
f)
The p u p il s h o u ld be aware o f r e l i g i o u s and
s p i r i t u a l v a lu e s and b e l i e f s .
5
4
3
2 1 0
g)
The p u p il sh o u ld
h e r ita g e .
5
4
3
2 1 0
be happy, c h e e r f u l and
b e aware o f h i s c u l t u r a l
255
a
0
h)
The p u p il sh o u ld e n jo y s c h o o l and g a in
s a t i s f a c t i o n from h i s own a c h ie v e m e n ts .
5
4
3
2
1
0
We would l i k e t o know w hich c la ssr o o m p r a c t i c e s a r e u sed m ost
f r e q u e n t ly .
For t h i s p u r p o s e , w ould you p l e a s e w r it e down th e m ost r e c e n t day on
w hich you d id your u s u a l amount o f c la ssr o o m
t e a c h i n g .................................................................................
Would you p l e a s e t i c k th e a p p r o p r ia te column by ea c h o f t h e p r a c t i c e s
l i s t e d b elow t o i n d i c a t e w hether or n o t you u sed i t in th e c la ssr o o m on
t h e d ay s t a t e d
above.
I f you a r e n o t s u r e t h a t a p a r t ic u l a r item a p p l i e s , p l e a s e t i c k
t h e colum n l a b e l l e d 'NA' (n o t a p p l i c a b l e ) .
A l l o f th e p r a c t i c e s a r e
q u i t e s e p a r a te ; you may have u sed any co m b in a tio n o f them d u rin g th e day
in q u e s t io n .
Each o f th e l i s t e d p r a c t i c e s t h e r e f o r e n e e d s one t i c k .
C h o ice o f a c t i v i t i e s o r them es f o r p u p il s ' work.
On th e day s t a t e d a b o v e , d id y o u , on any o c c a s io n :
1
s e t d i f f e r e n t work f o r d i f f e r e n t g ro u p s o f p u p ils ?
2
s e t d i f f e r e n t work f o r in d iv id u a l p u p ils ?
3
s e t th e same p i e c e o f work f o r a l l th e p u p il s in
th e c l a s s ?
4
s p e c i f y a g e n e r a l a r e a and a llo w in d iv id u a l p u p il s
t o work on an ite m w hich th e y c h o se from w it h in i t ?
5
s p e c i f y a g e n e r a l a r e a and a llo w grou p s o f p u p il s
t o c h o o s e from i t an i t e n o f i n t e r e s t t o th e group?
D is c u s sio n .
( p u p i ls en cou raged t o t a l k t o ea c h o th e r d i r e c t l y )
D id t h e r e o ccu r:
1
c l a s s d i s c u s s i o n on a theme w hich you ch o se ?
2
d i s c u s s i o n in g ro u p s on a theme w hich you c h o se ?
3
c l a s s d i s c u s s i o n on a theme ch o se n by p u p ils ?
4
d i s c u s s i o n in g ro u p s on a theme c h o se n by p u p ils ?
Method f o r p u p il s t o f o ll o w in w o rk in g . A t any tim e
d u r in g th e day w ere p u p il s w orking t o a m ethod;
1
w h ich was c l o s e l y s p e c i f i e d by y o u , e i t h e r v e r b a ll y
or by w o r k sh e e ts or books?
2
w h ich p u p il s c h o se t h e m s e lv e s , b u t w it h in g e n e r a l
g u i d e li n e s ?
3
w h ich grou p s o f p u p i l s c h o se t o g e th e r ?
256
Y es
No
NA
F in is h e d work (n o t n e c e s s a r i l y w r it t e n : e . g . le a r n in g
a poem ). Were p u p il s engaged in t a s k s f o r w hich:
1
f i n i s h e d work was or w i l l be r e q u ir e d from
in d iv id u a l p u p ils ?
2
grou p s o f p u p il s c o -o p e r a te d t o p rod u ce a j o i n t l y
f i n i s h e d p ie c e ?
3
no f i n i s h e d work was or w i l l be r e q u ir e d ?
Y es
No
NA
E v a lu a tio n o f p u p il s ' work (m arking; a l s o r e v ie w
and c h o ic e f o r d is p la y )
On th e day s t a t e d a b o v e , d id you
1
s e t a t e s t in any s u b j e c t fo r th e w h ole c l a s s ?
2
t e s t in d iv id u a l p u p il s in any s u b j e c t s ?
3
a llo w p u p il s some s a y in th e e v a lu a t io n o f t h e ir
own work?
a llo w p u p il s some s a y in th e e v a lu a t io n o f each
o t h e r ' s work?
e v a lu a t e work in d e p e n d e n tly o f th e p u p ils ?
4
5
The d ay in q u e s t io n m ig h t n o t have been t y p i c a l w ith r e s p e c t t o some o f
th e a c t i v i t i e s l i s t e d a b o v e . I f t h i s i s th e c a s e , w ould you p l e a s e t e l l
us what th e m ost im p o rta n t d i f f e r e n c e s w ere?
T h ese q u e s t io n s have c o n c e n tr a te d on a few p a r t ic u l a r a s p e c t s o f
c la s s r o o m p r a c t i c e . T here may be a s p e c t s o f your own p r a c t i c e in th e
c la s s r o o m w hich have been ig n o r ed and w h ich you f e e l a r e o f p a r t ic u l a r
i n t e r e s t or im p o rta n ce. I f s o , w ould you p l e a s e t e l l us b r i e f l y what
th e y a r e ?
257
A r e c e n t su r v e y h a s s u g g e s te d t h a t , b r o a d ly s p e a k in g , d i f f e r e n t t e a c h e r s
u s e d i f f e r e n t c o m b in a tio n s o f w h o l e - c l a s s , sm a l1 -g ro u p or in d iv id u a l
t e a c h in g . S i m i l a r l y , d i f f e r e n t s t y l e s o f le a r n in g a r e en cou raged by
t e a c h e r s . There a r e te a c h e r s who p r e f e r t o d i r e c t th e p u p i l s ' work
c l o s e l y , w h ile o t h e r s f o ll o w an op en -en d ed approach in w hich th e p u p ils
a r e g iv e n c o n s id e r a b le freedom in p la n n in g and c a r r y in g o u t t h e i r own
a c t i v i t i e s . W hatever your own p r a c t i c e , we would l i k e t o know your
o p in io n s o f a l l o f t h e s e a p p r o a c h e s. For ea ch approach l i s t e d b e lo w , we
w ould l i k e you t o t e l l u s fo u r t h in g s ;
a)
b)
c)
d)
when you m ig h t c o n s id e r u s in g t h a t approach ( th e main c ir c u m s ta n c e s ,
e . g . , c l a s s s i z e , t y p e s o f p u p i l , s u b j e c t a r e a , g e n e r a l aim s o f
le s s o n )
v^y you m ig h t u se th e method (what i s i t s m ain ad van tage)
when you would c e r t a i n l y n o t u se t h e m ethod ( th e main c ir c u m s ta n c e s )
v^y you would n o t u se th e method th en (vdiat i s i t s m ain
d is a d v a n ta g e )
T ea ch in g Approach
I n d iv id u a l
T ea ch in g
When u se .
Why u s e .
When n o t,
Why n o t .
S m all
Group
T ea ch in g
When u se .
Why u s e .
When n o t.
Why n o t .
C la s s
T each in g
When u se .
Why u s e .
When n o t.
Why n o t .
D ir e c t e d
L earn in g
When u se .
Why u s e .
When n o t.
Why n o t ..
258
Open-Ended
L earn in g
When u s e .....................................................................................................................
Why u s e .....................................................................................................................
When n o t .....................................................................................................................
Why n o t ....................................................................................................................
TIMETABLE FOR LAST WEEK
I f i t i s p o s s i b l e f o r you t o t e l l u s t h e t im e ta b le o f a c t i v i t i e s w hich
you r c l a s s f o llo w e d l a s t w eek, p l e a s e f i l l in th e d e t a i l s on th e form
b e lo w .
I f you a r e n o t a b le t o f i l l
why n o t?
in th e t im e t a b l e , c o u ld you p l e a s e t e l l us
TIMES
MONDAY
259
TUESDAY
R esponse
I f you f i l l e d
w h ether
in th e t im e t a b le , c o u ld you p l e a s e in d i c a t e
a) th e a c t i v i t i e s w ere n o t d ir e c t e d in ad vance by a w r it t e n
t im e ta b le ?
b) th e a c t i v i t i e s fo llo w e d a p la n t h a t was w r it t e n down in
advance?
c) I f th e t im e t a b le was w r it t e n down in a d v a n c e , was i t
d e c id e d by
( i)
(ii)
you y o u r s e lf ?
s c h o o l p o l ic y ?
WEDNESDAY
THURSDAY
260
FRIDAY
APPENDIX 3
QUESTIONNAIRE
INFLUENCES ON CONTENT ORGANISATION AND TEACHING STRATEGIES
INFLUENCES ON CONTENT ORGANISATION AND TEACHING STRATEGIES,
P le a s e c o m p le te t h e f o llo w in g :
You a r e r e q u e ste d t o i n d i c a t e th e s t r e n g t h o f th e l i s t e d in f l u e n c e s
on yo u r c o n t e n t o r g a n is a t io n and te a c h in g s t r a t e g i e s . The s t r e n g t h
o f t h e i n f l u e n c e s h o u ld b e sh o w n on t h e a p p r o p r i a t e s c a l e s b y
c ir c li n g t h e n um ber on t h e g i v e n l i n e w h ic h y o u c h o o s e a s
r e p r e s e n t in g th e s t r e n g t h o f each in f lu e n c e .
e .g ,
No
I n f lu e n c e
M oderate
I n f lu e n c e
S tron g
I n f lu e n c e
The i n f l u e n c e s a r e a r r a n g e d in tw o g r o u p s , I n - S c h o o l and O u t - o f S c h o o l, and i n c l u d e p e r s o n s , g r o u p s , i d e a s , i n s t i t u t i o n s and
c ir c u m s ta n c e s . You a r e a s k e d t o r a t e th em i n t h e tw o a r e a s o f
" c u r r e n t te a c h in g s t r a t e g i e s " and " cu rren t c o n t e n t o r g a n is a tio n " .
"CURRENT TEACHING STRATEGIES" means t h e c u r r e n t p r a c t i c e s you u s e in
r e l a t i o n t o g e n e r a l and s p e c i f i c te a c h in g s i t u a t i o n s .
"CURRENT CONTENT ORGANISATION" m ean s y o u r c u r r e n t p r a c t i c e i n
o r g a n is in g your c o n t e n t p r e s e n t a t io n , e .g ., in s e p a r a te s u b j e c t s .
Thank y o u ,
John W illia m s o n .
261
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APPENDIX 4
LESSON PLAN AND TRANSCRIPT FOR PREDICTIVE INQUIRY MODEL
SITE OF LEAST IMPLEMENTATION
LESSON PLAN
PREDICTIVE INQUIRY MODEL
G en eral Aim
T eacher; AC
To h a v e t h e p u p i l s i n q u i r e i n t o t h e e l e m e n t s a s s o c i a t e d
w i t h an
e le c tr ic a l c ir c u it.
B e h a v io u r a l O b je c t iv e s
At th e end o f th e l e s s o n th e p u p ils w i l l be a b le to :
(1)
s t a t e th e e le m e n ts r e q u ir e d
to
m ake an e l e c t r i c a l
c ir c u it
f u n c t io n ;
(2)
r e c o g n is e th e d i f f e r e n c e b etw een an o p e n - and c l o s e d - c i r c u i t .
Sup port System
(1) Two p i e c e s o f e l e c t r i c a l c i r c u i t .
(a)
(b)
(2) C h art t o reco rd r e s p o n s e s .
P roced u re
(1)
S e t up t h e tw o p i e c e s o f a p p a r a t u s . F i r s t l y , an e l e c t r i c a l
c i r c u i t c o n s i s t i n g o f a 1.5v b a t t e r y , 2 w ir e s le a d in g from th e
p o s i t i v e and n e g a t iv e te r m in a l t o a g lo b e . S e c o n d ly , t h e sam e
a p p a r a tu s, e x c e p t f o r th e i n c lu s i o n o f a s w it c h .
(2)
E x p la in
to
th e
c la s s
t h a t w e 'll be lo o k in g
a t e le c tr ic a l
c i r c u i t s i n o r d e r t o d i s c o v e r w h a t w e w i l l n e e d t o m ake o n e
s u c c e s s f u l l y w o rk .
(3)
P roceed t h r o u g h t h e s t e p s o f t h e p r e d i c t i v e i n q u i r y m o d e l a s
f o ll o w s :
(a)
Show th e s i t u a t i o n , and d e s c r i b e i t f o r w h ich an outcom e
i s unknown.
266
(b)
Pose th e q u e s t io n ? What w i l l happen i f th e l o o s e w ir e i s
c o n n e c te d t o th e te r m in a l?
(c)
Record t h e p u p i l ' s h y p o t h e s e s on t h e b la c k b o a r d . Have
th e p u p il s draw an in f e r e n c e f o r e a c h h y p o th e s e s ab ou t
t h e th e o r y i t im p l i e s .
(d)
P roceed w it h th e p u p il 's e x p e r im e n t,
s o t h a t p u p il s can
o b s e r v e w hat happens.
(e)
Have t h e p u p i l s e v a l u a t e t h e v a r i o u s h y p o t h e s e s i n t h e
l i g h t o f t h e o b serv ed ou tcom e.
(f)
Have p u p il s draw c o n c lu s io n s b a sed on th e m ost su p p orted
h y p o th e s e s and draw in f e r e n c e s f o r b u ild in g th e o r y .
(g)
Have
th e
p u p ils
su ggest
a d d it io n a l e v i d e n c e
a lte r n a tiv e
procedures
fro m e v e r y - d a y e x p e r i e n c e s
c o u ld b e u sed t o f u r th e r t e s t th e c o n c lu s io n .
267
or
th a t
L esson T r a n s c r ip t;
T e a c h e r AC
T; Take a lo o k a t t h e tw o s e t s o f a p p a r a t u s and d e s c r i b e w h a t
you s e e . As we d e s c r i b e t h e s e t s w e ' l l w r i t e dow n t h e
in fo r m a tio n .
**
S t; W e ll t h e r e ' s a b i g b a t t e r y .
S t; A l i g h t b u lb .
S t ; I t ' s a 1 \ v o l t b a t t e r y w ith a w ir e le a d in g from i t and i t ' s
b lu e and r e d .
T; No. . . . we d o n ' t r e q u ir e t h a t in fo r m a tio n .
S t; One w i r e g o e s t o t h e b u lb and t h e r e ' s a n o t h e r b i t o f w i r e
g o e s som ew here e l s e .
S t; Y es, and t h e r e ' s a l i g h t b u lb .
S t; I t ' s fro m t h e
w hat do you c a l l
s ig n ? t h a t ' s n o t n e g a t iv e .
th e one w ith p lu s
T; P o s i t i v e . OK t h e r e ' s o n e w i r e c o n n e c t e d t o t h e p o s i t i v e and
t h e r e 's a w ir e f r e e .
S t; From th e b u lb i t com es.
T; L e t 's h a v e a
d e s c r ib e i t .
lo o k
at
th e
secon d
set
of
a p p a r a tu s
and
S t ; T h e r e 's a b a t t e r y , i t h a s w ir e a t th e n e g a t iv e .
S t; T h e r e 's w ir e from th e b a t t e r y c o n n e c tin g th e l i g h t b u lb .
S t; T h e r e 's a n o t h e r w i r e w h ic h i s c o n n e c t e d t o a b l a c k p a n e l .
An in s tr u m e n t w it h b la c k and y e llo w knobs.
T; What i s t h e name o f th e p a n e l?
What i s i t ?
C la s s ; When you p ic k i t up i t makes a ta p p in g n o i s e .
T; G ive me a name in s t e a d o f "a b la c k p a n e l" .
C la s s ;
(No r é p o n s e ) .
T; J u s t l e a v e i t f o r now . OK, s o t h e f i r s t p i e c e o f a p p a r a t u s
h a s a w ir e le a d in g from t h e b a t t e r y t o a b u lb and t h e s e a r e
c o n n e c te d fro m t h e o t h e r s i d e o f t h e b u lb r u n n in g f r e e . The
seco n d s e t o f a p p a r a tu s we d e c id e d was a b a t t e r y w it h a w ir e
c o n n e c te d fro m t h e b a t t e r y t o t h e l i g h t and t h e o t h e r w i r e
run n in g t o t h e b l a c k p a n e l . The o t h e r w i r e l e a d s fro m t h e
p a n e l and i s f r e e . Now I w ant us t o c r e a t e h y p o th e s e s w h ich
a r e s t a t e m e n t s t h a t you th in k w i l l happen.
T; What d o y o u t h i n k w i l l h a p p en i f s h e t a k e s t h e l o o s e w i r e
and c o n n e c ts i t t o th e b a t te r y ?
T*; T eacher
S t* * ; S tu d e n t
268
C la s s : I t w i l l l i g h t up.
T: I want you t o r e - s t a t e t h i s in s e n te n c e form .
S t: When th e w ir e i s co n n e c te d th e g lo b e w i l l l i g h t up.
T: O K ....
T: Why do you th in k t h a t w i l l o c c u r Samantha?
a n y th in g e l s e t h a t w i l l happen?
Can you th in k o f
S t: When th e w ir e i s c o n n e c te d t o th e n e g a t iv e te r m in a l th e r e
may b e a l i t t l e s p a r k .
T: Why do you th in k i t w i l l spark?
S t: I t may do n o th in g . The b a t t e r y may be f l a t .
T: T h a t's a good p o i n t . A lth ou gh we know i t i s n ' t ..........
T: So we h a v e t h r e e h y p o t h e s e s w h ic h w e t h i n k may t a k e p l a c e .
One when t h e w ir e i s c o n n e c te d t o t h e n e g a t iv e te r m in a l th e
g lo b e w i l l l i g h t u p . Two, i t may c a u s e s p a r k s a t t h e p o i n t
o f c o n t a c t w i t h t h e n e g a t i v e t e r m i n a l and t h r e e i t may
s im p ly d o n o t h i n g a t a l l , and a s J u s t i n s u g g e s t e d , t h e
b a t t e r y c o u l d b e f l a t o r d r a i n e d a s A n g e la d e s c r i b e d . Now
f o r w hat r e a so n s do you th in k i t w i l l l i g h t up?
S t: B ecau se t h e w ir e from th e p o s i t i v e t o t h e l i g h t and back t o
t h e n e g a t iv e sh o u ld make e l e c t r i c i t y .
T: J a n e , vrtiy do you th in k i t w i l l l i g h t up?
S t: B ecau se th e e l e c t r i c w i l l j u s t go down throu gh th e w ir e .
T: Any o th e r r ea so n ?
S t: I t ' s j u s t flo w in g e l e c t r i c i t y .
S t: I t ' s l i k e a t e l e g r a p h w i r e o n e l i n e j o i n e d t o t h e h o u s e
w h ile th e o th e r i s j o in e d t o t h e pow er.
T: Why do you th in k sp a rk s may o c c u r .
S t: B ecau se i t ' s e l e c t r i c i t y .
S t : When you p u l l a p lu g o u t i t som etim es sp a r k s up.
S t: When you to u c h so m eth in g w it h e l e c t r i c i t y you g e t a sh ock
or s p a r k .
T: What r e a so n can you g i v e me fo r th e h y p o th e s e s t h a t n o th in g
w i l l happen?
S t: Maybe i t s n o t c o n n e c te d p r o p e r ly .
T: OK, p o s s i b l y i t ' s n o t c o n n e c te d p r o p e r ly .
S t; The b a t t e r y may be f l a t .
269
T: L e t ' s t r y th e e x p e r im e n t. A n gela go ah ea d .
C la s s : OhI
S t : Did work b u t no sp a r k .
T: T h a t's r i g h t . Which o f your h y p o th e s e s a r e r ig h t ?
r e je c t a c o u p le .
We c o u ld
C la s s : The f i r s t o n e . Second and t h ir d d i d n ' t .
T: When th e w ir e was c o n n e c te d th e l i g h t w ent o n . . .
Why th en d i d n ' t i t sp ark a s you s u g g e s te d i t may do?
S t: Maybe t h e r e w a s n 't enough v o l t a g e t o c r e a t e s p a r k s .
S t : Not enough e l e c t r i c i t y .
T: J u s t in u s e d t h e te r m e l e c t r i c i t y . . . we u s e d a c e l l . I f I u s e
m ains e l e c t r i c i t y i t w o u ld b e t o o p o w e r f u l and d a n g e r o u s .
E l e c t r i c i t y w o u ld h a v e 240 v o l t s . Why w o u ld n 't I l e t h e r
to u c h t h e w ir e in t h i s c a s e ?
S t : She may g e t a sh o c k .
T: So t h e r e may n o t h a v e b e e n e n o u g h v o l t a g e t o s p a r k . Why
d i d n ' t n o th in g happen?
S t : B ecau se t h e r e ' s enough pow er.
S t: I t ' s c o n n e c te d up p r o p e r ly .
T: Good i t s c o n n e c t e d up p r o p e r l y . So t h e r e ' s e n o u g h p o w e r t o
d r i v e t h e g l o b e . R ig h t , l e t ' s h a v e a l o o k a t t h e s e c o n d
p i e c e o f a p p a r a t u s . You h a v e a l r e a d y d e s c r i b e d t h e
a p p a r a tu s, now l e t ' s t r y and fo r m u la te some h y p o th e s e s a b ou t
vA at w i l l o c c u r when we c o n n e c t th e f r e e w ir e .
S t: When t h e w i r e i s c o n n e c t e d t o t h e n e g a t i v e t e r m i n a l , t h e
l i g h t w i l l l i g h t up.
S t : And v^en you p r e s s t h i s b la c k knob th e l i g h t would come o n .
S t: VKien you c o n n e c t th e w ir e th e l i g h t w on't come on, b u t when
you p r e s s th e b la c k knob I th in k th e l i g h t w i l l come on.
T: So you th in k t h a t t h i s w i l l make th e l i g h t w ork.
S t : A nother t h i n g w h ic h c o u l d h a p p en i s w hen y o u c o n n e c t t h e
w ir e t o t h e t e r m i n a l t h e l i g h t w i l l co m e on b u t w hen y o u
p r e s s th e b la c k knob th e g lo b e w i l l go o f f .
T: C o n n ectio n w i l l c a u s e th e l i g h t t o go o n .
S t : The b la c k l i g h t w i l l make t h e b u lb go on and o f f .
S t: I t w i l l be l i k e a m orse c o d e .
A: Oh, Yeah!
270
T: What e l s e may happen?
S t: N othing may happen.
T: You may h a v e n o t h i n g
n o th in g w i l l happen?
ta k e p la c e .
W hat m ak es y o u t h i n k
S t: Same r e a so n s a s th e f i r s t .
S t: I t c o u ld b e b a d ly c o n n e c te d , f l a t b a t t e r y .
T: L e t ' s have a lo o k a t th e h y p o th e s e s s o f a r . Number o n e , when
you c o n n e c t t h e w i r e t o t h e n e g a t i v e t e r m i n a l , t h e g l o b e
w i l l l i g h t up. S e c o n d ly , c o n n e c tio n w i l l n o t c a u s e th e g lo b e
t o work. T h ir d ly , c o n n e c tio n w i l l c a u s e t h e l i g h t t o come on
and w hen y o u p r e s s t h e b l a c k s w i t c h dow n t h e l i g h t w i l l go
o f f . F o u r th ly , you s a id t h a t n o th in g w i l l happen. Any o th e r
p o s s ib ilitie s ?
S t: I th in k i t c o u ld be th e w ir e c o u ld have b een c r o s s e d .
C la s s : Not th e r ig h t w ir e s .
S t : W ith th e f i r s t one th e s t a r t i n g w ir e was a lw a y s c o n n e c te d
t o t h e p o s i t i v e t e r m in a l, and now t h i s one h a s th e s t a r t i n g
w ir e on th e n e g a t iv e and n o th in g w i l l happen.
T: So y o u a r e s a y i n g t h a t c o n n e c t i o n t o b a t t e r i e s i s r e v e r s e d
and i n c o r r e c t . So y o u t h in k t h a t t h e w i r e s h o u ld f i r s t o f
a l l be c o n n e c te d t o th e p o s i t i v e te r m in a l th e n you c o n n e c t
t h e n e g a t iv e te r m in a l l a t e r .
S t: J u s t b e f o r e we go on you h a v e l e f t so m e th in g o u t o f number
tw o. You d i d n ' t p u t dow n t h a t w hen t h e g l o b e d i d n ' t w ork
b u t when you p r e s s e d th e b la c k knob i t w ould work.
S t: I t ' s c o n n e c te d t o number t h r e e .
T: C o n n ectio n w i l l n o t c a u s e t h e g l o b e t o
a r r a n g e a n o th e r h y p o t h e s is .
w o rk .
W e ll l e t ' s
S t: The c o n n e c tio n w i l l n o t c a u s e th e g lo b e t o work u n le s s th e
b la c k k nob i s d o w n .
S t: J u s t a n o t h e r o n e . B e c a u s e t h e w i r e s a r e r e v e r s e d a s p a r k
may b e c a u s e d .
T: Now we h a v e s i x m a in h y p o t h e s e s . Now w h a t we w a n t t o d o i s
j u s t l i k e th e f i r s t e x p e r im e n t. Jan e w i l l c o n n e c t t h e w ir e
t o t h e p o s i t i v e t e r m i n a l and w e ' l l s e e w h a t t a k e s p l a c e .
OK, t h e g l o b e d i d n ' t l i g h t u p ....
T: At t h i s s t a g e why h as th e g lo b e s t i l l n o t c o n e on?
S t: B ecau se t h e s e tw o w i r e s a r e n o t c o n n e c t e d y e t .
c o n n e c te d t h e b la c k knob w i l l have t o b e down.
S t: The e l e c t r i c i t y
i s b e in g c u t o f f h e r e
To b e
( s w i t c h ) and o n c e
t h a t i s p r e s s e d dow n t h e e l e c t r i c i t y w i l l b e a b l e t o com e
271
th r o u g h .
T: What ab out t h e te r m in a l? Are th e y c o n n e c te d p r o p e r ly ?
C la s s : Y es.
T: How do you know?
S t: B ecau se th e w ir e s a r e wrapped around i t and a r e to u c h in g .
T: Samantha c a n y o u s e e a n y o t h e r r e a s o n s why i t may n o t b e
w orking?
S t: The g lo b e i s b low n .
T: How can we t e s t now t o s o l v e our problem fu r th e r ?
S t: L e t ' s ta k e th e w ir e s o f f and t r y th a n on t h e f i r s t b a t t e r y .
S t: J u s t p r e s s th e b u tto n o n .
C la s s : Y es.
T: What happened vHnen Samantha p r e s s e d th e b la c k b u tto n on?
C la s s : The g lo b e w ent o n .
T: Now l e t ' s l o o k a t t h e h y p o t h e s e s and s e e w h e th e r we c a n
s o l v e t h e p rob lem . F i r s t l y when th e w ir e i s c o n n e c te d t o th e
n e g a t iv e t e r m i n a l t h e g l o b e w i l l l i g h t up. D id t h a t t a k e
p la c e ?
C la s s : No.
T: Why n ot?
S t: B ecau se v^en you tou ched i t ,
i t d i d n ' t go o n .
T: Y es, b u t why?
S t: B ecau se t h e p o w e r w a s c u t o f f h e r e and in t h e
e x p e r im en t t h e r e was no p la c e to c u t o f f t h e pow er.
fir s t
T: Have a lo o k a t num ber t w o . C o n n e c t io n w i l l n o t c a u s e t h e
g lo b e t o work. Did t h a t ta k e p la c e ?
S t : Y es.
T: R ig h t t h a t d id ta k e p l a c e .
S t: T h a t's n o t c o m p le t e ly th e an sw er.
T: No i t w a s n 't c o m p l e t e l y r i g h t a l t h o u g h i t d i d t a k e p l a c e .
L e t ' s now lo o k a t t h r e e . C o n n ectio n w i l l c a u s e t h e l i g h t t o
ccxne o n , t h e n when y o u p r e s s t h e b l a c k b u t t o n , t h e l i g h t
w ill go o f f .
C la s s : No t h a t d i d n ' t happen. I t i s t h e o p p o s i t e .
T: R ig h t i t was a lr e a d y o f f . Number f o u r , n o th in g w i l l happen.
272
S t; N othing d id happen.
S t; I t ' s s t i l l o n ly h a l f r i g h t .
T:
I t i s s i m i l a r t o num ber t h r e e . I t ' s p a r t i a l l y c o r r e c t b u t
n o t th e c o m p le te an sw er. L e t's t r y number f i v e . B ecau se th e
w ir e
i s r e v e r s e d a s Andrew s t a t e d h e w a s w o r r ie d a b o u t
w h ether t h i s a f f e c t e d i t , a s p a r k w o u ld r e s u l t . I s t h a t
h y p o t h e s is r e le v a n t now?
C la s s : No.
T: No t h a t d i d n ' t o c c u r . Number s i x , c o n n e c t i o n w i l l n o t t a k e
p la c e u n le s s t h e s w it c h i s down.
C la s s :
T:
Y eah.
T h a t's t h e o n e .
Out o f a l l o f t h e s e w hich
i s th e m ost c o r r e c t ?
C la s s : Number s i x .
T: That
i s what d id ta k e p l a c e .
S t: How
do you t e l l th e n e g a t iv e
from t h e p o s i t i v e ?
T: On th e to p o f th e b a t t e r y th e r e i s a p lu s and n e g a t iv e s ig n .
I f you lo o k a t your d ad 's c a r b a t t e r y y o u 'll s e e t h e sam e.
S t: T h a t's why a g o o d r a d i o b a t t e r y h a s a p l u s and n e g a t i v e
s ig n .
T: U sin g w h a t we h a v e d o n e , and t h i n k i n g o f s i t u a t i o n s a ro u n d
t h e h o m e, l i k e t h e c a r , w h a t d o y o u t h i n k i s i m p o r t a n t t o
make an e l e c t r i c a l c i r c u i t work?
S t: Two w i r e s c o n n e c t i n g
e le c tr ic ity .
to
a
b a tte r y
and
so m e
fo rm
of
T: A lr ig h t y o u n e e d so m e form o f p o w e r . W h eth er i t b e f u l l
e l e c t r i c i t y th r o u g h t h e h o u s e o r l i k e we h a v e h e r e a c e l l .
What e l s e d o y o u t h i n k i s i m p o r t a n t f o r a c i r c u i t t o
w o r k .. . ?
T: Samantha th in k o f v«^at we have h e r e . What e l s e do you need?
S t: I t ' s l i k e t u r n in g y o u r TV on y o u h a v e t o p u t i t
p lu g . You h ave t o h ave t h e r i g h t c o n n e c tio n .
in to th e
T: R ig h t. You m u s t h a v e p r o p e r c o n n e c t i o n s . T h a t's a n o t h e r
s u g g e s t io n , i f t h e s e w i r e s h a d b e e n s l i g h t l y o f f t h e
t e r m in a ls , p u sh dow n t h e s w i t c h S a m a n th a , now i f I d o n 't
have t h a t to u c h in g or p r o p e r ly c o n n e c te d w hat w i l l happen?
C la s s : I t w o n 't w ork.
T: I s t h e r e a n y t h i n g e l s e ? T h in k o f t h e s e c o n d o n e . In num ber
one we had p rop er c o n n e c tio n s , we had a pow er s o u r c e .
273
S t: Both o f t h e s e w ir e s w ere c o n n e c te d t o t h e b a t t e r y w ith o u t a
s w it c h .
T: Y e s. How w i l l t h i s a f f e c t i t Jane?
S t: I t ' s j u s t l i k e a s w it c h in th e h o u se . I t h a s to be s w itc h e d
on t o w o rk .
T: What m ust th e c i r c u i t be?
S t: I t h as t o be s to p p e d .
T: Think o f a f l o w i n g s t r e a m . I f I p l a c e d a dam i n t h e m id d le
what would happen?
C la s s : The w ater would s t o p .
T: What would happen i f I to o k th e dam o u t?
C la s s : I t would s t a r t flo w in g a g a in .
T: OK, w h a t i f I had a s t r e a m t h a t I w as u s i n g f o r p o w e r , a
c i r c u l a r s t r e a m . And a s t h e w a t e r m oved a r o u n d i t tu r n e d a
w in d m ill and t h a t w in d m ill was e s s e n t i a l f o r pow er t o work
t h e l i g h t s f o r my hom e. Now i f so m e o n e w e n t t o t h e s t r e a m
and p u t t h a t dam in t h e m i d d l e , w h a t w o u ld h a p p en t o t h e
power?
C la s s : The w in d m ill w o u ld n 't tu rn b e c a u se th e w ater had s to p p e d .
T: What h a s t h i s cau sed ?
C la s s : A c u t in th e e l e c t r i c i t y .
T: R ig h t, so v ^ a t do we need t o have t o make a c i r c u i t work?
S t: C o n n e c tio n .
T: Y e s, c o n n e c t io n . But we a lr e a d y had t h i s .
S t: A s w it c h .
T: Y e s, we had a s w it c h .
S t: I t needed t o b e c o n t in u a l.
T: What d id ?
S t: The c u r r e n t or power f lo w .
T: The pow er m ust b e c o n t in u a l i t m ust b e f lo w in g . I f t h e r e i s
a break in th e c i r c u i t w hat w i l l ta k e p la c e ?
S t: I t w i l l s t o p .
T: R ig h t. No m a t t e r how g o o d y o u r p o w e r s o u r c e o r c o n n e c t i o n
i s , i f t h e r e i s a b r e a k i n t h e c i r c u i t i t w o u ld n o t w o r k ...
T: Now when i t ' s f l o w i n g , i f y o u t h i n k o f a c i r c l e , i t ' s n e v e r
e n d in g , i t k e e p s on g o i n g and g o i n g , i t i s c l o s e d . The
274
c i r c l e h a s no o p e n i n g , no e n d , no s t a r t . I t i s a c l o s e d
c i r c u i t . The f i r s t one i s c lo s e d , b e c a u se w hat i s happening?
S t : I t i s j o in e d . I t k eep s on g o in g .
T: What i s t h e seco n d one? What i s th e o p p o s it e to c lo s e d ?
C la s s : Open.
T: So i n i t i a l l y i t i s o p e n b u t w h a t h a p p e n s w hen I p u t t h e
s w itc h d o w n ... I m ake i t ?
C la s s : C lo s e d .
T: So t h a t th e pow er i s f lo w in g th r o u g h , when I l i f t t h a t , th e
power s t o p s t h e r e ( s w i t c h ) . So l e t ' s h a v e a l o o k a t w h a t we
n eed . We n e e d a p r o p e r c o n n e c t i o n , we n e e d a p r o p e r p o w er
s o u r c e , i n t h i s c a s e we n e e d a g l o b e , b u t w e 'v e a l r e a d y
a llo w e d f o r t h i s . And t h e c i r c u i t and t h e c u r r e n t m u st
b e ..........
C la s s : F lo w in g .
T: A lr ig h t th e c u r r e n t h a s t o be f lo w in g . Good. Vfell d o n e .
275
APPQDIX 4 (b )
LESSON ANALYSIS INTERVIEW: SITE OF LEAST IMPLEMENTATION
The p u r p o s e o f t h e l e s s o n w as c l e a r l y s t a t e d . H o w e v e r , i t w as n o t
reco r d e d and c o n s e q u e n t l y d i d n o t a p p e a r on t h e t r a n s c r i p t .
p u p il s
w ere
to ld
th a t
th ey
w o u ld b e
w o r k in g
The
w ith a c o u p le o f
e l e c t r i c a l c i r c u i t s in o rd er t o d e te r m in e t h e e le m e n ts r e q u ir e d t o
make th e c i r c u i t s work. The p u p ils w ere v e r y i n t e r e s t e d i n i t i a l l y a s
was in d ic a t e d b y th e f a c t t h a t th e y s t a r t e d t o c o n n e c t th e w ir e s up
s t r a i g h t aw a y b e f o r e a n y f o r m u l a t i o n o f h y p o t h e s e s . The s i t u a t i o n
was d e f i n i t e l y open t o a number o f p r e d i c t i o n s a b ou t th e outcom e o f
th e
e x p e r im e n t
as
w as
apparent
by
th e
num ber
of
h y p o th e se s
i.e ,
d e s c r ip tio n
fo rm u la te d b y t h e p u p i l s .
Once th e
in itia l
in t r o d u c t io n was c o m p le te d ,
o f t h e a p p a r a tu s, q u e s t io n s w ere posed b y t h e t e a c h e r . For exam p le:
"What d o y o u t h in k w i l l
hap p en i f
s h e t a k e s t h e l o o s e w i r e and
c o n n e c ts i t t o t h e b a t t e r y ? " ( p r e d i c t i v e ) . "Why d o y ou t h i n k t h a t
w i l l h a p p en S am an th a ( r e - d i r e c t i n g q u e s t i o n ) "?
"What r e a s o n s c a n
you g i v e me f o r t h e h y p o t h e s i s t h a t n o t h i n g w i l l h app en "?
q u e s t io n s
fo r m e d
th e
b a s is
fo r
th e
fo r m u la tio n
of
Such
th e p u p il's
h y p o th eses.
The p u p i l ' s h y p o t h e s e s w e r e e l i c i t e d and w r i t t e n d o w n . In t h e
f i r s t e x p e r im e n t t h e y w e r e r e c o r d e d on a s h e e t o f p a p e r , w h i l e i n
th e s e c o n d e x p e r im e n t t h e y w e r e r e c o r d e d
up a t t h e b o a r d .
The
q u e s t io n s su ch a s t h o s e a lr e a d y m en tion ed h e lp t h e p u p il s t o c r e a t e
h y p o th e s e s s u c h a s "When t h e w i r e
is
c o n n e c te d t o th e n e g a t iv e
te r m in a l t h e r e may be a spark". "When you c o n n e c t th e w ir e th e l i g h t
w o n 't com e o n , b u t w hen y o u p r e s s t h e b la n k knob I t h i n k t h e l i g h t
w i l l go on". Q u e stio n s f o llo w e d su ch h y p o th e s e s in o r d e r t o p r o v id e
in f e r e n c e s ab ou t why t h e y th in k so m eth in g w ould happen. For e x a m p le ,
Samantha h y p o th e s is e d t h a t " n othing may happen".
276
T h is was f o llo w e d
up b y a q u e s t i o n
n o th in g
fro m
w i l l h app en ?"
th e te a c h e r .
"What m ak es y o u t h i n k t h a t
A n o th e r e x a m p le c a n b e fo u n d w h e r e A n g e la
h y p o th e s is e d t h a t "When t h e w i r e i s c o n n e c t e d t h e g l o b e w i l l l i g h t
up". Once a g a i n t h i s
f u r th e r
w as fo llo w e d
up b y a q u e s t i o n t o e l i c i t
a
in fe r e n c e :
"Why do you th in k t h a t w i l l happen?
Can you th in k o f a n y th in g
e l s e t h a t may happen?"
A ll th e h y p o th e s e s w ere w r i t t e n down s o t h a t th e p u p il s c o u ld
s e e th e a l t e r n a t i v e s o l u t i o n th e y had p ro p o sed . Having th e n w r i t t e n
where th e p u p il s c o u ld s e e them h e lp e d when su m m arisin g w hat we had
d on e. T hey c o u l d a l s o r e j e c t o r a c c e p t t h e h y p o t h e s e s m ore e a s i l y
o n ce th e e x p e r im e n t had b een c a r r ie d o u t .
The s i t u a t i o n w as a l l o w e d t o c o n t i n u e u n t i l t h e p u p i l s c o u l d
s e e w h a t had t a k e n p l a c e .
v e r ifie d
The r e s u l t s o f b o t h e x p e r i m e n t s w e r e
so a s to e lim in a te
any d o u b ts
about
th e
o u tc o m e .
For
exam p le, i n e x p e r im e n t o n e , " L e t 's t r y t h e e x p e r i m e n t . A n g e la g o
ahead". Oh I I t d i d w o r k , b u t i t d i d n o t s p a r k . T h a t's r i g h t " .
p u p il s w e r e a l w a y s a s k e d t o s t a t e
w h a t had t a k e n p l a c e .
The
In t h e
secon d e x p e r im e n t t h e f o ll o w i n g to o k p la c e :
T: "What happened when Samantha p r e s s e d th e b u tto n on?"
S t: "The g lo b e w ent on".
Once t h e p u p il s had d e te r m in e d w hat to o k p l a c e , th e y w ere th e n
ask ed t o exam in e w h ich o f th e fo r m u la te d h y p o th e s e s w ere c o r r e c t .
277
The p u p il s w ere en cou raged t o e v a lu a t e t h e i r h y p o th e s e s in th e
l i g h t o f w hat th e y had o b se r v e d . For exam p le;
"NOW l e t ' s
l o o k a t t h e h y p o t h e s e s a n d , s e e w h e th e r we c a n
s o l v e t h e p r o b le m . F i r s t l y , w hen t h e w i r e i s c o n n e c t e d t o t h e
n e g a t iv e t e r m i n a l ,
th e g lo b e
w ill
lig h t
u p . D id t h a t t a k e
p la c e ?
A nother exam p le can be found in ,
" T h a t's r i g h t . W hich o f y o u r h y p o t h e s e s a r e r i g h t ?
We c o u ld
r e j e c t a c o u p le " .
In o r d e r t o s o l v e t h i s t h e p u p i l s n e e d e d t o e l i m i n a t e h y p o t h e s e s
c r e a t e d i n t h e l i g h t o f w h a t t o o k p l a c e . An e x a m p le o f t h i s c a n b e
se e n i n ;
"Have a l o o k a t num ber tw o . C o n n e c t io n s w i l l n o t c a u s e t h e
g lo b e t o w o rk . D id t h a t t a k e p l a c e ?
Y e s , R ig h t t h a t d i d t a k e
p la c e " .
Once t h e p u p i l s had r e a c h e d t h i s s t a g e , t h e y w e r e a b l e t o n a r r o w
down p o s s i b l e s o l u t i o n s .
The p u p i l s d i d
d raw
c o n c lu s io n s
b ased
on t h e
m o st a c c e p ta b le
h y p o th e s e s . For exam p le:
"Using w hat we have d o n e , and th in k in g o f s i t u a t i o n s around th e
heme, l i k e t h e c a r , w h a t d o y o u t h i n k i s i m p o r t a n t t o m ake an
e l e c t r i c a l c i r c u i t work?"
S t: "Two w i r e s
c o n n e c tin g
e le c tr ic ity " .
278
to
a b a tte r y
or
so m e fo r m
of
The p u p i l s
w ere
g iv e n
th e
o p p o r tu n ity
to
p r o v id e
a lte r n a tiv e
p r o c e d u r e s f o r t e s t i n g t h e t h e o r y . An e x a m p le o f t h i s c a n b e fo u n d
in :
T: "What a b ou t th e te r m in a l?
Are th e y c o n n e c te d p r o p e r ly ? "
S t: "Yes".
T: "How do you know?"
S t: "Because th e w ir e s a r e wrapped around i t and a r e to u c h in g " .
T: "Samantha c a n y o u s e e a n y o t h e r r e a s o n s why i t m ay n o t b e
working?"
S t: "The g lo b e i s blow n".
T: "How can we t e s t th e problem fu r th e r ? "
S t: " L e t 's
ta k e
th e
w ir e s
o ff
and
try
th em
on
th e
fir s t
b a tte r y " .
They w ere a l s o p r o v id e d w ith e v e r y -d a y e x p e r ie n c e s t o r e in f o r c e th e
th e o r y :
"What i f I had a s t r e a m t h a t I w a s u s i n g f o r p o w e r , a c i r c u l a r
s tr e a m and a s th e w a ter moved around i t t u r n e d , a w in d m ill and
t h a t w in d m ill was e s s e n t i a l f o r pow er t o work t h e l i g h t s f o r my
home? Now i f so m e o n e w e n t t o t h e s t r e a m and p u t a dam i n t h e
m id d le , w hat w ould happen?"
279
Such r e a l l i f e s i t u a t i o n s h e lp e d t h e p u p i l s t o c o n c e p t u a l i s e
th e
th e o r ie s
r e la te d
to
how an e l e c t r i c
c ir c u it
w ork s.
T h ese
s i t u a t i o n s proved t o be an e s s e n t i a l p a r t o f th e l e s s o n .
G e n e r a lly
th e
le s s o n
proved
to
be
s u c c e s s fu l.
The p u p i l s
resp onded w e l l t o t h e p r e d i c t i v e i n q u i r y l e s s o n and p a r t i c i p a t e d
w e ll
th ro u g h o u t th e d is c u s s io n
p e r io d .
The m o d el h a s g r e a t
a p p l i c a b i l i t y w it h in th e s c ie n c e s u b j e c t m a tte r . I t h e lp s t o d e v e lo p
p rop er t h in k in g and a n a l y s i s s k i l l s and c o u ld f o s t e r th e d e v e lo p m e n t
of
th e
s c ie n c e
p ro cess
s k ills
su ch
as,
p r e d ic tin g
o u tc o m e s,
fo r m u la tin g h y p o t h e s e s and m a k in g i n f e r e n c e s . The c o n t e n t and t h e
l e s s o n f o r m a t w as a p p r o p r i a t e t o b o t h t h e g r a d e l e v e l and s u b j e c t
a im s.
280
APPQDIX 5
SAMPLE TEACHING STATEGY ANALYSIS GUIDES USED IN IN-SERVICE PROGRAMME
(ADAPTED FROM JOYCE AND WEIL, 1978)
TRAINING MODH.
TEACHING ANALYSIS GUIDE
In your p o s t - l e s s o n a n a l y s i s you can u s e th e f o ll o w i n g g u id e w h ich
f o c u s e s on a s p e c t s o f t e a c h i n g t h a t a r e i m p o r t a n t t o t h e s y n t a x o f
t h e m o d e l, th e t e a c h e r 's r o le and s p e c i f i c te a c h in g s k i l l s .
Respond t o ea c h o f th e s ta t e m e n t s b e lo w b y c i r c l i n g th e number w h ich
m ost c l o s e l y c o r r e sp o n d s t o your o b s e r v a tio n s :
1 . T h orou ghly.
2. P a r tia lly .
3 . M is s in g .
4 . Not N eeded.
PHASE ONE:
CLARIFICATION.
T.
1.
2.
Was t h e p u rp ose o f t h e l e s s o n / a c t i v i t y c l e a r l y
s t a t e d in term s o f e x p e c te d s tu d e n t b e h a v io u r ?
S tu d en t u n d er sta n d in g o f th e a c t i v i t y was
c l a r i f i e d by th e t e a c h e r .
PHASE TWO: THEORETICAL EXPLANATION.
1.
R easons f o r th e a c t i v i t y / t a s k were c l e a r l y
e x p la in e d in term s o f s tu d e n t n e e d s .
2.
The p u rp o se o f th e a c t i v i t y / t a s k was c l e a r l y
lin k e d t o p r e v io u s s tu d e n t l e a r n in g /e x p e r ie n c e .
3.
S tu d e n ts w ere q u e s tio n e d t o e n su r e u n d e r sta n d in g
o f th e a c t i v i t y / t a s k .
PHASE THREE: DEMONSTRATION.
1.
Did t h e te a c h e r c l e a r l y d e m o n str a te t h e a c t i v i t y /
ta sk ?
2.
Was t h e a c t i v i t y / t a s k broken down i n t o sm a ll
com ponents w ith ea c h d em on strated c l e a r l y ?
3.
Was a c le a r d e s c r i p t i o n and e x p la n a tio n o f
t h e a c t i v i t y / t a s k g iv e n by th e te a c h e r ?
4.
Were t h e im p o rta n t a s p e c t s o f th e a c t i v i t y /
t a s k perform an ce s t r e s s e d by th e te a c h e r ?
5.
Did t h e te a c h e r q u e s t io n th e c l a s s a t ea c h
s t a g e o f th e a c t i v i t y / t a s k d e m o n str a tio n t o
e n s u r e t h a t i t was u n d erstood ?
6.
Was t h e t e a c h e r 's d e m o n str a tio n o f th e a c t i v i t y /
t a s k a s p r e c i s e a s i t c o u ld be?
281
P.
M.
NN.
2
3
4
PHASE FOUR: PRACTICE.
T.
1.
2.
3.
4.
5.
6.
P.
NN,
1 2
3
4
Was t h e p r a c t i c e broken down i n t o sm a ll s t e p s
f o r s tu d e n ts t o m a ster?
1 2
3
4
Were th e s t e p s seq u en ced fo r t h e s t u d e n t s t o
i n t e g r a t e in t o th e c o m p le te a c t i v i t y / t a s k ?
1 2
3
4
Did t h e te a c h e r p r o v id e feed b a ck t o t h e
c l a s s a s a w hole on t h e i r l e v e l o f
perform an ce?
1 2
3
4
Did th e te a c h e r p r o v id e feed b a ck t o
in d i v id u a ls on t h e i r l e v e l o f perform an ce?
1 2
3
4
The form o f fee d b a ck p ro v id ed by th e
t e a c h e r was:
D ia g n o s t ic ____________________________________________________
C o r r e c tiv e _____________________________________________________
Oral
V is u a l
S e q u e n tia l
P o s itiv e
Encouraging
P e r s o n a lis e d
D isc o u r a g in g
N e g a tiv e ____
M ech anical
7.
M.
Did th e s tu d e n t have am ple o p p o r tu n ity to
p r a c t i c e th e a c t i v i t y / t a s k ?
Did t h e te a c h e r p r o v id e enough tim e and
fee d b a ck f o r th e s tu d e n t s t o a t t a i n m a ste r y
o f th e s k i l l ?
PHASE FIVE: APPLICATION.
1.
Did th e te a c h e r r e - s t a t e th e p u r p o se s
o f th e a c t i v i t y / t a s k ?
2.
Did t h e te a c h e r c l a r i f y w ith th e s tu d e n t s
p rob lem s en co u n te re d by them i n d i v i d u a l l y
or as a c la s s ?
3.
Are th e s tu d e n ts a b le t o a n a ly s e t h e i r
own a c t i v i t y / t a s k p erform ance and make
a d ju stm e n ts a s needed?
282
4.
Were a p p l i c a t i o n s o f th e a c t i v i t y / t a s k
made c l e a r t o th e s t u d e n t s by th e te a c h e r ?
ANALYSIS OF TEACHING SKILLS:
h.
1 2
M:
3
GENERAL.
1.
Comments on v e r b a l t e a c h i n g b e h a v io u r e . g . , p a c e , p i t c h , t o n e ,
volum e, a u d i b i l i t y , e n th u s ia s m , fo r m a l, c a s u a l.
2.
V o ca b u la ry e . g . , a p p r o p r i a t e
a b ility le v e l o f c la s s .
3.
R e s p o n s iv e n e ss
le s s o n / a c t iv
c o n tr ib u tio n s ,
p a r tic ip a tin g
to
t o p ic /ta s k ,
e x p e r ie n c e
and
t o s t u d e n t s e . g . , e n c o u r a g e d t o p a r t i c i p a t e in
i t y by q u e s t io n s , p r a i s i n g , r e in fo r c e m e n t o f
o r w e r e t h e s t u d e n t s a c t i v e l y d i s c o u r a g e d from
in t h e le s s o n ?
RE-TEACH.
I n d ic a t e
le s s o n :
(a)
b e lo w
t h e c h a n g e s y o u w o u ld m ake i n
r e -te a c h in g
th is
To l e s s o n p la n in term s o f th e m o d el.
(b) To l e s s o n p r e s e n t a t io n .
(c)
P e r so n a l ch a n g es in ter m s o f te a c h in g s k i l l s ,
r e s p o n s iv e n e s s t o s t u d e n t s .
283
v e r b a l b e h a v io u r ,
4
ADVANCE ORGANISER MODH.
TEACHING ANALYSIS GUIDE
In your p o s t - l e s s o n a n a l y s i s you can u s e t h e f o ll o w i n g g u id e w hich
f o c u s e s on a s p e c t s o f t e a c h i n g t h a t a r e im p o r t a n t t o t h e s y n t a x o f
t h e m o d e l, th e t e a c h e r 's r o l e and s p e c i f i c te a c h in g s k i l l s .
Respond t o e a c h o f th e s ta t e m e n t s b e lo w b y c i r c l i n g t h e number w h ich
m ost c l o s e l y c o r r e sp o n d s t o your o b s e r v a tio n s :
1.
T h orou gh ly.
2.
P a r tia lly .
3.
M is s in g .
4.
Not n e e d e d .
PHASE ONE: PRESENTATION OF THE ORGANISER.
T.
1.
2.
3.
P.
M.
NN.
Did th e te a c h e r c l a r i f y th e aim s o f th e
p r e s e n t a t io n ?
1 2
3
4
Was an Advance O rg a n iser p r e s e n te d ?
Was i t e x p o s it o r y or co m p arative? (E. or C?)
1 2
3
4
Did th e o r g a n is e r p r e s e n t a t io n i d e n t i f y ,
c l a r i f y or e x p la in t h e e s s e n t i a l c h a r a c te r ­
i s t i c s o f th e c o n c e p t or p r o p o s it io n
s e r v in g a s th e o r g a n is e r ?
1 2
3
4
4.
Did th e p r e s e n t a t io n o f th e o r g a n is e r in c lu d e
exam p les o f i t ?
5.
Was th e la n g u a g e or term s o f th e o r g a n is e r
r e p e a te d or o t h e r w is e em p hasised?
1 2
3
4
Did th e te a c h e r prompt aw aren ess o f r e le v a n t
know ledge or e x p e r ie n c e in th e l e a r n e r ' s
background?
1 2
3
4
6.
PHASE TWO: PRESENTATION OF THE LEARNING TASK OR
MATERIAL.
7.
Did th e te a c h e r d e v e lo p th e m a t e r ia l (c o n te n t)
in l o g i c a l o rd er from g e n e r a l t o s p e c i f i c ?
8.
Did th e te a c h e r make th e m a te r ia l (c o n te n t)
e x p l i c i t t o s t u d e n t s through o u t l i n e s ,
e x p la n a t io n s and s p e c i f i c exam p les?
9.
Did th e te a c h e r u s e p r o c e d u r e s t o en hance
th e o r g a n is a t io n o f th e p r e s e n t a t io n , e . g . ,
e x p la in in g l i n k s , d ia g r a m s, u s e o f m ed ia, e t c . ,
t o a id m ea n in g fu l a s s i m i l a t i o n o f t h e
m a te r ia l?
284
T.
1 0 . Did th e t e a c h e r c l e a r l y and p r e c i s e l y d e f i n e
new term s and c o n c e p ts in tr o d u ce d in t h e
m a te r ia l?
P.
M.
1 2
NN.
3
4
PHASE THREE: STRENGTHENING COGNITIVE STRUCTURE.
1 1 . Did th e te a c h e r make u se o f i n t e g r a t i v e
r e c o n c i l i a t i o n ( p e r io d ic a l su rtin arisin g,
r e p e a tin g p r e c i s e d e f i n i t i o n s , r e l a t i n g new
m a te r ia l t o p r e v io u s l y le a r n e d m a t e r ia l ,
m aking l i n k a g e s , e t c . ) ?
1 2
3
4
1 2 . Did th e te a c h e r ask q u e s t io n s t o prom ote
a c t i v e r e c e p t io n le a r n in g d u r in g
p r e s e n t a t io n ?
1 2
3
4
1 3 . Did t h e te a c h e r p e r i o d i c a l l y sum m arise,
q u e s t io n and a tte m p t t o c l a r i f y s t u d e n t ' s
m is u n d e r s ta n d in g s o r c o n fu s io n s ?
1 2
3
4
1 4 . Did th e te a c h e r d em o n sta te a c r i t i c a l
approach t o t h e in fo r m a tio n ( r e c o g n is in g
a s s u m p tio n s , i n f e r e n c e s , t e s t i n g
p r o ^ s i t i o n s c o n ta in e d in th e new
m a t e r ia l) ?
1 2
3
4
285
INQPIRY - PROBLEM SOWING MODELS
TEACHING ANALYSIS GUIDE
In your p o s t - l e s s o n a n a l y s i s you can u s e th e f o ll o w i n g g u id e w h ich
f o c u s e s on a s p e c t s o f t e a c h i n g t h a t a r e im p o r t a n t t o t h e s y n t a x o f
t h e m o d el, th e t e a c h e r 's r o l e and s p e c i f i c te a c h in g s k i l l s .
Respond t o e a c h o f th e s t a t e m e n t s b e lo w b y c i r c l i n g th e number w h ich
m o st c l o s e l y c o r r e sp o n d s t o your o b s e r v a t io n s :
1.
T h o r o u g h ly .
2.
P a r tia lly .
3.
M is s in g .
4.
N ot N e e d e d .
PHASE ONE: INTRODUCTION.
T.
P.
M.
NN.
1. Did th e te a c h e r p r e s e n t a problem a r e a t o
be i n v e s t ig a t e d ?
1 2
3
4
2. Were t h e in q u ir y p r o c e d u r e s e x p la in e d t o
th e s tu d e n ts ?
1 2
3
4
3 . Was th e problem t o b e in v e s t i g a t e d c l e a r
t o th e s tu d e n ts ?
1
3
4
2
PHASE TWO: PREDICTIVE QUESTION/DISCREPANT EVENT.
4 . Was th e in q u ir y d i r e c t e d tow ards v e r i f i c a t i o n
o f d a ta , c o n d itio n s , p r o p e r tie s , o b j e c t s ,
e tc ?
1 2
3
4
5 . Did t h e te a c h e r e n s u r e throu gh q u e s t io n in g t h a t
t h e problem t o be s o lv e d was c l e a r l y c o n c e p t­
u a l is e d b y th e s tu d e n ts ?
1 2
3
4
6 . Did t h e te a c h e r e n s u r e t h a t a l l o b j e c t s , d a t a ,
e t c . , n e c e s s a r y fo r s t u d e n t s t o u s e f o r
e v id e n c e in s o lv i n g t h e problem w ere a v a i la b l e ?
1 2
3
4
PHASE THREE: DEVELOPING AN EXPLANATION.
7 . Did th e te a c h e r en co u ra g e t e s t i n g o f r e l a t i o n ­
s h ip s a n d /o r i s o l a t i o n o f r e le v a n t v a r ia b le s ?
8 . Did th e s tu d e n ts respond t o lo o k in g f o r c a u s e e f f e c t r e l a t i o n s h i p s in s o lv i n g th e problem ?
9 . Did th e te a c h e r u se la n g u a g e a p p r o p r ia te t o
in q u ir y /p r o b le m s o lv i n g su ch a s h y p o t h e s is
t e s t in g , t h e o r is in g , e tc ?
286
T.
1 0 . Did th e te a c h e r en co u ra g e th e s tu d e n t s to
fo r m u la te a t h e o r e t i c a l e x p la n a tio n o f
t h e problem ?
PHASE FOUR; EVALUATION OF HYPOTHESES.
1 1 . Did t h e te a c h e r p r e s s fo r e v id e n c e t o b e u sed
t o su p p o rt s tu d e n t t h e o r ie s ?
1 2 . Were th e s tu d e n ts encouraged t o d e v e lo p
g e n e r a l i s a t i o n s from t h e i r e x p la n a tio n s ?
1 3 . Were t h e s tu d e n ts en couraged t o a n a ly s e th e
p r o c e s s e s from w hich th e y d e r iv e d t h e i r
e x p la n a tio n s ?
1 4 . Was t h e r e a d i s c u s s i o n o f th e e le m e n ts o f
in q u ir y /p r o b la n s o lv i n g su ch a s d a ta
g a t h e r in g , t e s t i n g and h y p o t h e s is in g ?
PHASE FIVE: REFLECTING ON THE PROCESS.
1 5 . Were a l l i n q u i r i e s , t h e o r i e s , e x p la n a tio n s
a c c e p te d in a n o n -j u d g a n en ta l manner?
1 6 . Were i n t e r a c t i o n s and s h a r in g o f c o n c e p t s ,
d a t a , t h e o r i e s , and e x p la n a tio n s among
s tu d e n ts en couraged?
1 7 . Were t h e t e a c h e r 's q u e s t io n s phrased a t a
c o g n i t i v e l e v e l t o en co u ra g e s tu d e n ts t a
a n a ly s e and e v a lu a t e d a t a , e x p la n a t io n s , e t c . ?
1 8 . Was th e te a c h e r an in fo r m a tio n
s o u r c e or in q u ir y s tim u la t o r ?
PHASE SIX:
EXTENSION/APPLICATION.
1 9 . Were s tu d e n t s en cou raged t o t e s t th e c o n c lu s io n
w ith a l t e r n a t e p r o c e d u r e s or e v id e n c e from
e v e r y d ay l i f e ?
2 0 . Was th e e x p la n a tio n e x ten d ed t o fo r m u la te a
th e o r y or law?
287
P.
M.
NN.
APPENDIX 6
SAMPLE LESSON ANALYSIS SCHEDULES DEVELOPED IN SCHOOL
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APPENDIX 7
MONITORING AND ElVALUATION OF LESSONS:
AN EXAMPLE OF LESSON ANALYSIS
L E ^ _S 0 N
LESSON PLAN.
TEACHING GUIDE.
OBSERVATION SHEET
(GALTON).
OBSERVATION SHEET
(WILLIAMSON).
QUESTIONS TO GUIDE ANALYSIS OF LESSON FROM
TAPE RECORDINGS.
ANALYSIS OF LESSON I , AIMEDATIMPROVING LESSON
290
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TEACHING GUIDE
PRE-APPS - GROUP WORK - FORMULA-SUBSTITUTION - LESSON ^
(NOTE: T h is i s a summary o f th e t a p e - r e c o r d in g ) .
Good m orning - s ig n tim eb o o k .
IA.
INTRODUCTION
B e fo r e h o lid a y s d is c u s s e d d o in g m ath s in s m a ll grou p s
Run m aths s e s s i o n s in a group fo r m a t f o r 3 -4 l e s s o n s , d ep en d en t
on r e s u l t s and your o p in io n s we w i l l d e c id e w h eth er t o c o n tin u e
on i n t h a t v e i n .
Most s t u d i e s sh o w t h a t s m a l l g r o u p s o f 3 t o 6 p e o p l e o f m ix e d
a b i l i t i e s a r e m ost e f f e c t i v e .
S u g g e st we t r y t h a t fo r m a tio n f i r s t - s e e how i t w orks
Any q u e s t io n s ?
IB.
GROUP ORGANISATION
I ' v e a n a l y s e d y o u r p a r t m ark s and com e up w i t h t h e f o l l o w i n g
s u g g e s t io n s :
As e v e r y o n e a p p ea rs c o m fo r ta b le w it h th e w h o le c l a s s know ing
e a c h o t h e r ' s r e s u l t s - ok - I s u g g e s t t h r e e g r o u p s o f 4 x 4 o r
5 s tu d e n t s - sa y Red, W hite and B lu e Groups.
Each g r o u p h a s o n e s t u d e n t o f a b o v e a v e r a g e m a r k s , 1 s t u d e n t
w ith b e lo w a v e r a g e m ark s, and 2 or 3 s tu d e n ts o f a v e r a g e m arks.
I s t h a t a g r e e a b le ?
so
Red Group : David
B lue Group: S te v en
W hite Group: Wayne.
Now G e o f f , Todd and Mark C o c k s h o t c h o o s e w h ic h e v e r o f t h o s e
grou p s y o u w i s h t o j o i n .
Now rem ain d er j o in any group you l i k e , rem em bering we w ant 4 x
4 or 5 members in ea c h group.
Any q u e s t io n s ? R ig h t, g o o d .
293
1C.
INTRODUCE TOPIC
The a im o f
e x e r c is e s .
th e
group
is
to
h e lp
its
m em b ers
th ro u g h
th e
The r e s p o n s i b i l i t y i s now on you and your g r o u p .
I f y o u a r e n o t s u r e o f a n y t h i n g , a s k y o u r g r o u p m a t e s . O n ly
when you c a n n o t f ig u r e i t o u t a s a group a sk me.
I n i t i a l l y I w i l l su p p ly in fo r m a tio n , e x a m p le s and p ro b lem s from
3 o r 4 t e s t s t o g i v e y o u an i d e a o f t y p i c a l p r o b le m s . From
t h e s e e a c h g r o u p w i l l s e l e c t w h ic h p r o b le m s t h e y w is h t o
a tte m p t.
A gain in f i r s t l e s s o n s I w i l l t r y t o g i v e t h e l e s s o n s som e
s t r u c t u r e and g o a l s o we d o n 't go around and around in c i r c l e s .
However e v e n t u a ll y th e aim i s f o r e a c h group t o s e l e c t th e g o a l
and m ake s u r e e a c h i n d i v i d u a l r e a c h e s i t . A f t e r a l l i t i s y o u
vho h a s t o p a s s th e f i n a l exam.
I am a l s o g o i n g t o t a p e l e s s o n s - e n a b l e me t o c h e c k l e s s o n s ,
t o s e e how grou p s a r e w o rk in g , t o make l e s s o n s m ore e f f e c i v e .
Tapes w i l l a l s o b e ta k en t o C u rtin U n iv e r s it y s o I can g e t m ore
a d v ic e on how t o im prove l e s s o n s .
Happy w ith th a t? Any q u e s t io n s ?
As f o r s t r u c t u r e - h a v e t o s e e how l e s s o n s p r o g r e s s a s I h a v e
n e v e r a t t e m p t e d a m a th s l e s s o n b e f o r e u s i n g t h e g r o u p w ork
fo r m a t.
E n v isa g e a b ou t 10 m in u te s fo r ea c h o f you t o read th rou gh th e 3
exam p les o f s o l u t i o n s f o r to d a y 's l e s s o n ,
th e n 30 m in u te s w orking th rou gh any 10 p ro b lem s in your g r o u p s,
th e n 20 m in u t e s d o in g 4 o r 5 p r o b le m s y o u r s e l v e s t o s e e w h a t
you have le a r n e d ,
t h e f i n a l 15 m in u t e s r e v i e w i n g t h e l e s s o n you th o u g h t a b ou t group work.
fin d in g o u t w hat
Once you g e t g o in g I w i l l w r i t e t h i s s t r u c t u r e on th e board so
you can f o ll o w i t .
Any q u e s t io n s ?
G en eral T op ic - p ro b lem s in v o lv in g fo rm u la - w i l l ta k e 3 t o 4
le s s o n s .
Today we w i l l e v a l u a t e t h e s u b j e c t o f a f o r m u la g i v e n a l l t h e
v a r ia b le s b u t o n e .
Ask f o r exam ple o f form ula - w r it e on board
In your c a s e what i s s u b j e c t ? What i s v a r ia b le ?
What a r e form ula? What do we u se them fo r ?
294
Rule - proved t o be c o r r e c t b y e x p e r im e n ta tio n - on ce you know
w hich f o r m u la t o u s e w h e r e an e n o r m o u s a m ou n t o f t i m e c a n b e
saved.
E veryone c l e a r a b o u t what a fo rm u la i s and d o e s?
What ab o u t y o u , X, can you e x p l a in w h at a fo rm u la i s ? Good.
G e n e r a lly a fo rm u la i s e x p r e s s e d b y s i g n s , sy m b o ls and l e t t e r s
- t h i s m akes t h e fo rm u la more c o n c i s e and e a s y t o read .
So, t a k i n g y o u r e x a m p le , i n s t e a d o f h a v in g t o w r i t e a l l o f
th is :
.................................. we can w r it e t h i s : ...........................
Now w h a t we a r e g o i n g t o d o t o d a y i s s o l v e f o r m u l a s t h a t h a v e
o n ly one unknown.
So, in your exam p le we a r e lo o k in g f o r ?
T h is unknown i s o f t e n c a l l e d t h e S u b je c t o f th e Formula
S o , we c o u ld s a y "Find th e s u b j e c t o f th e fo r m u la , g iv e n A = 5 ,
B = 19 and C = 1 3 .
I s t h a t c le a r ?
Any q u e s t io n s ?
2. HAND OUT PROBLEM SHEETS TO GROUPS
C lea r up any q u e r i e s .
Get grou p s s t a r t e d .
3.
GROUP WORK
F i r s t read th rou gh exam p les and s o l u t i o n s t o p r o b le m s.
W ith in ea c h group s e l e c t 10 p roblem s fo r your group t o a tte m p t.
H elp ea ch o t h e r ' s a n s w e r s .
D o n 't j u s t c o p y . T ry and e x p l a i n t o t h e o t h e r p e r s o n how t o do
t h e p rob lem .
Any q u e s t io n s ?
I f y o u r g r o u p c a n ' t s o l v e a p r o b le m , o r c a n ' t h e l p o n e o f i t s
members t h e n a s k m e.
P o s i t i v e l y i n t e r a c t w ith th e g r o u p s .
Make n o t e s on how g r o u p s /in d iv id u a ls a r e p r o g r e s s in g .
Check i f s t u d e n t s can do th e p r o b le m s.
295
4. REVISION PROBLEMS
Hand o u t p roblem s f o r s tu d e n ts t o do i n d i v i d u a l l y .
Ask i f anyone n eed s a s s i s t a n c e .
I n t e r a c t w ith s tu d e n ts i n d i v i d u a l l y , c h e c k in g i f s tu d e n t s h ave prob lem s.
5. REVISION œ
LESSON
More exam p les on board i f n e c e s s a r y .
What d id s tu d e n t s th in k o f le s s o n ?
Do any s tu d e n t s r e q u ir e homework ?
296
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QUESTIONS TO GUIDE ANALYSIS OF LESSON
FROM TAPE RECORDINGS
LESSON 1 : TRANSPOSITION OF FORMULA
QUESTIONS
SPECIFIC COMMENTS
Were o b j e c t i v e s s p e c i f i c
and made c le a r to s tu d e n ts ?
Was e x p la n a tio n o f how groups
were to work c le a r and w e ll
d e t a il e d ?
Did s tu d e n ts form in to groups?
TCTCqtZJf
Were th e s tu d e n ts c le a r on
how th e y were to o p e r a te
w it h in th e group?
/U u h /
v\MyuL^
&
Ç(MA/i4^u/gê*'
Was a p p r o p r ia te d a ta p r e se n te d
t o s tu d e n ts ?
K
Were th e work s h e e t s and
b lack b oard work c le a r and
p itc h e d a t th e s t u d e n t 's l e v e l ?
{/JL
Did th e s tu d e n ts d is c u s s
which p rob lon th e y were
g o in g to do?
Did s tu d e n ts c o -o p e r a te and
work e f f e c t i v e l y as a
group?
Were s tu d e n ts a b le to
s a t i s f a c t o r i l y com p lete
th e r e v is i o n problem s?
y%[/w
Did le c t u r e r i n t e r a c t
p o s i t i v e l y w ith g r o u p s/
in d iv id u a ls /w h o le c la s s ?
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Was l e s s o n summarised
and review ed?
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ANALYSIS OF LESSON I , AIMED AT IMPROVING LESSON I I
1.
Perhaps t h e m a t h e m a t i c a l o b j e c t i v e s
s h o u ld
be s ta te d
m ore
p r e c i s e l y a t t h e b e g i n n i n g o f t h e l e s s o n . I am , h o w e v e r , n o t
c o n v in c e d t h a t b y s a y i n g ,
f o r e x a m p le ,
"At t h e end o f t h i s
l e s s o n a l l s t u d e n t s w i l l be a b le t o c o r r e c t l y an sw er 4 o u t o f 6
q u e s t io n s c o r r e c t l y
in
10 m i n u t e s ...."
a c h ie v e s
a p a r t from tu r n in g h a l f o f t h e s t u d e n t s o f f .
a n y t h in g
R ather t h e above
s ta te m e n t s h o u ld b e t h e o b j e c t i v e o f t h e t e a c h e r ,
s t u d e n t s b e in g m ade a w a r e t h a t
-
w ith th e
in t h i s p a r t ic u l a r l e s s o n a
p a r t ic u l a r t o p i c i s g o in g t o be c o v e r e d and t h a t th e y a r e g o in g
t o r a i s e t h e i r co m p eten ce in t h i s t o p i c t o a s a t i s f a c t o r y l e v e l
( s a t i s f y i n g t h e m s e lv e s and th e t e a c h e r ) .
2.
Need t o a l l o w
s t u d e n t s m ore t i m e t o s e t t l e dow n i n t o t h e i r
grou p s.
3.
R e -sta te
id e a o f more s tu d e n t i n t e r a c t i o n / c o - o p e r a t i o n w it h in
g rou p s.
4.
H ig h lig h t n e e d
fo r
ea ch group to d is c u s s
w h ic h p a r t i c u l a r
p rob lem s t h e y a r e g o in g t o d i s c u s s .
5.
Need t o a llo w more tim e t o a d e q u a te ly su m m arise l e s s o n .
6.
R eq u est s t u d e n t s t o a t t e m p t t o r e d u c e n o i s e l e v e l i n c l a s s d i f f i c u l t f o r som e s tu d e n ts t o c o n c e n tr a t e .
7.
When a s k in g q u e s t io n s , w a it a l i t t l e
on more s tu d e n t s b y name.
301
lo n g e r f o r a n sw e r s - c a l l
8.
Need t o b e a w a r e o f s t u d e n t a t t e n t i o n s p a n ( a b o u t 5 m i n u t e s ) .
Perhaps break up th e lo n g group work s e s s i o n .
9.
S a t i s f i e d w it h amount o f work c o v e r e d and co m p eten ce g a in e d .
10.
The t h r e e s t u d e n t s who have d i f f i c u l t y
s im i la r p r o b le m s w i t h i n
group.
w ith m aths e x p e r ie n c e
Tend t o
w ork i n d i v i d u a l l y ,
become e a s i l y d i s t r a c t e d , p e r h a p s e m b a r r a s s e d t o h i g h l i g h t
t h e i r own l a c k o f u n d e r s t a n d i n g . T ry and s p e n d a l i t t l e
tim e w it h them w it h in t h e i r group.
11.
The e n v is a g e d sy n ta x was a d e q u a te ly adhered- t o .
302
m ore
APPQDIX 8
SAMPLE LESSON TRANSCRIPTS
LESSON ONE - INQUIRY METHOD.
TEACHER; BF
T .*
R ig h t b o y s and g i r l s . H e r e 's o u r " f e e l y b a g " . W e're
u s in g F r a n c in e 's bag and i n s i d e t h e r e a r e som e o b j e c t s .
NOW you have t o g u e s s - w e're g o in g t o p la y th e "Yes/No"
game a g a in . The "Yes/No" game i s when w e're o n ly a llo w e d
t o a n s w e r "Yes" o r "No". B u t t h i s t i m e M rs. F r e n c h 's
g o in g t o a n s w e r "Yes" o r "No" b e c a u s e I'm t h e o n l y
p e r so n who knows w h a t's in th e b ag. You have t o th in k o f
your q u e s t i o n s v e r y c a r e f u l l y , b e c a u s e i f y o u a s k t h e
r i g h t q u e s t i o n s , y o u ' l l g e t t o know w h a t i t i s q u i c k l y ,
w o n 't y o u . R i g h t , t h e f i r s t q u e s t i o n i s g o i n g t o co m e
from N a t a s h a . Now y ou h a v e t o w ork o u t how m any t h i n g s
t h e r e a r e i n s i d e h e r e . W e 'll j u s t t a k e o u t t h i s b e c a u s e
we d o n ' t w a n t t h a t , and t h i s . R i g h t . You h a v e t o w ork
o u t how many t h i n g s t h e r e a r e , and a s k u s . R eady? Now
you c a n h a v e a f e e l i n . P u t y o u r h a n d s i n and h a v e a
f e e l . D o n 't l o o k t h o u g h . R i g h t , w hen y o u 'r e r e a d y , a s k
u s a q u e s t io n . T h at's n o t a q u e s t io n s , i s i t ?
S t .* * I s t h e r e th r e e ?
T.
I s t h e r e t h r e e what?
a n o th e r f e e l .
S t.
I s t h e r e some s t i c k y ta p e ?
T.
Y es. D o n 't f o r g e t y o u c a n a s k u s w h a t t h e t h i n g s a r e
made o u t o f . Or w h a t s h a p e t h e y a r e , w h e t h e r t h e y ' r e
sq u a re . . . .
S t.
One o f your c o lo u r e d p en s?
T.
Y es.
S t.
I s i t a ja r ?
T.
Y es, g o o d g i r l . Y ou 've g o t t h r e e t h i n g s . L o o k , b o y s and
g i r l s . T h er e w a s a c o l o u r e d p e n , t h e r e w a s a r o l l o f
s t i c k y t a p e and t h e r e w as a j a r . Thank y o u N a t a s h a , s i t
down. Now, i f y o u had a s k e d q u e s t i o n s - i f y o u w e r e n ' t
q u i t e s u r e y o u c o u ld a s k , " I s t h e s h a p e rou n d o r i s t h e
sh ap e t h in , or i s th e sh ap e f a t , or i s so m e th in g made o f
g l a s s , i s s o m e t h in g m ade o f p l a s t i c ? " Q u e s t i o n s l i k e
th a t.
R ig h t . H id e y o u r e y e s and w e ' l l p u t som e m ore
t h in g s i n o u r " f e e l y b ag" . R e b e c c a , up y o u c o m e . H ave a
f e e l in th e " f e e ly bag" and a sk u s som e q u e s t io n s .
S t.
I s t h e r e a s t a p le ?
T.
Y es.
S t.
I s t h e r e s a n e th in g sh arp in i t ?
*
T ; Teacher
** S t : S tu d en t
303
Y es, t h e r e a r e t h r e e t h in g s . Have
T.
Y es. T h a t 's a g o o d q u e s t i o n , i s n ' t i t ? Ask a n o t h e r
q u e s t io n a b o u t w h a t s o r t o f t h i n g s a r e i n t h e r e . Have
you asked a q u e s t io n a b o u t how many t h in g s t h e r e a r e ? So
f a r y o u 'v e g u e s s e d o n e t h i n g . Y o u 'v e g o t t o a s k u s a
q u e s t io n . A re t h e r e . . .
S t.
Are t h e r e two t h in g s in th e r e ?
T.
No.
S t.
I s t h e r e a stam p in th e r e ?
T.
What s o r t . . . . P u t y o u r arm i n and h a v e a f e e l , R e b e c c a .
R ig h t, w hat was your q u e s t io n ? Have you g u e s s e d a l l th e
t h in g s now? L e t ' s h a v e a l o o k i f R e b e c c a w as r i g h t .
Rebecca s a i d t h a t t h e r e w as a s ta m p and i t had a l i d .
Was s h e r ig h t ?
S t.
Y es.
T.
She d i d n ' t t e l l u s w h a t s h a p e i t w a s t h o u g h , d i d s h e ?
She c o u l d h a v e a s k e d m ore q u e s t i o n s . She s a i d , "Was
t h e r e s o m e t h in g s h a r p i n t h e r e ? " And w e d i d s a y "Y es",
d i d n ' t w e? And s h e a s k e d i f t h e r e w as a s t a p l e r i n
t h e r e , and w e s a i d "Y es". Good g i r l . T h is t i m e w e 'r e
o n ly g o i n g t o l e t J o n a th a n h i d e h i s f a c e , and w e 'r e a l l
g o in g t o know w h a t 's g o i n g t o g o i n i t . R ig h t J o n a t h a n ,
h id e y o u r f a c e . J o n a t h a n , h a v e a f e e l i n t h e " f e e l y
bag". You h a v e t o a s k u s q u e s t i o n s J o n a t h a n , a n d
Jon athan h a s t o a s k u s q u e s t i o n s , w e 'r e o n l y a l l o w e d t o
s a y "Yes" o r "No".
S t.
I s i t some paper?
T.
Y es. But paper can b e l o t s o f t h i n g s , Jon ath an . Can you
a sk u s a q u e s t io n ab ou t w hat s o r t o f th in g i t i s ?
S t.
Is i t a le tte r ?
T.
Y es. B u t y o u h a v e t o t h i n k h a r d e r a b o u t t h e l e t t e r . Can
you a s k u s a n o t h e r q u e s t i o n a b o u t t h e l e t t e r ?
Is i t
ju st a le t t e r ?
You h a v e t o a s k u s a q u e s t i o n . R ig h t
Jon ath an , y o u 'v e g o t i t m o s t l y r i g h t . T h e r e 's tw o o t h e r
t h in g s in t h e r e - c a n y o u f e e l t h o s e tw o ?
Ask so m e
q u e s t io n s a b o u t i t .
S t.
An e l a s t i c band around i t ? Two m atch b o x es?
T.
Y es, v e r y good. Can you f e e l a n o th e r th in g in th e r e ? Can
you f e e l s o m e t h in g e l s e , J o n a th a n ? Do y o u h a v e a
q u e s t io n , Jonathan?
S t.
I s i t some s a f e t y p in s ?
T.
Y es, b u t can you ask u s some o th e r q u e s t io n s a b o u t them .
S t.
I s i t in a row?
T.
Y es. R i g h t , l e t ' s h a v e a l o o k and s e e w h e t h e r J o n a th a n
304
r e a l l y th o u g h t ab ou t w hat h e w as a s k in g . I s t h a t r ig h t ?
Some s a f e t y p i n s i n a row ? Good b o y . And a l e t t e r . You
c o u ld h a v e s a i d , "A l e t t e r i n an e n v e lo p e " , b u t y ou
d i d n ' t a s k u s t h e r i g h t q u e s t i o n s t o w ork t h a t o u t . And
you g o t t h a t one - m atch es w it h e l a s t i c bands around i t .
T h is s a y s B r e t t 's Honour C ards, b u t w ould Jonathan have
been a b le t o t e l l what i t s a id b y j u s t a s k in g us? No, he
c o u l d n ' t c o u l d h e , b e c a u s e we w e r e o n l y a l l o w e d t o
answ er "Yes" o r "No". Now w e 'r e g o i n g t o p l a y a n o t h e r
g u e s s in g g a m e. T h is g u e s s i n g gam e h e r e i s m ore f u n .
L is t e n c a r e f u l l y . I'm g o i n g t o g i v e e v e r y o n e a p i e c e o f
w h ite p a p e r . On t h a t p i e c e o f w h i t e p a p e r y o u 'r e g o i n g
t o f o l d i t a s p e c i a l w ay and y o u 'r e g o i n g t o d ra w
so m eth in g s p e c i a l on i t . J u s t o n e s p e c i a l t h i n g . And
th e n w e're g o in g t o s e e i f we can p la y t h e "Yes/No" game
w ith o u r f r i e n d s , and o u r "Y es/N o" a n s w e r s w i l l h e l p
them t o w ork o u t w h a t 's on t h e s p e c i a l p i e c e o f p a p e r .
R igh t?
S h u t y o u r e y e s and h a v e a t h i n g a b o u t w h a t
y o u 'r e g o in g t o draw .
I'm g o i n g t o g u e s s s o m e o n e 's m a g ic p i c t u r e , and t h a t
p e r s o n 's o n ly a llo w e d t o answ er "Yes" o r "No" t o me. And
I w ould l i k e t o - y e s , Bethwyn - I'm g o in g t o g u e s s your
p i c t u r e . A re y o u r e a d y ?
I s i t s o m e t h in g t h a t g o e s
i n s i d e a hou se?
S t.
NO.
T.
I s i t som eth in g t h a t g o e s o u t s id e a hou se?
S t.
Y es.
T.
I t i s a l i v e or dead?
S t.
A liv e .
T.
Does i t walk?
S t.
No.
T.
Does i t t a lk ?
S t.
No.
T.
Can I s e e one i f I lo o k o u t th e window?
S t.
Y e s.
T.
I s i s b la c k ?
S t.
No.
T.
Is i t
S t.
H a lf o f i t .
T.
H a lf o f i t ' s brown.
S t.
Y es.
brown?
305
I s th e to p p a r t g r e en ?
T.
I know. Does i t s t a r t w ith a "T"?
S t.
Y e s.
T.
Is i t a tre e ?
S t.
Y es. But vA at kind o f t r e e ?
T.
I s i t a b ig t r e e ?
S t.
Y es.
T.
I s i t an a p p le t r e e ?
S t.
Y e s.
T.
R ig h t. W ould y o u sh ow u s y o u r m a g ic p i c t u r e ? Oh, I ^
r i g h t . G ood. R i g h t , I'm g o i n g t o c h o o s e s o m e o n e e l s e t o
do i t now . G o ... W endy. B ig v o i c e . Ask N a t a l i e som e
q u e s t io n s . L e t ' s h a v e a g u e s s . Come o n .
S t.
I t i s a tre e ?
S t.
No.
T.
E veryone e l s e p u t t h e i r m a g ic p i c t u r e s dow n and s t o p
r u s t l i n g th e m . E v e r y o n e c a n a s k N a t a l i e q u e s t i o n s and
w e ' l l t r y and w ork o u t w h a t i t i s . M a r e e , w h a t 's y o u r
q u e s t io n ?
S t.
I t i s a h ou se?
S t.
NO.
S t.
I t i s a b e ll?
S t.
No.
T.
Adam, ask F r a n c in e a q u e s t io n .
S t.
I s i t a lio n ?
S t.
No.
S t.
I s i t an egg?
S t.
No.
T.
R ig h t, v^o e l s e h as a q u e s t io n ? B r e t t .
S t.
I s i t i n s i d e th e house?
S t.
No.
T.
N a t a l ie .
S t.
Is i t a b a ll?
S t.
Y e s.
306
T.
Oh, sh o w u s . T h a t w a s a g o o d g u e s s , w a s n 't i t ? How d id
you know i t was g o in g t o be a b a l l ?
S t.
B eca u se I c o u ld s e e th e back o f i t , l i k e
T.
Oh, I s e e . Y o u 'll h a v e t o k e e p i t c o v e r e d up. R i g h t ,
t h i s t i m e w e ' l l a s k R ic h a r d w h a t h i s p i c t u r e i s . K eep
y o u r s f l a t s o h o - o n e c a n s e e . W ho's g o t a q u e s t i o n t o
a sk R ichard? B r e t t .
S t.
S t.
Is i t a b a ll?
No.
T.
R ig h t, who e l s e h as a q u e s t io n ? K ev in .
S t.
I s i t a liv e ?
S t.
No.
T.
M e lis s a .
S t.
I s i t a h o se ?
S t.
NO.
T.
Bethw yn.
S t.
Is i t a tree?
S t.
No.
T.
Sharon.
S t.
Is i t a le tte r ?
S t.
Y es.
T.
Ask so m e m o re q u e s t i o n s . We now know i t ' s a l e t t e r .
W hat's a n o t h e r s o r t o f q u e s t i o n we c a n a s k a b o u t i t ?
O.K. Sharon, ready? L e t's ask Sharon q u e s t io n s ab o u t h er
m agic p i c t u r e . Who h a s a q u e s t i o n ?
J o n a th a n , do you
have a q u e s tio n ?
S t.
I s i t a c r o c o d ile ?
S t.
No.
T.
L eeanne. T h in k a b o u t t h e q u e s t i o n s y o u a s k , d o n ' t j u s t
g u e s s . W hat a b o u t a s k i n g w h e th e r i t ' s an i n s i d e o r
o u t s id e t h in g , a l i v e or d ea d , a gro w in g th in g or a t h in g
you can p u t in th e cupboard. O ff you go M e lis s a .
S t.
I s i t a liv e ?
S t.
No.
S t.
Has i t g o t a r o o f?
S t.
Y e s.
307
th a t.
T.
R ig h t, we now know i t ' s g o t a r o o f . Who e l s e
q u e s t io n ? T r i c i a . P e t e r .
can ask a
S t.
I s i t a chim ney?
S t.
No.
S t.
I s i t a shed?
S t.
Y es.
T.
R ig h t. W e're g o i n g t o g u e s s w h a t c o l o u r s h e d i t i s , now
we know i t ' s a shed we can ask som e m ore q u e s t io n s . What
i t ' s m ade o f ? L e e .
S t.
I s i t y e llo w ?
S t.
Y es.
S t.
Is i t s te e l?
S t.
Y es.
T.
W ell d o n e . W e 'll t r y t h i s a g a in l a t e r o n .
/
308
LESSON THREE - INQUIRY
TEACHER: BF
T .*
I w a n t y o u t o l i s t e n v e r y v e r y c a r e f u l l y . I 'v e g o t tw o
c o n t a in e r s h e r e , f u l l o f so m e th in g t h a t you know. R ig h t.
You keep your th o u g h ts t o y o u r s e l f from now on and j u s t
w atch c l o s e l y . Two t h a t a r e l e v e l . Now w e know t h a t i f
we h a v e so m e s c a l e s and we p u t tw o t h i n g s on t h a t a r e
e x a c t l y t h e s a m e , w h a t w i l l h a p p en t o t h e s c a l e s ? I f I
p u t t h e s e tw o m e d ic i n e c u p s o n , w h ic h a r e e x a c t l y t h e
sam e, t h e y ' r e m ade o u t o f t h e sa m e t h i n g s , and w e s t i c k
them on l i k e t h a t - w hat happens t o t h e b a la n c e ? Who can
t e l l me? F ra n cin e?
S t.* * T h e y 'r e b o th h e a v y , t h e y ..........
S t.
But o n e ' s h e a v y .
T.
No. H ave a c l o s e l o o k . W h a t's h a p p en ed t o i t . W hat d o
you c a l l i t when th e s c a l e s go l e v e l l i k e t h a t . M e lis s a ?
S t.
One g o e s . . . .
S t.
D on na's g o t money in h e r m outh.
T.
Take i t o u t p l e a s e . G o o d n e s s g r a c i o u s . T r i c i a , w h a t d o
we c a l l i t when th e b a la n c e i s g o in g l i k e th a t?
S t.
L e v e l.
T.
I t ' s l e v e l and we c a l l i t , w h a t B r e t t ? T hey a r e . . . . . ?
B a la n c in g , b e c a u s e t h e y ' r e e x a c t l y t h e sa m e t h i n g ,
a r e n ' t t h e y ? R i g h t , i f I p u t tw o t h i n g s on t h e r e and
t h e y ' r e e x a c t l y t h e sam e, th e y b a la n c e . But i f I p u t tw o
t h in g s on t h a t a r e d i f f e r e n t , w h a t h a p p e n s t h e n ? T hey
d o n ' t b a l a n c e , d o t h e y ? I ' v e g o t tw o t h i n g s h e r e w h ic h
a r e t h e sa m e . T h e y 'r e b o t h m e d i c i n e c u p s and t h e y ' v e
b o th g o t t h e s a m e i n t h e m . I w a n t y o u t o a s k me
q u e s t io n s a b o u t w h a t h a p p e n s and M rs. F r e e m a n 's o n l y
a llo w e d t o an sw er "Yes" or "No". Are you read y t o w atch?
Ssshhh . D o n 't f o r g e t y o u r m a n n e r s b y p u t t i n g up y o u r
hand.
T hey b o t h l o o k e x a c t l y t h e sa m e , a s k me so m e
q u e s t io n s a b o u t w h a t h a p p en ed and I'm o n l y a l l o w e d t o
s a y "Yes" o r "No". T r i c i a ?
S t.
T h e y 'r e n o t l e v e l .
T.
Y es.
S t.
O n e's g o t d r y sand and o n e ' s g o t w et sa n d .
T.
Y es.
S t.
The d r y sand i s n o t a s h ea v y and th e w et sand i s h e a v y .
T.
Y es.
T h e y 'r e n o t l e v e l .
T* : T eacher
S t * * : S tu d en t
309
F ra n cin e?
S t.
I know why t h e d r y sa n d i s l i g h t e r . B e c a u s e w e t s a n d 's
g o t w a t e r i n i t and i t m a k es i t h e a v y , and t h e d r y sa n d
h asn ' t .
T.
Have
th a t
what
sa y
th e
S t.
I s th e w et one h e a v ie r th an th e l i g h t one?
T.
Yes i t i s . R ig h t. Now w e've worked t h a t o u t , who w ould
l i k e t o make up an e x p e r im e n t t o f in d o u t w h eth er y o u 'r e
r e a l l y tr u e ? What c o u ld we d o , R ichard?
S t.
You p u t your hand in t o s e e i f
T.
R ig h t. You h a v e t o a s k me a q u e s t i o n . S h a ro n ?
R ichard w h a t's your q u e s t io n ?
S t.
Could you p u t your hand in and f e e l how w et
T.
Y e s. R ig h t, come up and do t h a t p l e a s e Wendy.
S t.
Which one?
T.
W e ll, you have t o d e c id e t h a t on e. R ichard w i l l t e l l you
w hich o n e .
S t.
I s i t w et?
St..
I t ' s w e t.
T.
Now, w h a t s h o u ld we d o n e x t ?
do? N a t a lie ?
S t.
P ic k a p e r so n t o f e e l th e d r y sand now.
T.
Y es. You can d e c id e who can do t h a t N a t a lie .
h ave you worked ou t?
S t.
That o n e 's d r y .
T.
R ig h t. Thank y o u . S o , now we k n o w , b e c a u s e y o u 'v e t r i e d
i t fo r y o u r s e lf . P o in t t o th e w e t s id e . P o in t t o th e
h eavy s i d e . Now, p o i n t t o t h e d r y s i d e . R i g h t , h a n d s
down. L eeanne, p o in t t o t h e h e a v ie r s i d e . R ig h t. Now, i f
we ta k e t h e s e o f f , i f we can t e s t t h a t w e're r i g h t , w hat
happens i f w e p u t . . . . What c a n we p u t on t h i s s i d e t o
t e s t w h eth e r i t ' s j u s t n o t a t r ic k ?
P e r h a p s i f we p u t
d r y sa n d on t h i s s i d e , i t m ig h t a l s o b e h e a v i e r . W hat
s h a l l we do? Ask me a q u e s t io n ...
R ichard?
S t.
I know why th e o th e r sand was h eavy. B eca u se t h a t sand
i s . . . . th e o th e r sand was h ig h e r than t h e d r y san d .
T.
No. What c o u ld we do? Sharon?
y o u g o t a q u e s t i o n t o a s k m e? Ask me a q u e s t i o n
I c a n s a y "Yes" o r "No" t o i t . You j u s t t o l d
y o u t h o u g h t . Can y o u a s k me a q u e s t i o n a b o u t i t
w h e th e r y o u 'r e r i g h t or w ron g? N a t a lie ?
?
310
so
me
to
Is
i t ' s w e t.
M aree?
A lr ig h t
i t is?
What e l s e c a n we
R ig h t. What
S t.
Why c a n ' t we f i l l o n e c u p w i t h d r y s a n d
what i t m a k es i t l i k e .
and s e e
T.
So y o u w a n t t h i s h a l f f u l l w i t h d r y s a n d .
Is th a t
r ig h t ? A l r i g h t , h a l f f u l l . We p u t i t o n , and t h e o t h e r
o n e 's f u l l t o th e brim . W hat's g o in g t o happen? Ask me.
Rebecca?
S t.
The o n e ' s t h a t a lr e a d y o n ..........
T.
S h a ll we tr y ?
S t.
Y e s.
T.
That s t i l l d o e s n ' t p r o v e t h a t w e t sa n d i s h e a v i e r th a n
d r y sand. What c o u ld we do t o t h i s . Franc in e ?
Put som e
more sa n d i n , a l r i g h t . P u t so m e m ore sa n d i n s o t h a t
t h e y a r e now g o i n g t o b e ...?
E x a c t l y t h e sa m e .
S t.
B e f o r e , th e one t h a t was w et had more m o is tu r e th an th e
dry sa n d .
T.
T h a t's r i g h t . W h a t's h a p p e n in g t h e r e ?
q u e s t io n ? K evin?
S t.
T h e y 'r e l e v e l .
T.
I s t h a t a q u e s tio n ?
S t.
No.
T.
A l r i g h t , you j u s t t e l l me what you can s e e t h e n , p l e a s e .
W atch.
You c a n a s k me a
(In a u d ib le )
T.
R ig h t. T h e y 'r e b o t h t h e sa m e s o t h e y w e ig h t h e s a m e .
What s h o u ld we d o t o f i n d o u t w h e t h e r w a t e r i s t h e o n e
t h in g t h a t m ak es i t g e t h e a v i e r ?
W hat s h o u ld w e d o ?
Hands up.
S t.
Put some w ater i n .
T.
R ig h t, we sh o u ld p u t som e w a te r in . R ig h t R ichard. Would
you l i k e t o go and g e t some w a te r p l e a s e , a s f a s t a s you
can . And w e ' l l s e e w h e t h e r y o u r e x p e r i m e n t ' s g o i n g t o
work. A re y o u r e a d y R ic h a r d , o r s h a l l we g i v e so m e o n e
e l s e t h e j o b ? F i l l i t up w i t h w a t e r fro m t h e t a p . Who
h a s g o t a q u e s t i o n t o a s k me w h a t t h e y t h i n k w i l l
happen? B r e tt?
S t.
I t ' s n e a r ly g o in g t o b a la n c e .
T.
N e a r ly g o i n g t o b a l a n c e .
you sa y ?
S t.
The w et o n e ' s g o in g t o make i t h e a v ie r .
T.
Ready? L e t ' s f i n d o u t . W e 'll add w a t e r t o t h i s and s e e
v ^ a t hap p en s. What h as happened? Who can t e l l me? When
we p u t w a te r i n , what happened K evin? W hat's happ en ing?
311
Good b o y . J o n a t h a n , w h a t d i d
W h a t's t h e w a te r m ak in g i t d o Wade?
S t.
Making so m e m o i s t u r e com e i n t o
makes i t g o h e a v y .
T.
Good b o y . So we w e r e r i g h t , w e r e n ' t w e? What we s a i d
b e f o r e w a s r i g h t . W e ll d o n e . So h e a v y sa n d d o e s w e ig h
more th an d r y sand b e c a u se o f t h e w a te r . R ig h t.
312
it
and t h a t m o i s t u r e
LESSON ONE - CONCEPT ATTAINMENT
TEACHER: HT
T .*
W e're g o i n g t o h a v e a lo o k i n o u r b ox h e r e . W e've g o t
a l l s o r t s o f t h in g s t h a t have g o t d i f f e r e n t f e e l s . When
you p ic k them up and to u ch them th e y f e e l d i f f e r e n t . I'm
g o in g t o s e e how many p e o p le can g e t some t h in g s o u t and
t e l l me w h a t t h e y f e e l l i k e w hen t h e y t o u c h th e m . A nnm a r ie , com e and ta k e so m e th in g o u t o f our box. You d o n 't
need t o c l o s e y o u r e y e s . W e're g o i n g t o d e s c r i b e how
t h e y f e e l . G oin g t o t a l k a b o u t i t . Can y o u t e l l me
som eth in g a b o u t w h a t y o u 'v e g o t i n y o u r han d ? You t e l l
me w hat you th in k i t i s ?
B ig f e e l .
S t .* * S o f t .
T.
S o f t - g o o d g i r l . W e l l , w e 'r e g o i n g t o
s o r t o u t som e o f t h e s e t ilin g s . L e t's p u t
a l l i n o n e p i l e . W e 'll h a v e a p i l e h e r e ,
you c a n p u t y o u r s o f t . . . . Who k n ow s w h a t
S t.
C o tto n .
T.
I t ' s not ju s t c o tto n .
S t.
C otton w o o l.
T.
C o tto n w ool - t h a t 's why i t ' s in b ig f l u f f s . What do you
u s e c o t t o n w ool fo r ?
S t.
For when y o u 'v e g o t a c u t .
T.
I f y o u 'v e g o t a c u t y o u m ig h t
f i x i t up b y p u t t i n g
c o t t o n w o o l on i t . W hat e l s e d o e s so m e o n e u s e c o t t o n
wool fo r ?
S t.
To make t h i n g s .
T.
Y es, we m ake t h i n g s h e r e o u t o f c o t t o n w o o l d o n ' t w e?
C e c i l i a , y o u c a n co m e and g e t s o m e t h in g o u t o f t h e b o x .
W e 'll d o y o u r s h o e up a f t e r .
S t.
What a r e you g o in g to do w ith th a t?
T.
T h a t's our ta p e r e c o r d e r .
S t.
What a r e you g o in g t o do w ith t h e ta p e r e co r d e r ?
T.
I t ta p e s what p e o p le s a y .
S t.
I ' v e g o t one o f t h o s e t a p e s .
T.
C hoose w h a t e v e r y o u l i k e . A l r i g h t , now . You t e l l me
som eth in g a b o u t w h a t i t f e e l s l i k e , C e c i l i a , w hen y o u
to u c h i t .
T *:
T eacher
S t * * : S tu d e n t
313
s e e i f we c a n
th e s o f t t h in g s
A n n -m a r ie , and
t h is is?
S t.
H a rd .
T.
You t h i n k i t ' s h a rd d o y o u ? W hat e l s e c a n y o u t e l l me
a b o u t i t ? Try and t e l l me so m e th in g d i f f e r e n t ab o u t i t .
S t.
I t ' s bumpy.
T.
You t h i n k i t ' s bumpy?
you t h i n k a b o u t i t .
T.
She t h i n k s i t ' s h ard and y o u t h i n k i t ' s bum py. Why d o
you th in k i t ' s bumpy?
S t.
T h e r e 's bumps.
S t.
And I th in k i t ' s s o f t .
S t.
T h e r e 's l i t t l e b a l l s .
You h a v e a f e e l and t e l l me w h a t
T.
W ell t h a t ' s f u n n y . She t h i n k s i t ' s s o f t , and y o u t h in k
i t ' s h a r d , and y o u t h i n k i t ' s bum py. I w o n d er w h ic h o n e
i t ' s g o in g t o b e?
I t can be a l l th o s e th in g s c a n 't i t ,
r e a l l y ? B ecau se i t ' s g o t some hard t h in g s t h a t a r e on i t
- i t ' s g o t h a rd t h i n g s on i t , and w hen y o u m ove i t what happens t o i t when you move i t ?
S t.
I t w ig g le s .
T.
I t w ig g le s d o e s n 't i t ? So, i f i t w ig g le s i t ' s u s u a lly
f a i r l y s o f t , b u t t h o s e l i t t l e t h in g s a r e hard , and t h o s e
l i t t l e t h i n g s a r e bumpy w hen y o u run y o u r f i n g e r s o v e r
them. What p i l e s h a l l we p u t t h a t i n , th en ?
S t.
T h er e .
T.
What p i l e s h a l l we make i t ?
S t.
The p u r s e f i l e .
T.
W ell y e s - b u t w e 'r e t a l k i n g a b o u t t h i n g s t h a t h a v e
a
f e e l . W e've g o t s o f t t h i n g s t h e r e . W hat s h a l l
w es a y
t h i s t h in g f e e l s l i k e ?
S t.
Hard. The bumpy p i l e .
T.
W e 'll p u t i t in t h e bumpy p i l e b e c a u s e i t ' s g o t bumpy
t h in g s on i t . R ig h t N i c h o l a s , y o u c h o o s e s o m e t h in g o u t
o f th e box.
S t.
I'm g o in g t o c l o s e my e y e s and g e t one o u t .
T.
What d o e s t h a t f e e l l i k e t o tou ch ?
S t.
P r i c k ly .
T.
P r ic k ly . A p r i c k l y t h i n g . Who k n ow s w h a t t h a t m ig h t b e
u sed fo r ?
S t.
A c u rle r.
314
T.
I t ' s a c u r le r i s n ' t
it?
S t.
To p u t on your h a ir
t o make i t c u r l y .
T.
Y es, i f p e o p l e l i k e t o m ake t h e i r h a i r c u r l y t h e y p u t
l o t s o f th em i n t h e i r h a i r d o n ' t t h e y ? And y o u s a i d i t
was p r i c k l y . W e ll w e ' l l h a v e t o m ake a s p e c i a l p i l e f o r
p r i c k l y t h in g s , w on't we?
S t.
A p r ic k ly p i l e .
T.
R ig h t, s o w h a t h a v e
t h i s one?
S t.
A bumpy p i l e .
S t.
The p r i c k l y p i l e and a s o f t p i l e .
T.
W ell w e 'r e g o i n g t o h a v e t o f i n d so m e m o re
th in g s to go
in t h o s e p i l e s , a r e n 't we? Can you g e t so m e th in g o u t o f
t h e b o x , Doug?
S t.
A n e c k la c e ......( in a u d ib le ) .
T.
W e ll, w e ' l l f e e l t h a t f i r s t
lik e ?
S t.
I t ' s round, l i k e a "C".
T.
Y es, i t l o o k s
to u c h i t ?
S t.
I t ' s h a rd .
T.
I t ' s a h a rd t h i n g . A l r i g h t ,
p ile fo r i t .
S t.
And i t can s t i c k t o t h i n g s .
T.
lik e
What do p e o p le u s e c u r l e r s
we g o t now ? What
so r to f p ile
s h a l l w e? W h a t's
a "C" s h a p e .
W hat
fo r ?
is
th a tfe e l
a b o u t w hen
you
w e ' l l h a v e to h ave a hard
I t can p ic k t h in g s up. Why can i t p ic k t h in g s up? W hat's
i t made o u t o f?
S t.
M e ta l.
T.
M etal. What t h i n g s d o we know t h a t p i c k
W hat's i t c a ll e d ?
S t.
M agnet.
T.
A m agnet - t h a t 's r ig h t .
B e c a u s e i t p i c k s t h i n g s up
t h a t a r e m ade o f m e t a l . I t ' s a m a g n e t ... m a g n e t i c .
S t.
I know, l e t ' s c a l l t h i s th e m eta l p i l e .
T.
A l r ig h t , w e ' l l have a m e ta l p i l e th e n .
S t.
How ab ou t making t h o s e c o lo u r s ?
T.
W e ll, i f we have a m e ta l p i l e , t h a t 's n o t r e a l l y w hat i t
fe e ls
lik e ,
is
it?
315
th in g s
T h a t 's j u s t d e s c r i b i n g
up?
w h a t ...?
We w ant t o d e s c r ib e what i t f e e l s l i k e . What d id you s a y
t h o s e t h in g s f e l t l i k e ?
S t.
Hard and round and l i k e a "C".
T.
OK. So w e ' l l h a v e t o p u t t h e h a r d p i l e h e r e . OK, s o
w e 'v e g o t a h a rd p i l e and w e 'v e g o t a bumpy p i l e , a
p r i c k l y p i l e and a . . . ?
S t.
S o ft p i l e .
T.
S o f t p i l e . A l r i g h t , Shan non i t ' s y o u r t u r n t o h a v e a
lo o k . Can y o u m ove o u t o f h i s w ay N i c h o l a s , h e c a n ' t
rea ch when y o u 'r e in t h e way. Oh, w hat have we g o t h e r e ?
What d o e s t h a t f e e l l i k e ?
S t.
B o u n c es.
T.
I t b o u n c e s - i t m o v e s d o e s n ' t i t , w hen y o u p u l l i t ,
m oves i n and o u t .
S t.
I know vA at i t d o e s - i t g o e s up, i t g o e s down s t e p s .
T.
Y es, i t c a n g o dow n s t e p s . Has a n y b o d y s e e n a n y b o d y u s e
one o f t h o s e t h in g s b e fo r e ?
S t.
Y es.
T.
What a r e t h e y c a ll e d ?
S t.
S lin k ie s .
T.
S l in k ie s ? T h e r e 's a n o t h e r w ord f o r t h o s e - t h e y ' r e
c a l l e d s p r i n g s . In a bed y o u h a v e a s p r i n g , l i k e t h a t .
When y o u s i t on y o u r b e d ....
S t.
I t bumps.
T.
Y es, i t m o v e s b a c k i n t o p l a c e . I t s p r i n g s b a c k . I f y o u
l e t i t g o - y o u w a t c h . You h o ld y o u r en d and I ' l l l e t i t
g o . S e e how i t s p r i n g s b a c k o u t a g a in ? I t ' s a s p r i n g .
What d o e s i t f e e l l i k e when you to u c h i t ?
S t.
Hard.
T.
I t ' s a hard t h in g . W here's our hard p i l e ? A l r ig h t , l e t ' s
p u t i t i n o u r h a rd p i l e .
S t.
it
b e d 's g o t s p r in g s in i t .
T.
Your b e d 's g o t s p r i n g s . W ho's g o t a s o f a a t hom e t h a t
th e y s i t on? A lo u n g e s u i t e ? They've g o t s p r in g s in them
h a v e n 't th e y ?
S t.
Y e s, we have g o t a lo u n g e . Me and E r ic h a s g o t a lo u n g e .
T.
Have you? R ig h t, who h a s n 't had a tu rn ?
Nathan, you can
g e t s o m e t h in g o u t now p l e a s e . And w e ' l l f i n d w h a t e l s e
w e 'v e g o t . W e've g o t o n e , t w o , t h r e e , f o u r p i l e s now .
What h ave you g o t th e r e ? What d o e s i t f e e l l i k e when you
316
to u c h i t ?
S t.
F u rry .
T.
F urry. T h a t's one way t o d e s c r ib e i t . What e l s e d o e s fu r
f e e l lik e ?
S t.
Hard.
T.
You th in k so ? You have a f e e l o f i t .
S t.
Why have we g o t t h o s e t h in g s up th e r e ?
T.
Oh, w e ' l l t a l k a b o u t t h a t l a t e r . Run y o u r f i n g e r s a l o n g
i t and t e l l me w h a t i t f e e l s l i k e . W e're t a l k i n g a b o u t
t h i s o n e h e r e . N o b o d y 's l i s t e n i n g v e r y w e l l . You p u t
your hands on t h e r e . What d o e s t h a t f e e l l i k e ?
S t.
S o ft.
T.
I t ' s a s o f t t h in g . W here's our s o f t p i l e ?
S t.
T h ere.
T.
A l r i g h t , s o w e 'v e g o t a c o t t o n w o o l, and w h a t's t h i s ?
S t.
C a r p e t.
T.
C a rp et. So w e 'v e g o t c o t t o n w o o l and c a r p e t i n o u r s o f t
p i l e , h a v e n ' t we? And w e 'v e g o t w h a t i n o u r h a rd p i l e ?
S p r i n g ...
S t.
Magnet and a t i n and a p r i c k l y p i l e - t h e r e 's a c u r le r .
T.
Y es, and what have we g o t in our bumpy f i l e ?
S t.
A p u rse.
T.
A l i t t l e p u r s e w ith b ead s on i t .
S t.
And I g o t a p u r s e .
T.
R ig h t, A n n -M a r ie . You c a n c h o o s e s o m e t h i n g o u t o f t h e
box t h i s t im e , and l e t ' s s e e w hat e l s e we can f in d .
S t.
And v^y a r e n ' t we g o in g t o p u t t h e ta p e on?
T.
I t ' s on.
fin d s .
S t.
I ' v e g o t p u p p e ts a t home. I ' l l b r in g
T.
R ig h t, now l e t ' s h a v e a l o o k a t w h a t
What d o e s t h a t f e e l l i k e ?
S t.
Hard.
T.
Som ething h a r d . Do you know what sh e h a s in her hand?
S t.
M irro r.
W e 'll l i s t e n t o i t a f t e r w a r d s . S e e w h a t s h e
317
one.
A n n e -M a r ie 's g o t .
T.
I s i t a m ir r o r ? Can y o u s e e y o u r s e l f in i t ? N o t r e a l l y ,
ca n y o u ? Has a n y b o d y s e e n o n e o f t h e s e on t h e f l o o r i n
your bathroom ?
S t.
No, w e 'v e o n ly g o t sq u a r e s in our bath room s.
T.
Y ou 've g o t s q u a r e s in your bathroom . But th e y 'r e made o f
t h e sa m e s o r t o f m a t e r i a l , a r e n ' t t h e y ? T h e y 'r e c a l l e d
tile s .
S t.
Oh, w e 'v e g o t t i l e s in our bathroom .
T.
Som etim es y o u m ig h t h a v e t i l e s i n t h e k i t c h e n , a r o u n d
your s in k . Has anybody g o t t i l e s in t h e i r k itc h e n ?
S t.
Y es.
T.
OK. Now, v ^ a t p i l e d o e s t h a t go in ?
S t.
Hard.
T.
Hard p i l e . R i g h t . C e c i l i a , y o u h a v e a l o o k in t h e box
and s e e w h a t y o u c a n f i n d t h i s t i m e . W e've g o t l o t s o f
t h in g s i n o u r h a r d p i l e , h a v e n ' t w e? R ig h t . You t e l l me
what t h a t f e e l s l i k e t o tou ch ?
S t.
C a r p e t.
T.
Y es, b u t w hat d o e s i t f e e l l i k e t o tou ch ?
it is .
S t.
I t ' s paper.
T.
Y es, i t ' s m ade o f p a p e r . W hat d o e s i t f e e l l i k e w hen we
to u c h i t though?
S t.
S o f t - bumpy -
S t.
Bumpy and i t ' s h a rd .
T.
W e ll, s h e s a y s i t ' s s o f t and y o u s a y i t ' s
a f e e l and s e e i f you a g r e e w ith h e r .
S t.
I t h in k i t ' s h a rd .
T.
What e l s e c o u ld we s a y ab ou t i t ? What a b ou t i t ' s shape?
S t.
Bumpy.
T.
Y es, i f y o u h a v e a l o o k y o u c a n s e e . . . . You ru n y o u r
f in g e r a l o n g t h e r e and s e e w h a t h a p p e n s . I t g o e s up and
down d o e s n ' t i t ?
S t.
Bumpy.
T.
W here's o u r bum py p i l e ?
C e c i li a ?
S t.
T h e re .
318
We know what
h a r d . You
have
Can y o u f i n d t h e bumpy p i l e ,
T.
W e 'll h a v e a c o u p l e m ore t u r n s t h e n w e ' l l g o and d o
som eth in g e l s e . Who can t e l l h er w hat p i l e t h a t i s ?
S t.
S o ft p i l e .
T.
What was t h i s p i l e h ere?
S t.
M etal p i l e .
T.
What d i d we s a y a b o u t t h e w ay t h e y f e l t ?
Hard a r e n ' t
th e y ? What d id we s a y a b o u t t h i s on e h e r e ? What d id th e y
f e e l l i k e t o touch?
S t.
Round and l i k e a "C" and h a rd .
T.
What d o e s i t f e e l l i k e t o to u ch though?
S t.
L ik e a "C".
T.
What d o e s i t f e e l l i k e ?
i t f e e ls lik e .
S t.
M e ta l.
T.
But i t d o e s n ' t f e e l l i k e m e t a l . What d o e s i t f e e l l i k e
t o t o u c h . You d e s c r i b e d w h a t i t l o o k s l i k e . We w a n t t o
know w hat i t f e e l s l i k e .
S t.
Hard.
T.
I t ' s s o m e t h in g h a r d , s o t h e y ' r e a l l t h e h a r d t h i n g s .
N ic h o la s , y o u h a v e a t u r n and l o o k i n t h e b o x . W hat d o e s
t h a t one f e e l l i k e ?
S t.
S o ft.
T.
V ery s o f t i s n ' t i t . Wonder what i t i s ?
S t.
S t ic k y .
T.
I t ' s s t i c k y a s w e l l i s i t ? Oh, i t i s t o o . Do y o u w a n t t o
have a f e e l Shannon?
S t.
On th e s i d e i t ' s s t i c k y .
T.
I t ' s s t i c k y on o n e s i d e . I s i t s t i c k y on t h e o t h e r s i d e
to o ?
S t.
Y es, i t ' s s t i c k y e v e r y w h e r e . There t o o .
T.
What i s i t ?
S t.
Foam. SticlQ^ foam .
T.
What can you u se foam fo r ?
S t.
R ing u p .
319
You h o ld t h a t and t e l l me what
T.
No, n o t "phone". F o a m ... w i t h a 'm' s o u n d . I t ' s w h a t
y o u 'r e h o l d i n g . Have a t h in k a b o u t i t . What d o y o u u s e
foam fo r ?
S t.
I t's so ft.
T.
L e t ' s p u t i t in our s o f t p i l e .
S t.
I can s e e t h r e e c a n s in t h e r e .
T.
L e t ' s p u t a l l t h o s e s o f t t h i n g s on t o p o f t h a t o n e .
Pop
i t dow n E m ily . T h er e we a r e , w e 'v e g o t how m any t h i n g s
in our s o f t p i l e ?
S t.
T h ree.
T.
L e t ' s c o u n t them .
S t.
One, Two, T h ree.
T.
Three r i g h t . How many
S t.
One, Two, T h ree, F our.
T.
Four t h i n g s . How many
S t.
One.
T.
One. A l r i g h t . W e 'll h a v e o n e m o re g o . D ou g, y o u c a n h a v e
a lo o k in t h e box, and c h o o s e so m e th in g d i f f e r e n t .
S t.
Then we l i s t e n f o r our v o i c e s .
T.
You l i s t e n t o y o u r v o i c e s . Oh, w h a t h a v e y o u g o t t h e r e ?
What d o e s t h a t f e e l l i k e t o tou ch ?
S t.
I t ' s b i g ...............
and l o n g .
T.
H e 's d e s c r ib in g i t v e r y w e l l , i s n ' t he? What a b o u t, when
you p u t i t on your c h e e k , w hat d o e s i t f e e l l i k e ?
S t.
T h a t's c o l d .
T.
C old?
S t.
Can I h ave a tu rn ? I t ' s c o l d .
T.
What p i l e s h a l l we m ake t h a t ? N i c h o l a s , y o u 'r e b e in g
s i l l y . I s t h a t a s e p a r a t e p i l e ? W hat p i l e s h a l l w e p u t
i t in ? S h a l l we m ake a p i l e f o r i t , o r ...........
S t.
The spoon p i l e .
T.
What a b o u t w hat i t f e e l s l i k e ?
we s a i d i t w a s h a r d ...
S t.
No, th e c o ld p i l e .
T.
What d id you say?
t h in g s in our hard p i l e ?
t h in g s in our bumpy p i l e ?
and h a r d .
Round a t t h e e n d ,
in
here
P erhaps we need a c o ld p i l e .
320
You s a id i t
was c o ld and
S t.
s te e l.
S t.
Spoon.
T.
Y es, we know i t ' s a spoon^ b u t w e 'r e t a l k i n g a b o u t how
it fe e ls .
S t.
S te e l.
T.
T h a t's w h a t i t ' s m ade o u t o f . T h a t 's n o t how i t f e e l s
th o u g h .
S t.
P la s tic .
S t.
No.
T.
You f e e l i t , t e l l me w h a t i t
f e e l ? What d o e s i t f e e l l i k e ?
S t.
I d o n 't know.
S t.
Hard?
T.
W e ll, rem em b er w hen we p u t i t on y o u r c h e e k ?
we sa y i t was?
S t.
C o ld .
T.
C o ld , w a s n ' t i t ? S o , l e t ' s p u t i t i n a c o l d p i l e .
E veryone seem s t o a g r e e t h a t i t ' s c o ld , d o n 't th ey ?
S t.
And s t e e l .
T.
R ig h t, why d i d w e d e c i d e t o p u t a l l t h e s e t h i n g s h e r e ,
in t h i s p i l e ?
S t.
B ecau se t h e y 'r e s o f t and t h i s o n e ' s g o t ............
S t.
Hard.
S t.
Bumpy p i l e ,
s t e e l ..........
S t.
Hard p i l e .
S t.
M e ta l.
T.
What s o r t o f t h in g s d id we p u t in th e hard p i l e ?
S t.
A s p r in g , a m agn et, a t i n and a t i l e .
T.
Why d i d we p u t t h o s e i n t h a t p i l e th o u g h ? A p a r t fro m
b e in g h a r d - we know t h e y ' r e a l l h a r d , b u t .......
S t.
D iffe r e n t.
T.
T h e y 'r e a l l d i f f e r e n t a r e n ' t t h e y , t h o s e o n e s ? Who c a n
t e l l me w h at th e y 'v e g o t in common? Whathave th e y g o t
in com m on, a b o u t t h o s e o n e s . W h a t's t h e sa m e a b o u t a l l
th e c o ld p i l e ,
321
f e e l s l i k e . How d o e s i t
th e p r ic k le y p i l e
W hat d i d
and t h e
t h o s e t h in g s ?
S t.
S te e l.
T.
W ell y e s , t h e y 'r e s t e e l t o o .
S t.
T h e y 'r e a l l m e t a l.
T.
W e ll, . . . w h a t a b o u t t h i s , t h i s t i l e ,
it?
S t.
No.
S t.
T h e y 'r e a l l h a rd .
T.
T h e y 'r e a l l h ard , t h a t ' s r i g h t , s o t h a t ' s so m e th in g t h a t
t h e y 'v e g o t i n com m on, i s n ' t i t ?
T h e y 'r e a l l h a r d .
R ig h t, I ' l l f i n d s o m e t h in g and d e s c r i b e i t . N o is y i s n ' t
i t ? I c a n h e a r i t m a k in g a n o i s e .
S t.
A c a r to n .
T.
I t f e e l s - yo u h a v e a f e e l and s e e w h a t y o u c a n t e l l me
a b o u t how i t f e e l s .
S t.
Bumpy.
T.
You th in k i t ' s bumpy?
S t.
I th in k i t ' s bunpy.
T.
You t h i n k i t ' s bum py t o o ? What d o y o u t h i n k a b o u t i t ,
P eta?
S t.
P la s tic .
T.
You t h i n k i t ' s p l a s t i c . We know i t ' s p l a s t i c b y l o o k i n g
a t i t . What d o e s i t f e e l l i k e ?
S t.
S o ft.
T.
You t h i n k i t ' s s o f t , d o y o u ? So so m e b o d y t h i n k s
it's
s o f t and a l o t o f p e o p le th in k i t ' s bumpy. So w h ich p i l e
sh o u ld we p u t i t on?
S t.
Bumpy p i l e .
T.
You th in k i t g o e s on t h e bumpy p i l e ? G ive Nathan a f e e l ,
C e c i l i a . T h a t's n o t N a th a n , t h a t ' s D oug.
S t.
T h a t's bumpy.
T.
A l r ig h t , s o w e 'v e g o t s o m e t h in g t h a t ' s m ade o f p l a s t i c
on o u r bumpy p i l e . S o , a l t h o u g h
a l l t h e s e th in g s
are
made o f d i f f e r e n t t h in g s , th e y 'v e a l l g o t t h e sam e f e e l ,
h a v e n 't t h e y ? T h a t o n e ' s m ade o u t o f . . . w h a t?
S t.
Bumpy.
T.
W hat's i t made o u t o f?
322
i t ' s n o t m eta l i s
S t.
P a p e r.
T.
P a p er. W hat's t h i s one made o u t o f?
S t.
P la s tic .
T.
P l a s t i c . W hat's t h i s one made o u t o f?
S t.
And t h i s o n e 's made o u t o f foam , I mean m a t e r ia l .
T.
M a te r ia l. T h e y 'r e a l l m ade o u t o f d i f f e r e n t t h i n g s , b u t
w h a t's comm on a b o u t th e m . W h at's t h e sa m e a b o u t th em
a ll?
S t.
T h e y 'r e a l l bumpy.
T.
T h e y 'r e a l l bum py. Y e s , t h a t ' s r i g h t . So a l l t h o s e
t h in g s a r e bumpy - a l l t h o s e t h in g s a r e s o f t - a l l th o s e
t h in g s a r e ...?
S t.
Hard.
T.
T h a t's ?
S t.
Hard.
S t.
C o ld .
S t.
S o ft.
T.
C o ld . T h a t's our c o ld p i l e , i s n ' t
it?
What was t h i s one?
S t.
P r i c k ly . I t d o e s f e e l p r i c k l y .
T.
What do you th in k th e y m igh t f e e l l i k e ?
S t.
H o rse sh o e . I t ' s r e a l h a rd .
T.
I t ' s v e r y hard i s n ' t i t ?
S t.
Oh, you sh o u ld p u t t h a t on your d o o r .
T.
Why sh o u ld I p u t i t on my door?
S t.
'C os, i f y o u p u t i t t h i s w ay i t ' s f o r g o o d
p u t i t t h a t w ay i t ' s f o r bad l u c k .
T.
Oh, we d o n ' t want any bad lu c k do we?
S t.
And s o you can knock i t .
T.
H orses w e a r s h o e s d o n ' t t h e y ? T h ey w e a r s h o e s . T h a t
s t o p s them g e t t i n g s o r e f e e t when t h e y 'r e g a llo p in g and
running round in th e p add ock s.
S t.
Does i t h u r t?
323
l u c k , and y o u
T.
No, i t d o e s n 't h u r t them . They have l i t t l e n a i l s t h a t go
in t h o s e h o l e s t h e r e and t h e y bang th em i n t o t h e i r
h ooves.
S t.
So i t m ust ' u r t .
T.
No, i t d o e s n 't h u r t them b e c a u se th e y 'v e g o t bone on th e
b ottom o f t h e i r h o o v e s , s o t h e y c a n ' t f e e l i t . N o t l i k e
you o r m e. I f so m e b o d y t r i e d t o b an g a s h o e i n o u r f o o t
w e'd f e e l i t , w o u ld n 't we?
S t.
Y e s, w e'd s a y
T.
B eca u se w e 'v e g o t s o f t s k i n , b u t t h e y h a v e n ' t g o t s o f t
s k in . Which p i l e d o e s t h i s go in ?
S t.
Hard.
T.
Hard p i l e . W e've g o t l o t s o f h a r d t h i n g s . Hard and s o f t ,
bumpy and c o l d . W hat d o e s t h i s f e e l l i k e i f we run o u r
f in g e r s o v e r i t ?
S t.
C o ld .
T.
A part from c o l d , what e l s e d o e s i t f e e l l i k e ?
S t.
H ot.
T.
No, i t c a n ' t be h o t and c o ld a t th e same t im e .
S t.
A l i t t l e .................... um.................... sk in n y?
S t.
Hot?
S t.
Warm?
S t.
B ig and t h in ?
S t.
Hard?
S t.
B ut v^y i s n ' t th e v o i c e on th e r e ?
T.
L is t e n N i c h o l a s p l e a s e . W e're t a l k i n g a b o u t w h a t 's i n
D ou g's h a n d .
S t.
A sp o o n .
T.
Y es. How d o e s i t f e e l , a p a r t fro m b e i n g c o l d , w h a t 's
a n o th e r w ord t h a t c o u l d d e s c r i b e i t ? I f y o u ru n y o u r
f i n g e r s a lo n g , can you f e e l any bumps in i t ?
S t.
NO.
T.
No. So v d ia t's a n o th er word fo r i t ?
S t.
But i f you go t h i s way you can f e e l t h a t bump t h e r e .
'o u c h '.
324
T.
Oh, t h a t ' s j u s t w h e r e i t j o i n s on th o u g h , i t ' s s m o o t h ,
t h a t ' s a word t o d e s c r ib e so m e th in g t h a t h a s n 't g o t any
bumps, t h a t you can run your f i n g e r s a lo n g and you w on 't
f e e l any bumps in th e way. I t ' s sm ooth.
S t.
I t ' s g o t bumps i n s i d e .
325
LESSON TWO - CONCEPT ATTAINMENT
TEACHER:
T .*
HT
In o u r f e e l y bag t h e r e a r e l o t s o f t h i n g s t h a t h a v e a
d i f f e r e n t f e e l ab ou t them . We're g o in g t o g e t one p e r so n
a t a t i m e t o com e up and t a k e o n e o u t and f e e l i t , and
t e l l me w h a t i t f e e l s l i k e . W e're j u s t g o i n g t o p u t o u r
hand i n s i d e , p i c k i t up and t e l l e v e r y o n e e l s e w h a t i t
f e e l s l i k e , w i t h o u t a c t u a l l y ...........( i n a u d i b l e )
L e t me
s e e , D o u g ,.... y o u com e and h a v e f i r s t g o . P u t y o u r hand
in t h e r e , p ic k so m e th in g o u t and t e l l e v e r y o n e w hat you
th in k i t i s .
S t .* * W e ll, you can t e l l what i t i s .
What d o e s i t f e e l l i k e ?
S t.
W e ll, i t ' s a l i t t l e bum py. I t ' s j u s t l i k e a t a n k , j u s t
l i k e a l a c c y band t h a t g o e s o u t s i d e s o m e t h i n g , a n d .......
t h e y 'r e o v e r t h e r e .
T.
W e ll, t h a t ' s a l o t o f t h i n g s y o u ' v e t o l d u s . I t ' s
b u m p y .... w i t h t h i n g s a r o u n d i t
( in a u d ib le )
lik e
a t a n k , i s t h a t r i g h t ? ................. l i k e an arm y t a n k ,
and w e h a v e .........
S t.
W e ll, I ' l l show you o n e . . . .
T.
Y es, y o u sh o w u s t h e o n e y o u h e l d i n y o u r h a n d . D oug.
Not o v e r t h e r e l o v e . The o n e y o u h e l d i n y o u r h a n d .
There you a r e . Who knows what t h a t i s ?
S t.
A to y .
T
an arm y t a n k . A c a t e r p i l l a r . I t r u n s w i t h o u t
w h e e ls . We c a n p u t t h a t i n o u r
p i l e . We h a v e o t h e r
p i l e s n ow . R i g h t , s o w e 'r e g o i n g t o m ake a l i n e h e r e .
And a l l t h e o t h e r t h i n g s t h a t g o i n t h i s p i l e
a r e .................. ?
S t.
( in a u d ib le ) .
T.
T h a t's r i g h t , s o we p u t o u r c a t e r p i l l a r OK t h a t ' s
our c a t e r p i l l a r t r a c k . C a r l y o u c a n h a v e a g o n ow . F e e l
som eth in g and d e s c r i b e i t t o u s .
S t.
I t f e e l s h a rd , l i k e a t r i a n g l e made o u t o f wood.
T.
T r ia n g le m ade o u t o f w o o d . W e ll l e t ' s s e e i f h e ' s r i g h t .
He i s t o o . Good b o y ,t h a t was v e r y good. Heth o u g h t a b o u t
a l l t h e d i f f e r e n t t h in g s i t f e l t h a rd , i t was l i k e wood
and h e u s e d h i s f i n g e r s t o w ork o u t w h a t t h e s h a p e w a s .
So t h a t ' s g o in g t o go in what s o r t o f p i l e ?
S t.
S qu are.
.
T.
T*: T eacher
S t * * : S tu d e n t
326
S t.
H a rd .
S t.
T r ia n g le p i l e .
T.
What do you s a y
?
S t . . Hard.
T.
Hard, s o w e 'r e g o i n g t o m ake a 'h a r d ' p i l e , a r e n ' t we?
The w ood en t r i a n g l e
(in a u d ib le )
OK, t h e r e we
a r e . Put t h a t w ith our p i l e down h e r e . Now. You can have
a t u r n , N a th a n . P u t y o u r hand i n . T e l l u s a l i t t l e b i t
ab o u t w hat i t f e e l s l i k e .
S t.
H a lf o f a round t h in g .
T.
H a lf o f a round t h in g .
S t.
I t sq u a sh es.
T.
I t sq u a sh e s?
S t.
I th in k i t ' s one o f them round................
S t.
I th in k i t ' s p la y d ou gh .
T.
I wonder what i t m ig h t be?
I f i t ' s so m e th in g t h a t s q u a s h e s , w hat c o u ld we s a y a b ou t
it?
S t.
C la y .
T.
Could b e .
S t.
I t ' s w h it e .
T.
B ut you c a n ' t s e e t h a t i t ' s w h it e .........
S t.
I know i t ' s
T.
Oh d i d y o u ? W e l l , y o u t e l l u s a l i t t l e
s q u a s h e s , i t ' s r o u n d ..............
S t.
I t ' s h a l f r o u n d ... i t ' s an e g g s h e l l .
T.
When y o u s q u a s h s o m e t h i n g , w h a t d o e s i t t e l l y o u a b o u t
i t ? Can you squ ash t h e f lo o r ?
S t.
Y es.
S t.
No.
T.
Why c a n ' t you sq u ash th e f lo o r ?
S t.
I t ' s to o h ard .
T.
I t ' s to o hard. So i f you can sq u a sh t h a t , w hat d o e s t h a t
mean? I f th e f lo o r i s to o hard t o sq u a sh ,
w hat d o e s t h a t
s a y ab ou t th e e g g - s h e l l ?
S t.
I t ' s s o ft.
w h ite b e c a u se
327
I saw
i t Wien t h e bag was o p en .
b it about i t .
It
T.
Y es, an e g g - s h e l l i s s o f t . I f t h e f l o o r ' s h a rd and y o u
c a n ' t p u s h i t d ow n .........
S t.
S ee I knew i t .
T.
Oh t r u s t y o u . OK, s o t h a t ' s an e g g - s h e l l . S q u a sh y i s n ' t
i t ? I d o n ' t t h in k we c o u l d r e a l l y c a l l i t ( i n a u d i b l e )
e v e n th o u g h i t ' s s q u a s h e d ... W hat s h a l l b e p u t t h a t in ?
What p i l e s h a l l we make th e e g g - s h e l l go in ?
S t.
The hard p i l e .
T.
You th in k so ?
S t.
The s o f t p i l e .
S t.
The hard p i l e .
I saw i t th rou gh t h e h o l e .
T..................................
y o u t h i n k i t g o e s i n t h e h a r d p i l e ? W e ll
what ab ou t you p u t th e broken egg s h e l l in t h e s o f t p i l e
and a f u l l egg in th e hard p i l e ?
B eca u se i f t h e eg g was
b o i le d t i l l i t w a s h ard y o u w o u ld n 't b e a b l e t o b r e a k
th e s h e l l . O h, h e r e w e a r e . W e ' l l p u t a n e g g i n
th e re
( L o ts o f c l a s s n o i s e ) . R i g h t , t h e r e y o u g o
Nathan. Your t u r n t o
R i g h t , now y o u p u t y o u r hand
in . P u t i t i n , p i c k s o m e t h in g up and t e l l u s w h a t i t
f e e l s l i k e . T e l l u s s o m e t h in g a b o u t i t . P ic k i t u p ...
f e e l i t . T e ll us w hat i t f e e l s l i k e .
S t.
I t ' s h a rd .
T.
You t h in k i t ' s h a r d . Can y o u t e l l u s s o m e t h in g e l s e a b o u t
it?
S t.
L ik e a f i s h .
T.
L ik e f i s h ? J u s t h o ld t h e o n e t h i n g
i n y o u r h a n d .......
( in a u d ib le ) . Can y o u t e l l a l i t t l e b i t
about w hat i t
m igh t b e ? B ig o r s m a l l , o r ............
S t.
A c ir c le .
T.
I t ' s a c i r c l e ? L e t ' s s e e w h a t s h e ' s g o t . Now, s h e d i d n ' t
d e s c r i b e i t v e r y w e l l , d id s h e ? I t ' s n o t r e a l l y a
c ir c le . I t ' s g o t a l o t o f th in g s
on i t . When y o u run
your f i n g e r s a lo n g , w hat d o e s i t f e e l l i k e ?
S t.
Bumpy.
T.
Bumpy. And p r i c k l y a t t h e t o p . She s a i d
Which o n e s h a l l b e p u t i t i n . W hich p i l e .
S t.
The p r i c k l y p i l e .
T.
The p r i c k ly p i l e ?
S t.
The hard p i l e .
S t.
The bumpy p i l e .
328
it
w as h ard .
T.
W ell w e ' l l p u t i t in a p r i c k l y p i l e and i n a bumpy p i l e
and i n a h a r d p i l e . W e 'll p u t o n e i n e a c h p i l e . What i s
i t by t h e way?
S t.
Om................. i t ' s on th e t e l l y .
T.
(in a u d ib le ).
S t.
The bumpy p i l e and th e hard p i l e .
T.
OK, o n e m o r e . OK, S h a n n o n , y o u c a n com e o u t .
P ic k
som eth in g o u t and t e l l u s w hat i t f e e l s l i k e .
(In a u d ib le ) You t e l l me s o m e t h in g a b o u t i t .
You t e l l
me w h a t .... Whyi s i t
bumpy?
(N o ise
-
N o ise
-
N o ise
-
N o ise )
T.
L e t ' s s e e what happens when we p u t some o f t h i s o n .
S t.
Warm.
T.
A l r i g h t , what a b ou t t h i s one?
S t.
C o ld .
T.
What c a n y o u t e l l me a b o u t t h e d i f f e r e n c e b e t w e e n t h e
two o f them ?
S t.
That o n e ' s lumpy.
T.
That o n e ' s lum py,
S t.
Mushy.
T.
Mushy. Lumpy and mushy.
and w h a t's t h a t one o v e r th e r e ?
(N o ise)
S t.
T h is s t i l l f e e l s warm.
T.
S t i l l f e e l s w arm ?
W hat c a n
you th in k
o f th a t
fe e ls
w hat a r e som e o th e r t h in g s t h a t f e e l warm?
S t.
K e t t le .
T.
K e t t l e , y e s . The k e t t l e ' s v e r y warm. I t ' s h o t .
S t.
M ilo .
T.
M ilo , y e s .
S t.
C o ffee .
T.
C o ffee .
S t.
T ea.
T.
T ea.
329
S t.
The s u n
T.
The sun i s h o t - t h a t 's a good o n e . I f you lo o k s t r a i g h t
a t i t i t w i l l h u r t y o u r e y e s , y e s . What a r e y o u g o i n g
t h e r e Ben?
S t.
I made a p a t t e r n .
T.
Y ou 've made a p a t t e r n . How d id you
S t.
I j u s t d id t h a t .
T.
(in a u d ib le ) y o u r h a n d .
when you d id th a t?
S t.
I t makes a banging sou n d .
T.
Y es, and what happens t o t h e ta p e ?
S t.
I t g o e s a l l lum py.
(N o ise
S t.
T.
i s v e ry h o t.
-
N o ise
-
makeyour
And w h a t h a p p en ed
p a t te r n ?
to th e ta p e
N o is e ).
Look a t them e a r r i n g s .
Y es, t h e y ' r e l o v e l y .
( N o is e - n o i s e ) .
W h a t's
d i f f e r e n c e ? One's s t ic k y ? What's th e o th e r one?
S t.
I t ' s warm.
T.
I t ' s warm and i t ' s . . . ?
W h a t's h a p p en ed t o i t ?
t h a t one move th e same way a s t h a t one?
S t.
No.
T.
How d o e s t h a t one move?
th e
D oes
S t.
It ju st
f a l l s o f f your hand.
T.
I t f a l l s o f f y o u r h a n d . D o es t h a t o n e f a l l o f f y o u r
hand? N o. s o t h a t ' s t h e t h i n o n e b u t t h e t h i c k
o n e ...............
(N o ise)
S t.
How d id you make th a t?
T.
I j u s t made i t ...........
S t.
Look a t a l l th e p a in t I ' v e g o t .
T.
How d id
S t.
T.
S t.
you g e t i t .
J u s t ..................
You u s e t h e e d g e s o f y o u r h a n d s d o n ' t y o u , t o s c o o p i t
a l l up.
L ik e a b u l l - d o z e r .
330
T.
L ik e a b u l l - d o z e r . B u ll d o z e r s s c o o p up s a n d , d o n ' t
th e y ? S c o o p i t , l o o p i t ,
t h e y 'r e a l l w ords t h a t
sound t h e s a m e .
S t.
And s tu p id I
T.
Oh, t h a t ' s n o t a v e r y n ic e w ord.
What do you th in k m ig h t be in t t e k e t t l e ?
S t.
Hot w a t e r .
T.
Hot w a t e r . L e t ' s p u t i t i n h e r e . Can y o u s e e s o m e t h in g
happ en ing? W hat's happ en ing? W hat's a l l t h i s h ere?
S t.
Steam .
T.
Steam. Y e s . S tea m c o m e s o u t o f a h o t k e t t l e . T h a t 's a l l
th e w a te r e v a p o r a tin g . Now I'm g o in g to m ix a l l t h i s
up.
Put tw o hands o u t in f r o n t o f you and w e're
g o in g t o s e e
what happens when we p u t tw o d i f f e r e n t s o r t s o f paper on
i t . M i c h e l l e , h a v e y o u g o t o n e hand r e a d y ? R i g h t , p u t
t h a t on t h e r e and w e ' l l p u t t h i s o n e on t h e r e . Can y o u
t e l l me w h ich one - what t h i s one f e e l l i k e ?
S t.
H ot.
T.
H ot. One f e e l s h o t and o n e f e e l s c o l d . Can y o u t e l l me
so m eth in g a b o u t t h a t one? Som ething e l s e ab ou t i t ?
S t ..............................f a l l s o f f .
T.
That o n e f a l l s o f f . Why d o y o u t h i n k t h a t o n e ' s f a l l i n g
o ff?
S t.
B ecau se i t ' s a l l m e lt y .
T.
I t ' s a l l m e lty ?
I t's a ll
L e t 's s e e i f D a v id c a n s e e
W e 'll p u t som e on you . Some
t h e d i f f e r e n c e b e tw e e n t h o s e
S t.
That o n e ' s c o ld and t h a t o n e ' s h o t .
T.
That o n e 's c o ld and t h a t o n e 's h o t. And what happened t o
t h a t one?
S t.
It fe ll o ff.
T.
I t f e l l o ff?
S t.
I t s ta y e d o n .
T.
I wonder why i t s t a y s on? Can you th in k o f a r e a so n why
i t m ig h t b e s t a y in g on you?
S t.
'Cos i t ' s c o l d .
T.
Do y o u t h i n k t h a t ' s why? 'C os i t ' s c o l d ? T h a t o n e f e l l
o f f y o u - t h a t o n e 's s t i l l t h e r e . Why d o y o u t h i n k i t ' s
s t i l l th e r e ? What happened t o i s ?
runny i s n ' t i t , t h a t on e?
t h a t . T h er e y o u a r e D a v id .
t h e r e and som e t h e r e . W hat's
tw o?
What happened t o t h i s one?
331
S t.
I t ' s m e ltin g .
T.
W e ll, i t ' s m oving v e r y s lo w ly . T h is one i s t h in and t h i s
one i s t h i c k , s t u c k t o g e t h e r W h at's h a p p e n in g t o y o u r
s t i c k y ta p e now, M ic h e lle ? M ic h e lle , w h a t's happ en ing t o
your s t i c k y ta p e now?
S t.
I t ' s g o in g a l l lumpy.
T.
I t ' s g o i n g a l l lu m p y . R o ck y , q u i e t t h e r e p l e a s e . W h a t's
h app en ing t o your s t i c k y t a p e , Jam ie?
S t.
I t ' s f lo p p y .
T.
F loppy? What a r e you d o in g t o i t now?
S t.
W iping i t o f f .
S t.
Look, I made a hand.
T.
You made a hand p r i n t d id you?
S t.
T h is i s l i k e p a i n t .
T.
L ik e p a in t?
S t.
I t g o e s on your hand.
T.
Y e s, i t g o e s in betw een your f i n g e r s , d o e s n ' t i t .
T.
What d o e s i t f e e l l i k e ?
S t.
C o ld .
T.
What a b ou t t h i s one?
S t.
H ot.
T.
What can you t e l l me a b ou t t h a t one?
S t.
That o n e 's w obbly and t h a t o n e 's n o t .
What happens when
you do t h a t , M ic h e lle ?
T.
O n e's w ob b ly and o n e 's n o t. Y es,
w obbly?
S t.
'C os i t ' s g o t w ater in i t .
T.
I t ' s g o t l o t s o f w a t e r and t h a t o n e ' s o n l y g o t a l i t t l e
b it,
h a s n 't i t ?
G o o d n e s s m e, w h a t a r e y o u d o i n g ,
M ic h e lle ?
S t.
T.
I wonder why t h i s o n e 's
(in a u d ib le ) .
How a r e you d o in g th a t?
(N o ise
-
N o ise
-
W hat's h a p p e n in g .......................
N o is e ).
And some in t h i s hand. What d o e s t h a t one f e e l l i k e ?
332
S t.
T.
C o ld .
C o ld . What d o e s t h a t one f e e l l i k e ?
S t.
H ot.
T.
H ot. W hat's happening t o t h a t one?
S t.
I t ' s running o u t o f my hand.
T.
I t ' s running o u t o f your hand. What ab ou t t h a t one?
S t.
It is n 't.
T.
I t i s n ' t . I wonder why th en ?
S t.
S t ic k y .
T.
That o n e ' s a l l sticlQ ^ and t h i s one i s
?
S t.
Runny.
T.
Runny. O n e's r u n n y , o n e ' s t h i n and o n e ' s t h i c k . What
happens when you sq u e e z e them b oth ? One hand f e e l s c o ld
and one hand f e e l s h o t . I s t h a t tr u e ? A l r ig h t , l e t ' s
put
some on t h e r e . W hat a b o u t t h a t o n e ? W hat d o e s t h a t
one
f e e l lik e ?
S t.
C o ld .
T.
What e l s e d o e s i t f e e l l i k e ? Can y o u t e l l me s o m e t h in g
e l s e a b o u t how i t f e e l s ? W hat h a p p e n s w hen y o u s q u e e z e
it?
S t.
It fa lls .
T.
I t f a l l s . Can y o u s e e how s l o w l y i t s l i p s o u t
o fyour
hand?
S e e i t s l o w l y d r i p p i n g . W hat a b o u t i f y o u p u t
t h i s one on e. What a b ou t t h a t o n e , how d o e s t h a t f e e l ?
S t.
I t ' s h o t.
T.
T h a t's h o t and v ^ a t d o e s i t do?
S t.
I t d r ip s .
T.
I t d r i p s . I s i t g o in g t o d r ip th e same way a s t h a t one?
S t.
No.
T.
W hat's d i f f e r e n t a b o u t i t ?
S t.
That o n e ..................
T.
That o n e - y o u s a i d t h a t o n e d r i p s s l o w l y . W hat a b o u t
t h i s one h e r e ? What d o e s t h a t one do?
S t.
I t d rip s f a s t .
333
T.
I t d r i p s f a s t , d o e s n ' t i t ? T h e r e we a r e . E x c u s e me
L y n e tte p l e a s e . What happens when you p u t your hands in
th e f in g e r p a in t? What do you do w ith i t ?
S t.
You can d ip your f i n g e r s i n .
T.
Y e s, and what happens?
S t.
You can make c i r c l e s .
T.
You can make t h in g s - you can
you i s m aking th e c i r c l e s ?
make c i r c l e s . What
S t.
You go round.
T.
W hat's making th e c i r c l e s th o u g h . W hat's t h i s ?
S t.
( in a u d ib le ).
T.
(in a u d ib le ) making th e c i r c l e s i s n ' t i t .
S t.
part
of
I want t o have a tu rn a f te r w a r d s .
T.
Y e s, you w i l l in a m in u te a f t e r .................
S t.
I'm g o in g t o have a tu r n a f t e r ............
S t.
T h is i s a p e n c i l sh a r p e n e r .
T.
Is it?
Linda?
S t.
I t ' s n ic e and c o l d .
T.
N ic e and c o l d , i s i t ?
T.
W hat's th a t?
S t.
I t ' s gooey.
T.
I t ' s a l l g o o e y ? Y ou rs h a s g o t g l u e i n i t d o y o u t h in k ?
What do t h o s e t h in g s f e e l l i k e when you to u c h them?
S t.
Hard.
T.
Hard t h i n g s in i t . W hat a b o u t t h e r e s t o f i t ?
D oes i t
f e e l h a r d , d o e s i t a l l f e e l h a r d ? W hat d o e s t h e o t h e r
p a rt o f i t f e e l lik e ?
S t.
S o ft.
T.
S o f t . F in g e r p a i n t ' s s o f t w hen y o u m ove i t a r o u n d i s n ' t
i t ? Do you w ant some more?
S t.
H ot.
T.
Hm, hm.
S t.
C o ld e r.
G oodness me.
334
What's happ en ing
t o th e p a in t now,
T.
C o ld e r , y e s . H ot and c o l d . Oh, t h a t ' s n i c e and t h i c k
i s n ' t i t ? A ll bunched up in t h e r e .
(N o ise
T.
-
N o is e ).
So f i r s t w e've g o t t h o s e tw o .
Put t h o s e t h in g s up h e r e .
S t.
W e've
g o t t o m a t o e s ... and m ilk .
T.
M ilk .
Who knows t h a t t h i s is ?
S t.
Y ogh u rt.
T.
Y ogh u rt. What do you th in k t h i s m igh t be?
S t.
S a la d .
T.
W e ll, y e s , i t ' s l i k e t h a t . I t ' s g o t a s p e c i a l nam e
th ough. You p u t i t i n y o u r s a l a d , i t m ak es i t t a s t e
n i c e . Has anyone heard o f m ayon n aise? No?
S t.
I had i t in
T.
You had i t i n y o u r h a m b u r g e r d i d y o u ? W e l l , t h a t ' s
c a l l e d m a y o n n a is e . I t ' s a w h i t e c o l o u r i s n ' t i t ?
And
i t ' s l i k e a cream .
S t.
And i t ' s made o u t o f b u t t e r .
T.
Y es, i t ' s g o t b u t t e r i n i t , and i t ' s g o t e g g s , v e g e t a b l e
o i l , s u g a r , a l l s o r t s o f t h i n g s . R ig h t . W h a t's t h i s o n e
here?
S t.
P eanut p a s t e .
T.
P eanut p a s t e .
S t.
Or p ea n u t b u t t e r .
T.
Or p ea n u t b u t t e r , y e s . Some p e o p le c a l l i t p e a n u t p a s t e
and so m e p e o p l e c a l l i t p e a n u t b u t t e r
And t h a t ' s
cream .
S t.
Tomato s o i p .
T.
Tomato s o u p . T h is i s c a l l e d t o m a t o p u r e e . I t ' s n o t
r e a l l y a s o u p . You c a n u s e t o m ake - o r t o add t o y o u r
so u p .
S t.
You c o u ld p u t v e g e t a b le s in i t .
T.
You c o u ld , t o o .
S t.
You c o u l d c h o p th em up and p u t th em i n . . . and m e a t a s
w e ll.
T.
Y es. You c a n u s e t h i s i n a c a s s e r o l e i f y o u w a n t t o .
Seme
mummys make c a s s e r o l e s and t h e y p u t m eat
i n , and v e g e t a b l e s and t h e y p u t t o m a t o p u r e e i n i t a s
w e ll t o g i v e i t a b i t o f f l a v o u r .
my ham burger.
335
S t.
mum d o e s .
T.
Does sh e?
S t.
I lik e th a t, th a t's lo v e ly .
T.
Very t a s t y . I t ' s made o u t o f to m a to e s, i s n ' t i t ?
S t.
D e lic io u s .
S t.
So i s tom ato s a u c e .
S t.
I have t h a t on c h e e s e on t o a s t .
T.
Ugh, you have t h a t on c h e e s e on t o a s t , do you?
S t.
I have t h a t on b r e a d .
S t.
And m a c a r o n i.
T.
Oh y e s . I 'v e h e a r d o f i t b e in g on m a c a r o n i. W hat e l s e
can you h ave tom ato sa u c e on?
S t.
S te a k .
T.
S teak and s a u s a g e s , y e s , t h a t would be n i c e .
S t.
C h ip s .
T.
You h ave them on c h ip s do you?
S t.
Hamburgers.
S t.
I have them on f i s h and c h ip s so m e tim e s.
S t.
I h ave pepper and s a l t on f i s h and c h i p s .
T.
Who knows v ^ t ' s in t h i s c o n t a in e r ?
S t.
V in e g a r .
T.
No. What can you s e e in th e r e ?
S t.
O il .
T.
Y e s, t h e r e ' s a b i t o f o i l .
S t.
V e g e t a b le s .
T.
I t's got
in s id e .
S t.
A l i t t l e b it o f c a r ro t.
T.
A little
S t.
C h illi.
a
little
b it
of
tin y b it o f c a r r o t.
336
S op h ie and Ben?
v e g e ta b le
a ll
chopped
up
T.
Some c h i l l i e s y e s , and c a p sic u m , l i t t l e ca p sicu m chopped
up. And y o u u s e t h i s i n y o u s a l a d s t o o . T h is i s c a l l e d
s a la d d r e s s i n g . R i g h t , OK, So w e 'v e g o t s a l a d d r e s s i n g
and w e 'v e g o t o i l , c r e a m , o r a n g e j u i c e , t o m a t o s a u c e ,
and w h a t's t h i s one?
S t.
Yoghurt - fla v o u r e d ?
T.
Y ogh urt, p a s s i o n f r u i t y o g h u r t. What was t h i s one c a ll e d ?
Do you remember t h e name?
S t.
Hamburger d r e s s i n g .
T.
W ell n o t r e a l l y . The name s t a r t s w ith a 'MMMM'. Say i t m a y o n n a ise.
S t.
Peanut p a s t e .
T.
Peanut p a s t e .
S t.
T a n a to ...........
T.
I t w a s n 't soup remember.
S t.
Tomato s a u c e .
T.
W ell ......... K e l l y , i t ' s c a l l e d p u r e e , t o m a t o p u r e e .
R ig h t. Now I'm g o i n g t o p u t s o m e o f t h i s t o m a t o
s a u c e ................t h e r e we a r e . In t h e c o n t a i n e r . I'm g o i n g
t o a s k y o u t o t e l l me w h a t h a p p e n s t o t h e t o m a t o s a u c e
vhen I p u t i t i n a c o n t a i n e r . W h a t's i t d o?
S t.
I t s t o p s in . S om etim es my dad p u ts a k n if e and tu r n s i t
around and t u r n s i t up and dow n a b i t .
T.
What i f I sh ak e i t ,
S t.
T h a t ' l l make i t runny.
T.
T h a t ' l l m ake i t ru n n y d o y o u t h in k ?
W hat's happ en ing t o i t ?
S t.
I t ' s runny.
T.
Y es, i t ' s running m ore. I t ' s p o u r in g in t o th e c o n t a in e r ,
i s n ' t i t ? Can y o u t e l l me s o m e t h in g a b o u t t h e w ay i t ' s
g o in g i n t o th e c o n ta in e r ?
S t.
I t ' s ru n n in g .
T.
I t ' s running in t o th e c o n t a in e r , y e s .
S t.
I t ' s t h ic k .
T.
Good g i r l , i t ' s t h i c k . Can y o u s e e how i t c o m e s i n t o
th e
A ll v e r y t h i c k , and i t c o m e s o u t - n o t
te r r ib ly f a s t r e a ll y , d o es i t ?
I t com es o u t q u it e
s lo w ly . In b i g b l o b s . We s h o u ld h a v e so m e s a u s a g e s
s h o u ld n 't w e, th e n we c o u ld u se our tom ato s a u c e .
337
i t m ig h t h e lp .
Now l e t ' s
see.
S t.
D ip y o u r f i n g e r .
T.
I beg your pardon?
S t.
D ip your f i n g e r .
T.
D ip my f i n g e r .
S t.
Do y o u know w h a t t o d o w i t h t o m a t o s a u c e i f i t d o e s n ' t
come o u t ? I b an g i t on t h e g r o u n d .
T.
Beg your pardon Barbara?
S t.
( in a u d ib le ).
T.
Oh d o e s i t ?
I d o n 't k n ow . I 'v e n e v e r fo u n d t h a t o u t .
OK, s o w e 'v e s a i d t h a t t h e t o m a t o s a u c e w as t h i c k w hen
i t w as p o u r e d i n t o t h e c o n t a i n e r . W hat h a p p e n s w hen we
p o u r ..........
S t.
T h a t'll be ea sy to pour.
T.
You t h i n k t h a t ' l l b e e a s y t o p o u r ?
t h a t ' l l b e e a s y t o pour?
S t.
'C os i t ' s j u s t d r in k in g s t u f f .
T.
W e ll, y o u c o u l d d r i n k t o m a t o s a u c e i f y o u w a n te d t o , I
su p p o se.
S t.
Yum yum. We c o u ld d r in k t h a t .
T.
R ig h t down C h r is to p h e r . Y o u 'll be a b le t o s e e i f we h o ld
i t up h i g h .
S t.
I t makes a n o i s e .
T.
Comes o u t q u i c k l y d o e s n ' t i t , and i t m ak es a n o i s e . D id
th e to m a to s a u c e make a n o is e ?
S t.
No.
T.
I t d i d n ' t r e a l l y make much o f a n o i s e .
S t.
I heard i t .
S t.
M iss Thomas, l e t ' s d r in k i t .
T.
S o , t h e tom ato j u i c e com es o u t o f ...........
S t.
O ran ges.
T.
Tom atoes d o n ' t com e o u t o f o r a n g e s . T om ato s a u c e c o m e s
o u t o f t o m a t o e s . O ran ge j u i c e c o m e s o u t o f o r a n g e s and
oran ge j u i c e c o m e s o u t q u i c k l y , and to m a t o s a u c e c o m e s
out ....?
S t.
S lo w ly .
338
Why d o y o u t h i n k
T.
S lo w ly . T om ato s a u c e i s t h i c k and o r a n g e j u i c e i s . . . . ?
S t.
T h in .
T.
T h in , t h a t ' s r i g h t , i t c o m e s o u t a s a t h i n l i q u i d . A l l
t h e s e t h in g s a r e c a l l e d l i q u i d s , b e c a u s e th e y move when
you t i p th e m . T hey m o v e. When y o u p o u r th em o u t t h e y
m ove.
S t.
M iss Thomas, why d o n ' t we d r in k i t ?
T.
Ch, w e ' l l h a v e i t a b i t l a t e r o n . OK, t h a t ' s o u r o r a n g e
j u i c e . R i g h t , now l e t ' s t r y t h e n e x t o n e . W hich o n e
s h a l l we tr y ?
S t.
M ilk .
T.
Try th e m ilk ?
S t.
NO, cream . Cream.
T.
A lr ig h t . Y e s , I k n ow . I ' v e s e e n i t C a t h e r i n e . Y ou 've
a lr e a d y sh o w n me t w i c e . OK. T h e y 'v e g o t r e a l l y c l e v e r
ways o f p u t t i n g l i d s on c r e a m and o r a n g e j u i c e h a v e n ' t
th e y ? Have you s e e n t h s e t y p e s o f l i d s b e fo r e ?
S t.
Y es.
S t.
NO.
T.
You p u l l a b i t o f p l a s t i c o f f and th e n you can l i f t them
o ff e a s ily .
S t.
Som etim es t h e y a r e l i k e th e m ilk c a r t o n s . I l o v e cream .
T.
I l i k e cream t o o .
S t.
So do I .
T.
How do we e a t th e cream?
S t.
Put i t on c a k e s .
S t.
On p u d d in g s.
T.
Put i t on p u d d in g s , c a k e s . What d o e s mummy d o t o i t
th ou gh , b e f o r e sh e p u ts i t o n to a cak e?
S t.
Mix i t .
T.
Y es, sh e m ix e s i t up.
S t.
P u ts c o lo u r i n g .
T.
Y es, s h e m ig h t p u t c o l o u r i n g i n i t . Why d o e s s h e m ix i t
up? What happens t o i t ?
S t.
I t g o e s c o lo u r e d .
T.
W e ll, d o e s i t go h a rd .
339
S t.
No.
T.
No,r e a l l y . What happens t o
S t.
It
g o e s a l l t h ic k .
S t.
It
g o e s a l l b u b b ly .
S t.
Som etim es i t ....................
T.
What happens when you b e a t i t
S t.
Goes a l l cream y, m ore.
T.
It
g e t s c r e a m ie r , y e s , J o d ie ?
S t.
It
g o e s th in n e r and runny.
T.
When y o u m ix i t u p , d o e s i t g o ru n n y? I d o n ' t t h in k
r e a l l y t h a t ' s w h a t h a p p e n s . B en and J a s o n y o u 'r e
not
l i s t e n i n g v e r y w e l l t h e r e . You w atch w hat happens t o th e
cream . I t ' s q u i t e t h i n i s n ' t i t ? i t r u n s .
S t.
Q u ic k ly .
T.
Q u ic k ly , y e s . W e ll com e i n h e r e and w e ' l l s e e w h a t
happens t o i t . I t c o m e s o u t a t h i n l i q u i d d o e s n ' t i t ,
t h a t w ay. I t ' s t h i n w hen I p u t i t i n t h e r e , t h e n I w h ip
i t IÇ). What do you th in k m ig h t happen t o i t th en ?
S t.
I t g o e s b u b b ly .
T.
Does i t go bubbly? W e ll, l e t ' s s e e .
S t.
W e 'll soon f in d o u t .
T.
Soon f in d o u t , w o n 't w e.
S t.
My Mum's g o t a b e a te r w ith a b lu e h a n d le and b lu e t h in g
t o h o ld on t o .
T.
The b e a t e r s a r e g o i n g r o u n d . L o o k o u t , a l l t h o s e
t h i n g s . . . . Would you l i k e t o h o ld i t f o r me M ic h e lle ?
S t.
it?
vrtien
i t g o e s b u b b ly .
up th o u g h .
mum d o e s i t and I h o ld i t f o r h e r .
S t.
I t ' s g o in g throu gh t h e r e .
T.
Y e s, i t ' s g o in g th rou g th e b e a t e r , i s n ' t i t .
S t.
Som etim es mum g i v e s me th e b e a t e r s t o l i c k .
T.
D oes s h e ? R i g h t , who c a n t e l l
happen t o our cream ?
S t.
G e ttin g b u b b ly .
S t.
G e t ti n g bum py.
340
me w h a t 's s t a r t i n g
to
T.
I t ' s g e t t i n g h ard er f o r me t o make t h e b e a t e r s go round.
S t.
Harder and h a r d e r .
S t.
I t i s g e t t i n g a l i t t l e b i t tou gh t o tu r n i t around?
T.
Y es, i t ' s g e t t i n g t o u g h t o t u r n i t a r o u n d . Why i s i t
g e t t i n g tou gh t o tu rn i t around? W hat's happening t o i t ?
S t.
G e ttin g h a r d e r .
T.
No i t ' s n o t h a r d . Look, i t ' s s t i l l s o f t .
S t.
G e ttin g t h i c k .
T.
T h ick , t h a t ' s t h e w o r d . Good b o y l I t ' s g e t t i n g t h i c k e r .
I t was n i c e and t h in when i t was in t h i s c o n t a in e r , and
now i t s
?
T h ic k .
So t h i c k t h i n g s d o n ' t m ove a s
much a s t h i n t h i n g s d o , b e c a u s e I h a v e a l o t o f t r o u b l e
making t h e s e b e a t e r s go round, b e c a u se t h e m ix tu r e 's to o
t h ic k . Do y o u know w h a t h a p p e n s t o c r e a m w hen y o u g o on
m ix in g i t ? and m ix in g i t and m ix in g ? I t g e t s t h ic k e r and
t h ic k e r and t h i c k e r and i t t u r n s i n t o . . . . ?
S t.
M ilk .
T.
No, n o t when i t g e t s t h ic k e r .
S t.
Cream.
T.
I t ' s a lr e a d y cream . What do you have on your bread?
S t.
B u tte r .
T.
B u tte r . D id y o u know t h a t c r e a m w i l l b e c o m e b u t t e r i f
you k eep on m ix in g i t ?
S t.
I f y o u had a b e a t e r and i t w as e l e c t r i c , i t w o u ld n 't b e
hard t o t u r n .
T.
No, w e l l an e l e c t r i c
w o u ld n 't i t ?
S t.
I t j u s t b e a t s i t and b e a t s i t and n ever s t o p s .
T.
I t b e a t s and b e a t s and n e v e r s t o p s . W e ll i t s t o p s w hen
you tu r n t h e pow er o f f . There i t i s , s e e how t h ic k i t i s
now?
S t.
Can I l i c k i t ? Can I l i c k i t ?
T.
W e 'll h a v e so m e l a t e r .
t h i s one?
S t.
S alad d r e s s i n g .
T.
Salad d r e s s i n g , good b o y . L e t ' s t r y .............
( n o is e
- n o is e 341
b e a ter
R ig h t .
n o is e ).
M ilk 's
?
w o u ld b e m uch e a s i e r ,
What a b o u t
W h at's
T.
R ig h t, l e t ' s
d r e s s in g .
w a tc h and s e e w h a t h a p p e n s t o t h e s a l a d
S t.
Yuk, i t ' s t h i n .
T.
I t ' s t h i n , g o o d g i r l . I t ' s t h i n . Why i s i t t h i n . W h a t's
h app en ing t o i t ?
S t.
I t ' s s p l a s h in g .
T.
I t ' s s p l a s h i n g . I t ' s s p l a s h i n g m e! A l l t h o s e l i t t l e
t h in g s i n s i d e i t a r e l a n d i n g h e a v i l y . Can y o u h e a r t h e
sound i t makes?
S t.
L ik e h o r s e s m ake. L ike r a in .
T.
Y es, t h e y m ake a c l i p - c l o p p i n g s o u n d .
I t had a s m e l l ,
d i d n ' t i t , t h a t o n e? So s o m e t i m e s , s o m e t im e s y o u c a n
f in d o u t a b o u t t h i n g s b y s m e l l i n g th e m , and b y ... w h a t
e l s e ? You c a n f i n d o u t a b o u t t h i n g s b y s m e l l i n g th e m ,
and you can f in d o u t ab ou t t h in g s by what?
S t.
T a s tin g th a n , y e s .
T.
T a s tin g th e m . Y e s , t h a t ' s r i g h t . Howe l s e
o u t a b o u t t h in g s ?
S t.
S m e llin g them .
T.
L e t ' s a l l h e l p t o p a c k up now and w e ' l l d o so m e m ore
a f t e r p la y .
342
can you
fin d
LESSON ONE - COGNITIVE MODEL
TEACHER: EH
T .*
. . . . t o h a v e a l o o k a t a l l t h e d i f f e r e n t c o l l e c t i o n s I 'v e
g o t t h e r e and t e l l me what you th in k ab o u t them . J u s t t e l l
me w h a t y o u t h in k a b o u t a l l t h o s e d i f f e r e n t c o l l e c t i o n s
t h e r e on t h e t a b l e . What d o y o u t h i n k a b o u t th em ? Have a
lo o k a t th em a l l , and t e l l me w h a t y o u t h i n k . J a s o n , w h a t
do you th in k ?
St.**S om e o f t h e t h e s e a r e n ' t a l l e x a c t . Some o f th em a r e b u t
some o f th a n a r e n ' t .
T.
Why a r e n ' t th e y e x a c t l y th e same?
S t.
W e ll, n o t a l l o f th em a r e . T ake t h e s e f o r i n s t a n c e . . .
t h e y ' r e t h e sa m e t h i n g b u t t h e y ' r e n o t t h e sa m e c o l o u r . As
f o r t h e s e , t h i s i s a Coke c a n and t h e s e tw o a r e b e e r c a n s .
T hese tw o a r e t h e s a m e , t h e s e tw o - tw o t h i n g s d i f f e r e n t
a r e s i z e and t h i s o n e 's c o v e r . I s u p p o s e y o u c o u l d s a y
t h e s e o n e s a r e t h e sa m e b u t m aybe n o t , b e c a u s e t h e o t h e r
two d o n ' t h a v e t h i s b i t h e r e o n , and a s f o r t h e s e t w o ,
t h e y ' r e a l r i g h t , and t h e s e tw o - m aybe y o u c o u l d s a y n o ,
b e c a u s e o f t h e p a t t e r n t h e r e , b u t .........
T.
A lr ig h t . And s o y o u 'r e s a y in g a lth o u g h some o f them a r e th e
same c o l o u r , so m e o f th em a r e n o t t h e s a m e . Som e o f th em
a r e t h e sa m e s i z e and so m e a r e n o t . T h a t 's t r u e , t h a t ' s
v e r y t r u e . B u t w h a t e l s e c a n y o u t e l l me a b o u t t h e
c o l l e c t i o n s t h e r e . Have a c a r e f u l lo o k .
S t.
W e ll, e v e r y s e t h as g o t t h r e e in e a c h .
T.
S t.
The same amount o f t h i n g s .
T.
They a l l h a v e t h e sa m e am o u n t o f t h i n g s . A l r i g h t t h e n . I'm
g o in g t o chan ge them around, and I w ant you t o do so m e th in g
fo r me. Do you th in k i t m a tte r s t h a t t h e y 'r e a l l n o t c u b e s ,
and t h e y 'r e a l l n o t s tr a w s . Do you th in k t h a t r e a l l y . . . .
S t.
No.
T.
Why d o e s n ' t i t m a tt e r . Heath?
S t.
W e ll, t h e r e ' s d i f f e r e n t s h a p e s and d i f f e r e n t t h i n g s .........
L ik e , y o u t h in k e v e r y t h i n g w as s q u a r e , l i k e on a c a r , t h e n
i t w o u ld n 't go a s f a s t a s round t h i n g s ............
S t.
So i t d o e s n 't r e a l l y m a tte r . We've d e c id e d t h a t th e y 'v e a l l
g o t t h e same number.
S t.
T *:
T eacher
Good g i r l . E very s e t - w e've g o t l o t s o f s e t s t h e r e - w e've
got th r e e b o t t le to p s , th r e e cu b es, th r e e s tr a w s, th r ee
round d i s c s , t h r e e b e a d s , t h r e e b i g t o p s , t h r e e r o d s . T hey
a l l h a v e t h e sam e
w h a t C h r i s t i a n ? T hey a l l h a v e ....?
I t w o u ld n 't r e a l l y
b ang, b a n g , b a n g !
S t* * : S tu d e n t
343
m a tte r b e c a u se
(I n a u d ib le )
T .*
I'm g o in g t o s e t up a c o l l e c t i o n h e r e , and I'm g o in g t o g e t
som eone t o m ake i t lo o k t h e sa m e v a l u e , l i k e . . . . Emma, I'm
g o in g t o p u t t h r e e t o p s t h e r e and I'm g o i n g t o p u t o n e
t h in g t h e r e . Can y o u m ake t h o s e c o l l e c t i o n s t h e sam e
amount?
S t .* * y e s .
T.
How a r e you g o in g t o do i t ?
S t.
Take away two o f th e l i d s .
T.
you c o u ld t a k e tw o o f t h e l i d s ,
each , o r ...?
S t.
Or you c o u ld p u t them on two c u b e s .
T.
R ig h t. And on th e tw o cu b es?
now, Megan?
S t.
Y e s, b u t
T.
R ig h t, you c o u ld p u t tw o on t h a t s i d e and tw o on t h a t s i d e ,
s o we c o u ld do l o t s o f t h in g s . A l r ig h t , Megan can you make
up a c o l l e c t i o n s o t h a t C h r i s t i a n c a n f i n i s h i t o f f and
make i t th e same?
(in a u d ib le )
s o y o u 'r e l e f t
w ith one
Are t h e c o l l e c t i o n s t h e sam e
ta k e one o f them away.
(I n a u d ib le ) .
T.
R ig h t, s o y o u 'v e p u t them t h a t w ay s o C h r i s t i a n c a n s e e .
R ig h t, C h r i s t i a n , f i r s t o f a l l c a n y o u t e l l u s w h a t t h e
c o l l e c t i o n i s ? The one c o l l e c t i o n t h a t M egan's g iv e n us?
S t.
Tops and b e a d s.
T.
How many?
S t.
S ix .
T.
R ig h t . I s h e r i g h t th e r e ?
S t.
Y es.
T.
How do you know t h e s e c o l l e c t i o n s a r e n ' t th e same?
S t.
B eca u se y o u a d d e d
t h a t , o r y o u c o u l d c o u n t t h a t and
see th a t
c o u n t b y tw o o r t h r e e and i f t h e y w e r e
a l r i g h t you w ould know, b e c a u se t h e r e 's t h r e e o f t h e s e and
t h r e e o f them and th e y 'r e a l l d i f f e r e n t .
T.
R ig h t, how many in e a c h c o l l e c t i o n ?
I t m ig h t b e an e a s i e r
w a y ... how many in e a c h c o l l e c t i o n ? How many on t h a t s id e ?
S t.
S ix .
T.
And how many on t h a t s id e ?
S t.
S ix .
T.
Are th e y th e same?
344
S t.
Y es.
T.
Why?
S t.
B eca u se ............ l i k e K i r s t e n s a i d , s h e h a s t h r e e
and
s o i f t h e r e w as, you p u t tw o t h in g s on ea c h s i d e t h a t m eans
t h e y m ust b e th e sam e.
T.
Can so n eo n e t e l l Heath a s im p le r way? Megan?
S t.
B ecau se t h e r e ' s th e same amount on ea c h s i d e .
T.
Good g i r l , t h e r e 's s i x on t h a t s i d e and t h e r e 's s i x on t h a t
s i d e , s o t h e y 'v e g o t t o b e t h e . . . ?
S t.
Same.
T.
K ir s te n , c a n y o u m ake up a c o l l e c t i o n ?
You c a n c h o o s e
som eone - y o u m ake up y o u r own and g e t s o m e o n e t o m ake i t
t h e sam e.
S t.
W e've g o t . . . t h e r e ' s o n e on o n e s i d e and t h e r e ' s m ore on
t h e o th e r s o you p u t t h r e e , tw o and one more and t h a t g i v e s
th e sam e am ount.
T.
T h a t's t h e sa m e a m ou n t s id e ?
S t.
N in e .
T.
N in e, s o b y s a y in g t h a t i t ' s t h e sa m e a m o u n t, w h a t a r e we
s a y in g J a s o n ? W h a t's a n o t h e r w ay o f s a y i n g t h a t t h e y ' r e
t h e same amount?
S t.
The n u m b ers o f w h a t 's on e a c h s i d e and w h a t 's on th e o t h e r
a r e t h e sam e.
T.
The s a m e , s o . . . t h e sa m e a m o u n t, t h e s a m e . W h a t's a n o t h e r
word we c o u ld u se f o r s a y in g 'th e sam e'? We u s e i t a l l th e
tim e w i t h o u r s u m s. We c o u l d s a y - t h e y a r e
?
S t.
E q u a ls.
T.
E q u a ls. Good b o y , C h r i s t i a n . R i g h t . I'm g o i n g t o p u t a l l
t h o s e aw a y and I'm g o i n g t o p u t so m e ( i n a u d i b l e ) c a r d s
down. Can y o u j u s t p u t a l l t h o s e b i t s and p i e c e s i n t o t h a t
box t h e r e . I'm g o i n g t o p u t dow n on t h e d e s k a w h o le p i l e
o f c a r d s . I'm g o i n g t o a s k so m e o n e t o p u t th em i n t o t h e
same s e c t i o n s , s o t h a t a l l t h e c a r d s h a v e t h e sa m e v a l u e t h e y 'r e e q u a l. I'm g o in g t o p u t them a l l dow n, a l l o v e r th e
p la c e . You c a n h e l p e a c h o t h e r o u t . T h a n k s, K i r s t e n .
T tiey 're a l l b l a c k d o t s , b u t t h e y ' r e n o t a l l t h e s a m e . I
want y o u t o p u t th em i n t o p i l e s o f b e i n g t h e s a m e . You c a n
s t a r t . Have a lo o k and s e e w hat you t h in k . Make s u r e y o u 're
a l l n o t s o r t o f d o u b lin g up. Put a l l th e f i v e s p i l e s
to g e th e r .
S t.
I ' v e g o t a l l th e s ix e s h e re .
345
a r e you su r e ?
How m any on e a c h
T.
Have you? R ig h t. What a b o u t t h e l a s t group? R ig h t , j u s t
p u t th em i n t o t h e m id d le . A l l y o u r p i l e s . A l r i g h t M egan,
what can you t e l l me ab o u t t h o s e c o l l e c t i o n o f c a r d s ? We've
g o t th r e e p i l e s th e r e .
S t.
W ell t h e s e o n e s a l l e q u a l s i x .
T.
Do th e y lo o k th e same?
S t.
No.
T.
Are th e y t h e same th en ?
S t.
Y e s.
T.
Why?
S t.
I t d o e s n 't m a tte r w hat p a t t e r n t h e y a r e , b u t th e y a l l have
t h e same amount o f d o t s .
T.
Good g i r l ,
Heath?
S t.
W e ll, t h e y a r e o d d , b u t i t d o e s n ' t m a t t e r , ' c o s ,
so m eth in g l i k e th e sam e, b u t i t i s n ' t .
T.
R ig h t , d o e s t h a t m a tte r?
S t.
No, i t j u s t m ean s t h a t t h e y ' r e
t h e y ' r e a l l th e sam e.
T.
Why a r e th e y a l l th e same?
S t.
'Cos you c a n ...................
T.
Why i s t h a t p i l e
K ir ste n ?
S t.
B eca u se i f t h a t p i l e ' s a l l t h e s a m e , w e l l i t h a s t o b e t h e
same amount o f t h in g s in one p i l e .
T.
Good g i r l . How many d o t s a r e in t h a t p i l e ?
S t.
Seven.
T.
So a l l t h o s e c a r d s have?
S t.
Seven.
T.
So a r e th e y th e same?
S t.
Y es.
T.
Why?
S t.
'Cos t h e y 'v e a l l g o t s e v e n in them .
T.
Good b o y , t h e y ' v e a l l g o t s e v e n d o t s . Emma, w h a t
t h i s p i l e ? Are th e y th e same?
Does ea ch card lo o k th e same?
th a t's e x a c tly
346
a ll
r i g h t . W hat a b o u t t h a t p i l e .
i t lo o k s
a l l i n t h e r i g h t p i l e and
t h e sa m e ?
Who c a n h e l p h im o u t ?
about
S t.
yes.
T.
Why?
S t.
B eca u se a l l o f t h e c a r d b o a r d b i t s w i t h d o t s on i t h a v e a l l
t h e same am ount.
T.
How many have t h e y g o t?
S t.
F iv e .
T.
But t h e y 'r e n o t a l l th e same p a t t e r n .
S t.
But t h a t d o e s n ' t
am ount.
T.
Good g i r l . I ' l l j u s t p u t a l l t h o s e p i l e s o f d o t s b a c k in
t h e m id d le . I'm g o i n g t o g i v e y o u a s h e e t now and i t ' s g o t
a l l row s o f d o t s on i t . Each row h a s g o t d i f f e r e n t am ounts.
Some a r e t h e sam e, som e a r e n o t. I want you t o c u t them o u t
and t h e r o w s a r e t h e sa m e a m o u n t, I w a n t y o u t o g l u e o n t o
t h e b u tc h e r pap er. G lue t h e o n e s t h a t a r e th e same o n to th e
b u tc h e r p a p e r . C h r i s t i a n c a n y o u g i v e e a c h p e r s o n o n e o f
t h o s e s h e e t s ? R ig h t . P e r h a p s w hen y o u 'r e g l u e i n g o n , i t
m ig h t b e e a s i e r t o g l u e d o w n w a r d s l i k e t h a t , b e c a u s e t h a t
way y o u ' l l f i t th em a l l o n . I f t h e y g o d ow n . I t ' s up t o
you , b u t i t m ig h t be e a s i e r t h a t way.
S t.
Some o n l y h a v e l i t t l e s p a c e s , so m e h a v e b i g s p a c e s . T hey
c o u ld lo o k a s though t h e y a l l go up t o t h e r e b u t t h e y s t i l l
c o u ld h ave b ig g e r s p a c e s .
T.
Good g i r l . Som e o f th em w i t h t h e b i g g e r s p a c e s m ig h t l o o k
l i k e t h e y ' v e g o t ro o m , b u t t h e y m ig h t n o t . T h a t 's a g o o d
p o i n t , Megan.
S t.
You sh o u ld a lw a y s c o u n t th e d o t s b e f o r e you s t i c k them o n .
T.
Why?
S t.
B ecau se j u s t a s Megan h a s s a i d
b e c a u s e o f th e b ig g e r s p a c e .
T.
And s o w h a t w o u ld y o u c o u n t f o r ,
c o u n tin g t h e d o t s fo r ?
S t.
YOU know how Megan s a i d y o u m ig h t g e t t r i c k e d b e c a u s e o f
t h a t? W e l l , y o u d o n ' t w a n t t o g e t t r i c k e d b y t h a t and y ou
can a v o id t h a t i f you c o u n t th e d o t s .
T.
Good boy.
room.
m a tte r ,
b ecau se
it's
s till
th e
sam e
- y ou m ig h t g e t t r i c k e d
Jason ?
W hat a r e y o u
W e'll ta k e th e s c r a p s away and you can h ave more
347
LESSON TWO - COGNITIVE MODEL
TEACHER; EH
T .*
T h is i s
What I
o f your
are th e
sam e.
L esson No. 2 .
w a n t yo u t o d o t h i s m o r n in g i s
in s id e each
h o o p s, I want you t o make up fo u r c o l l e c t i o n s t h a t
s a m e . O ff y ou go - f o u r c o l l e c t i o n s t h a t a r e t h e
St.**H ow many in each?
T *:
T.
T h a t's up t o y o u . B u t I w a n t y o u t o h a v e f o u r d i f f e r e n t
c o l l e c t i o n s i n s id e your hoop.
S t.
Do th e y have t o be even ?
T.
I ' l l s a y i t a g a in J a s o n . I w an t you t o h a v e fo u r
c o l l e c t i o n s t h a t a r e th e sam e. O rg a n ise them in your hoops
s o t h a t t h e y 'r e a l l sp aced o u t .
S t.
One g r o u p , tw o g r o u p s , t h r e e g r o u p s and f o u r g r o u p s I ' v e g o t my fo u r th gro u p .
T.
A l r ig h t , w e ' l l j u s t w a it fo r Ehma.
S t.
Did you mean th e same s o r t , o r . . . . ?
T.
What do you mean b y th e same s o r t ?
S t.
L ik e i f you had one str a w and one o f t h e s e ?
T.
NÔ, a s lo n g a s ea c h c o l l e c t i o n h a s th e sam e am ount. R ig h t,
t h a t l o o k s p r e t t y g o o d . You h a v e a l o o k a r o u n d a t e v e r y o n e
e l s e ' s h o o p . I'm g o i n g t o g o a r o u n d t h i s c i r c l e and I w a n t
you t o t e l l me w h a t y o u r c o l l e c t i o n s a r e . E x p la in t o
e v e r y o n e . K ir s t e n , do you want t o s t a r t ?
S t.
W e ll, I ' v e g o t f o u r d r a w s and f o u r b o t t l e t o p s and f o u r
s q u a r e s and fo u r c i r c l e s .
T.
Are a l l K i r s t y ' s th e same?
S t.
Y e s.
T.
Penny?
S t.
I ' v e g o t o n e c i r c l e , o n e b o t t l e t o p and o n e b l o c k and o n e
k in d o f .................... broad bean.
T.
A l r i g h t , a r e H e a th 's c o l l e c t i o n s th e same?
S t.
Y e s.
T.
R ig h t . Megan? Good b o y ,H e a th .
Good g i r l .
T eacher.
S t* * : S tu d e n t.
348
now
Heath?
S t.
I have fo u r s t r a w s , fo u r sq u a r e s and fo u r p aper c i r c l e s and
fo u r b e a d s.
T.
Are M egan's th e same?
S t.
Y es.
T.
Good g i r l , Megan. Bnna?
S t.
I ' v e g o t fo u r s t r a w s . I 'v e g o t fo u r b o t t l e t o p s , fo u r paper
c i r c l e s , and fo u r broad b e a n s .
T.
Are Bnnma's th e same?
S t.
Y es.
T.
Y e s, good g i r l . C h r is tia n ?
S t.
Four s t r a w s . I 'v e g o t f o u r b o t t l e
s t r a w s , and fo u r paper c i r c l e s .
T.
Are C h r i s t i a n ' s th e same?
S t.
Y es.
T.
Good boy C h r is t ia n . Jason?
S t.
In my f i r s t
two b lo c k s ,
fo u r c o t t o n
b o t t le to p s
T.
Can I j u s t a s k y o u a q u e s t i o n J a s o n ? A re t h e y a l l in o n e
c o l l e c t i o n or a r e you s p l i t t i n g up th o s e c o l l e c t i o n s ?
S t.
T h e y 'r e a l l s p l i t up.
T.
So how many c o l l e c t i o n s have you g o t?
S t.
F o u r.
T.
The w ay y o u e x p l a i n e d i t , i t so u n d e d l i k e y o u 'v e g o t m o r e .
You s a i d y o u o n l y had tw o b e a n s and y e t y o u 'v e g o t f o u r in
a grou p . Do you u n d erstan d w hat I mean?
group I 'v e g o t
a c o tto n r e e l
r e e l s and f o r
and two l i t t l e
to p s,
a n o th e r
fo u r
tw o b e a n s , in my secon d I'v e g o t
and a bead, f o r my th ir d I 'v e g o t
my l a s t I 'v e g o t tw o c o o l d r i n k
paper c i r c l e s .
S t.
I though I s a id I had fo u r .
T.
You m ig h t h ave - I m ig h t h ave p ic k e d you up wrong. I though
Jason s a id tw o.
S t.
Yes h e d i d .
T.
I'm n o t w o rried - how many b ean s have you g o t?
S t.
Four.
T.
R ig h t, s o in ea ch c o l l e c t i o n J a so n , how many have you g o t?
S t.
F o u r.
349
T.
I s Jaso n c o rr e c t?
S t.
Y es.
T.
R ig h t. W hat I w a n t y o u t o d o i s - w h ic h i s g o i n g t o b e
f a i r l y e a s y - I w a n t a l l t h e p e o p l e who h a v e t h e sam e
amount in t h e i r c o l l e c t i o n s t o g o and s t a n d t o g e t h e r . A l l
th e p e o p l e who - h a v e a l o o k rou n d t h e h o o p s - a l l t h e
p e o p le who've g o t th e same am ount in t h e i r c o l l e c t i o n s , t o
g o and s t a n d t o g e t h e r . You c a n s t a n d in t h e m id d le !
A l r i g h t . E veryone had th e same e x c e p t f o r
?
S t.
H eath.
T.
H eath. H ea th o n l y had o n e i n e a c h g r o u p . W e ll d o n e . R i g h t ,
ou t you g o . I w ant you to p u t a l l you r c o l l e c t i o n s in th e
m id d le . In t h e m id d le o f y o u r g r o u p , b e c a u s e y o u w o n 't b e
g o in g t o u s e them a g a in . Now t h i s i s w hat I w ant you t o d o.
B ecau se y o u 'r e b e g o i n g t o u s e o n e o f t h e h o o p s - v e r y
q u ic k ly and v e r y q u i e t l y , and d o n ' t t a k e t o o l o n g , g o and
p a r tn e r o f f w i t h s o m e o n e . Go and s i t b e s i d e s o m e o n e ...
G reat. T h a t w a s n i c e and q u i c k . What I 'd l i k e y o u t o d o
w ith your p a r tn e r i s g i v e them a c o l l e c t i o n and a sk them t o
make up a c o l l e c t i o n w h ic h i s t h e sa m e a m o u n t. T ake t u r n s
a t d o in g i t .
S t.
(NOise - n o i s e ) .
T.
T h a t's e n o u g h t h a t ' s a l l w e 'r e g o i n g t o n e e d - a l l t h e m 's
one grou p , remember.
S t.
W e're d o in g p r e t t y g o o d .
S t.
L e t ' s s e e i f y o u 'r e r i g h t . O ne, t w o , t h r e e , f o u r , f i v e ,
s i x , s e v e n , e i g h t , n i n e , t e n , e l e v e n and o n e , t w o , t h r e e ,
f o u r , f i v e s i x , se v e n e i g h t , n i n e , t e n , e le v e n and t w e lv e .
S t.
No - f o u r , f i v e , s i x , s e v e n , e i g h t , n in e , t e n , e le v e n .
T.
Are th e y th e same?
S t.
Y es.
T.
R ig h t, now Emma you have a tu r n and g i v e Jason o n e .
S t.
OK, Emma. You c a n u s e so m e m o re i f y o u w a n t, b e c a u s e . . . .
( in a u d ib le ) . H e r e 's a 'h a r d y ', o n e , t w o , t h r e e , s i x n i n e ,
hang o n , t w o , f o u r , s i x , e i g h t , t e n , t w e l v e , f o u r t e e n
and o n e m o re i s f i f t e e n . W hat d o y o u h a v e ?
O n e, t w o ,
t h r e e , f o u r , f i v e , s i x , s e v e n , e i g h t , n i n e , t e n ........
f i f t e e n t h e r e . Now we h a v e f o u r t e e n t h e r e and s i x t h e r e ,
t h i r t e e n t h e r e and on e, tw o , t h r e e , f o u r , f i v e , s i x , s e v e n ,
e i g h t , n i n e . N in e t h e r e . Hang o n .
T w e lv e t h e r e and t e n
th e re .
E lev en t h e r e and e le v e n t h e r e .
T.
Are th e y t h e same?
S t.
One, t w o , t h r e e , f o u r , f i v e , s i x , s e v e n , e i g h t , n i n e , t e n ,
e le v e n .
I d id i t !
350
T.
A re t h e y t h e sam e J a s o n ?
S t.
I th in k s o .
T.
Why?
S t.
T.
We cou n ted and t h e r e ' s e le v e n h e r e and e le v e n t h e r e .
Good b o y . How a r e y o u g o i n g , C h r i s t i a n and H ea th ?
you b o th had a tu r n each?
S t.
Y es.
T.
R ig h t, when you 've b o th had a tu r n ea c h you can go back and
s i t w ith your h oop.
S t.
I had f o u r s t r a w s ,
( n o is e - n o i s e ) .
How do you know t h e y ' r e b o th th e same?
I had s i x ,
I had
Have
f o u r ........
T.
T hat w a s g o o d . T h is t i m e , w h a t I w a n t y o u t o d o i s i n s t e a d
o f u s in g you r b o t t l e t o p s and s tr a w s and t h in g s , I w ant you
t o g e t y o u r p i e c e o f p a p e r and c r a y o n s - y o u r p i e c e o f
p aper and u s e a l l s o r t s o f d i f f e r e n t c o lo u r e d c r a y o n s , and
on y o u r p a g e I w a n t y o u t o d ra w me f o u r c o l l e c t i o n s t h a t
a r e t h e sam e am ount. Draw me f o u r d i f f e r e n t c o l l e c t i o n s and
ea ch c o l l e c t i o n i s t h e same b e c a u s e i t h a s th e same am ount.
S t.
Can we have any c i r c l e s or a n y th in g ?
T.
I t ' s up t o y o u . D o n 't f o r g e t t o p u t y o u r nam e on t h e t o p o f
th e s h e e t.
S t.
I th in k b e f o r e I do a n y th in g
d iffe r e n t s e c tio n s .
T.
Good i d e a . You d o n ' t h a v e t o - i t ' s a g o o d id e a th o u g h .
When y o u 'v e d one your f i r s t l o t , come and show me.
S t.
T h is i s my f i r s t . . . .
T.
A lr ig h t . T h r e e ( i n a u d i b l e ) ,
th r ee sq u a r e s,
th r ee
t r i a n g l e s , t h r e e s t r a i g h t s . W e ll d o n e . Draw me a n o t h e r
group o f fo u r t h a t a r e t h e sam e.
S t.
I ' v e g o t o n e ....... What d o y o u h a v e t o d o?
fo u r .
T.
No. You're d ra w in g fo u r d i f f e r e n t c o l l e c t i o n s , and th e y 'r e
a l l t h e sa m e b e c a u s e t h e y h a v e t h e sa m e a m o u n t i n th e m .
R ig h t, m o s t p e o p l e s h o u ld j u s t a b o u t b e f i n i s h e d t h a t .
Look, y o u 'v e g o t f i v e i n e a c h . Good b o y . G ot y o u r nam e on
i t . Heath?
I ' l l d iv id e
it
in to
fo u r
One g r o u p o f
( I n a u d i b le ) .
T.
R ig h t, i t ' s o n l y o n e c o l l e c t i o n
t h e o th e r t h r e e c o l l e c t i o n s .
t h o u g h . Y ou 've g o t t o do
S t.
I 'v e g o t t o
o n e ...............
I 'v e
do
num ber
351
one
-
got
to
do
num ber
T.
One, t w o , t h r e e . G ot y o u r nam e on i t ?
R i g h t . One m ore
m in u te and t h e n we c a n s t o p . O ne, t w o , t h r e e , f o u r . O ne,
two , t h r e e , f o u r . R ig h t . I ' l l hang on t o y o u r p i e c e o f
paper - y ou g o b a ck and p u t y o u r b o a r d d o w n . When y o u 'v e
d one a l l o f i t y ou c a n com e and g i v e me y o u r p i e c e o f
p a p er. And y o u c a n p u t y o u r b i t s and p i e c e s b a c k i n t o t h e
box.
S t.
I ' l l j u s t do th e r e s t o f m in e.
T.
T h a t's a l r i g h t , ta k e your tim e .
S t . There we g o .
T.
L e t ' s h a v e a l o o k . O ne, t w o , t h r e e .
O ne, t w o , t h r e e .
One, tw o , t h r e e . One, tw o , t h r e e . Good b o y . A l l t h e sa m e .
352
LESSON 2 Z. COGNITIVE MODEL
TEACHER: EH
T .*
L esson No. 3 .
I 'd l i k e y o u t o h a v e a l o o k a t t h e p i e c e o f p a p e r i n t h e
m id d le o f t h e c i r c l e . I 'v e drawn some c o l l e c t i o n s t h e r e b u t
I h a v e n 't f i n i s h e d them o f f . I'm g o in g t o c h o o s e d i f f e r e n t
p e o p le t o com e and f i n i s h th em o f f b e c a u s e I w a n t th em t o
b e t h e sa m e v a l u e . M egan, w o u ld y o u g o and d o t h e f i r s t
one? I 'v e g o t t h r e e c r o s s e s e q u a ls on e c i r c l e . Do you th in k
t h a t ' s r ig h t?
S t.* * N o .
T*:
S t* :
T.
No. Can you make i t r ig h t f o r me? Make i t th e sam e?
g i r l . What have you d o n e , Megan? T e ll ev e ry o n e e l s e .
S t.
You add two c i r c l e s .
T.
And how many in ea c h c o l l e c t i o n now.
S t.
T h re e .
T.
T h re e .
S t.
Y es.
T.
Why?
S t.
B ecau se t h e y 'r e th e same am ount.
T.
Good g i r l . For my n e x t c o l l e c t i o n I ' v e g o t tw o s q u a r e s
e q u a ls n o t h in g . I s t h a t r ig h t Jason?
S t.
NO.
T.
Can you make i t r ig h t fo r me?
S t.
Could you u s e any kin d o f sh ap e you want?
T.
Yes p l e a s e .
S t.
I t h in k I ' l l p u t
b oxes.
T.
Why d id you want two s t i c k s Jason ?
S t.
I t makes i t e v e n . The same a s t h a t .
T.
Good b o y . R i g h t . Thank y o u . W e l l , t h e n e x t o n e ' s a l i t t l e
b i t d i f f e r e n t . We h a v e n 't d o n e t h i s t y p e b e f o r e . I ' v e j u s t
drawn s i x i s t h e sa m e a s t h r e e s t r o k e s . I s t h a t r i g h t
K ir s te n ?
S t.
No.
T eacher.
S tu d e n t.
Good
Are th e y th e same?
353
Make i t t h e same amount?
Two s t i c k s .
T h e r e 's o n e b o x and tw o
T.
R ig h t. Can you make i t th e sam e amount? Same v a lu e ?
g i r l . What d id you do K ir ste n ? T e ll e v e r y o n e .
S t.
I p u t - w h e r e t h e s i x w as - I d i d n ' t d o a n y t h i n g t o t h a t ,
b u t I d id so m eth in g to t h e t h r e e s t r o k e s . I p u t t h r e e more
t o make i t t h e same a s s i x .
T.
Good g i r l . Thank y o u . H e a th , w i t h t h e n e x t o n e . I 'v e g o t
' t h r e e a p p le s i s th e same a s one c r o s s . ' I s t h a t r ig h t ?
S t.
NO.
T.
Why i s n ' t i t r ig h t?
S t.
B eca u se th e y b o th h a v e n 't g o t th e same number.
T.
Good b o y . Can y o u m ake th em t h e sa m e a m o u n t f o r m e?
you t e l l e v e ry o n e W iat you d id ?
S t.
I added tw o c r o s s e s and t h a t m akes i t th e same b e c a u se i t ' s
b o th g o t t h r e e in e a c h .
T.
Good b o y . C h r i s t i a n .
In t h e n e x t o n e I ' v e g o t
s t r o k e s i s th e same a s n o t h in g . ' i s t h a t r ig h t?
S t.
No.
T.
Can y o u f i x i t up f o r me? Make i t t h e sa m e a m o u n t? Can
you t e l l e v e ry o n e what you j u s t drew on t h e p i e c e o f paper?
S t.
I d i d t h r e e m ore s t r a w s t o m ake i t t h e sa m e a m o u n t, s o
t h e r e ' s t h r e e in each grou p .
T.
R ig h t. And a l a s t o n e f o r m e, Emma. I ' v e g o t o n e , tw o . . .
' f i v e t r i a n g l e s i s t h e sa m e a s o n e c r o s s ' . Now i s t h a t
c o r r e c t?
S t.
NO.
T.
Can y o u m ake i t t h e sa m e f o r me?
a r e n ' t you Jason?
S t.
The tummy a c h e 's g o n e .
T.
Has i t ?
S t.
I ' v e p u t fo u r
c r o s s e s o n to
T.
How many have
you g o t now?
S t.
F iv e .
T.
R ig h t . And how many t r i a n g l e s ?
S t.
F iv e .
T.
Are th e y t h e same?
S t.
Y es.
R ig h t. Emma,
354
Good
Can
'th r e e
Y o u 'r e h a v in g p r o b le m s
you t e l l e v e ry o n e what you d i d .
i t t o make i t e q u a l.
T.
Why?
S t.
T h e y 'r e t h e sam e on e a c h s i d e .
T.
R ig h t.
I'm g o in g t o tu r n i t o v e r , b e c a u s e I d r e w t h o s e
p i c t u r e s . I'm g o i n g t o a s k K e i t h t o c o m e o u t d r a w a
c o l l e c t i o n , and t h e n c h o o s e so m e o n e t o m ake i t t h e sam e
amount a s y o u r c o l l e c t i o n . R i g h t , y o u c a n d r a w a n y
c o l l e c t i o n t h a t you want and you c h o o s e anyone you want t o
f i n i s h i t o f f . R i g h t . You c a n c h o o s e a n y o n e .
S t.
J a son .
T.
R ig h t J a s o n . Can you t e l l u s what K eith h a s drawn?
S t.
H e's d ra w n f o u r c r o s s e s e q u a l n o t h i n g , w h ic h I t h i n k
r id ic u lo u s .
T .,
R ig h t, can you f i x
is
i t up fo r me?
S t.
Of c o u r s e I c a n .
T.
We a r e g e t t i n g a sm a rty , a r e n ' t w e.
S t.
A c r o s s g o e s t h e o t h e r w a y , and a n o t h e r c r o s s g o e s
th e
o th e r w ay. And a n o t h e r c r o s s g o e s t h e o t h e r w a y , and
a n o th e r c r o s s g o e s t h e o t h e r w a y , and a n o t h e r c r o s s g o i n g
th e o th e r way w hich makes i t e v e n .
T.
R ig h t. K i r s t e n , w o u ld yo u l i k e t o co m e o u t and d r a w a
c o l l e c t i o n ? And w e ' l l g e t s o m e o n e t o f i n i s h i t o f f . R i g h t ,
you can c h o o s e so n e o n e . Oh, good o n e .
S t.
S h e 's done n in e c i r c l e s e q u a ls one c r o s s .
T.
A lr ig h t th e n . What have you drawn?
S t.
I added e i g h t more c r o s s e s t o make i t
T.
Good b o y . L a s t o n e . M egan, h a v e a g o . Good g i r l . You c a n
c h o o se som eone, Megan.
S t.
Em a.
T.
What d id sh e draw Erma?
S t.
She d one s i x s t a r s e q u a ls two s t a r s .
T.
I s t h a t r ig h t?
S t.
No.
T.
R ig h t, can you f i x i t up f o r u s?
S t.
Y es.
T.
Why?
S t.
B ecau se I p u t fo u r s t a r s on i t .
355
e v e n on b o th s i d e s .
i s i t th e same now?
T.
To make i t . . . ?
To make i t what?
S t . The sam e, e q u a l, th e same amount on ea c h s i d e .
T.
Good g i r l . Thank you. C h r is t ia n , you can h ave your board t o
le a n o n . R ig h t . I'm g o i n g t o g i v e y o u a p i e c e o f p a p e r . You
p u t y o u r nam e on t h e t o p . B e c a u s e y o u 'r e u s i n g c r a y o n s ,
y o u 'd b e t t e r b e c a r e f u l t h e y d o n ' t g e t t o o b i g . And I 'v e
drawn som e c o l l e c t i o n s b u t t h e c o l l e c t i o n s a r e n o t t h e
same. I w a n t y o u t o m ake t h e c o l l e c t i o n s t h e sa m e a m o u n t.
Get a b i g s h e e t and y o u c a n s t a r t . P u t y o u r nam e a t t h e
to p .
S t . You can h ear on th e ta p e when th e door slammed.
T.
I t w o n 't m a t t e r . B e c a u s e y e s t e r d a y when I t a p e d t h e o t h e r
l e s s o n and p la y e d i t b a c k I c o u l d h e a r M rs. S m ith t a l k i n g
in t h e background. But t h a t d o e s n 't r e a l l y m a tte r .
R ig h t
C h r is tia n
When y o u g o b a c k i n w i l l y o u
p u t th em on t h e m a t s , and i n t h a t b o x
Can y o u p u t
t h o s e t h i n g s b a c k i n t o t h e c o n t a i n e r s f o r me?
Thanks*
Thanks
Emma? .............. a n d e v e r y o n e c a n c o l l e c t
Megan. You p e o p l e , y o u c a n p u t y o u r c r a y o n s aw ay and w hen
y o u 'v e f i n i s h e d you c a n g o s t r a i g h t o u t t o p l a y .
Thank
you.
(p ack in g up n o i s e s ) .
S t.
T.
P reten d t h a t one i s n ' t t h e r e an d .................
W e ll, y o u h a v e n ' t d o n e t h e l a s t o n e . How a b o u t j u s t
c o lo u r in g t h a t i n s o I know t h a t ' s n o t i n c l u d e d . R ig h t?
And j u s t t h e l a s t c i r c l e t h e r e .
356
LESSON FOUR - COGNITIVE MODEL
TEACHER: EH
T .*
L esso n 4 .
R ig h t.
I'm g o in g t o p u t , o n e , tw o , t h r e e , fo u r s t r a w s , one
b lo c k . What d o e s fo u r str a w s and one b lo c k make? Jason?
S t .* * F i v e .
T.
Can you come and show me a n o th e r c o l l e c t i o n t h a t ' s t h e same
a s m ine?
T.
R ig h t , can you t e l l u s your c o l l e c t i o n ?
S t.
Two, and o n e , i s t h r e e , and two i s f i v e .
T.
Good b o y .
I s i t t h e sam e a s m in e ?
Sam e v a l u e ?
R ig h t
K ir s te n . Som ething d i f f e r e n t . T h at's th e same a s m in e.
Can
you t e l l e v e r y o n e what i t i s ?
S t.
W e ll, I p u t t h r e e b lo c k s and two red c i r c l e s . . . .
T.
Which m a k e s ...?
S t.
Which makes f i v e .
T.
I s t h a t th e same a s J a s o n 's and m ine?
S t.
The same v a lu e b u t i t ' s n o t th e same p a t t e r n .
T.
Good g i r l , v e r y g o o d . H e a th , w i l y o u j u s t d o a l a s t o n e
f o r u s? Can you e x p la in y o u r s o u t lou d ?
S t.
W e ll, I ' v e g o t f o u r g r o u p s and i n t h r e e g r o u p s I 'v e g o t
o n e , and i n t h e o t h e r o n e I ' v e g o t t w o , and a l t o g e t h e r i t
makes f i v e .
T.
W ell d o n e . R ig h t M egan, c a n y o u p u t th em b a c k i n t o t h e
m id d le ?
R ig h t ?
R ig h t , t h i s t i m e w e 'r e g o i n g t o h a v e
number s t o r i e s . And I 'v e w r i t t e n so m e num ber s t o r i e s on a
c a r d , and I w a n t y o u t o m ake y o u r own c o l l e c t i o n t h e sam e
a s my c o l l e c t i o n . I 'v e g o t tw o and tw o and t w o . C h r i s t i a n ,
ca n y o u m ake y o u r c o l l e c t i o n t h e sa m e a m ou n t a s my c a r d ?
Good b o y .
W e ll d o n e , c a n y o u t e l l e v e r y o n e w h a t y o u 'v e
d one?
S t.
I ' v e d o n e tw o b l o c k s , t w o ... t w o ... s t r a i g h t up and d o w n ,
makes s i x .
T.
And v ù a t d o e s my card make i t ?
S t.
S ix .
T.
W ell don e.
here. I t 's
Can you p u t them back in ?
I 'v e g o t a n o th e r one
w r i t t e n a b i t d i f f e r e n t l y . I 'v e g o t a s t a r -
T*: T eacher
S t * : S tu d en t
357
I ' v e g o t n in e s t a r s and f i v e s t a r s on my c a r d . H eath , makes
y o u r 's th e same a s m in e , th e same am ount.
Good b o y , can you read them o u t?
S t.
W e ll, I 'v e g o t n in e s tr a w s and f i v e b lo c k s ,
t h a t makes f o u r t e e n .
T.
Good b o y . P u t them b a c k in ?
L a s t o n e . My c a r d s a y s
t h r e e and tw o and o n e , Emma. Can you make a c o l l e c t i o n t h a t
w i l l be th e same amount a s my card?
S t.
Y es. I'm g o in g t o p u t th r e e s t r a w s , tw o red c i r c l e s and one
sh oe.
T.
And what d o e s t h a t make?
S t.
S ix .
T.
And what d o e s my card say?
S t.
S ix .
T.
Good g i r l . Put them back in ?
R ig h t. T h is t im e , w h at I w ant
you t o d o i s , e a c h p e r s o n i s g o i n g t o m ake up t h e i r own
number s t o r y . Then w e 'r e a l l g o i n g t o m ove rou n d and t r y
and d o a n o t h e r num ber s t o r y w i t h t h e sa m e a m o u n t. R ig h t?
You s h i f t t h e b l o c k s and t h e s t r a w s . H ere a r e t h e n u m b ers
f o r y o u r c o l l e c t i o n . L e t 's c l e a r t h i s up o t h e r w i s e w e 'r e
n o t g o in g t o h a v e enough l e f t ...............
When y o u 'v e d one i t sta n d up.
R ig h t, move round t o a n o th er p e r s o n 's number.
A lr ig h t , lo o k a t t h e i r num ber s t o r y . I w a n t y o u t o d o y o u r
own number s t o r y t h a t i s th e same amount a s t h a t . . .
Got t o le a v e t h e s e t h e r e . . .
What was a t th e fr o n t? What was th e f i r s t number s to r y ?
S t.
There w a s s i x , and t h e r e w a s s i x . I m ean t h e r e w a s s i x
paper c i r c l e s and t h r e e s t r a w s and a n o t h e r t h r e e p a p e r
c ir c le s .
T.
And what d id t h a t mean?
S t.
N in e.
T.
R ig h t. N in e . And what have you done?
S t.
I p u t tw o t o p s , tw o s t r a w s ,
c i r c l e s and one t o p .
T.
And t h a t makes?
S t.
N in e .
T.
Good g i r l . You p u t a l l y o u r s a w a y . K i r s t e n , c a n y o u r e a d
o u t t h e f i r s t one t h a t was t h e r e .
S t.
W e ll, N a th a n p u t t h r e e c o t t o n r e e l s and t h r e e l a r g e b e a n s
and s i x b lo c k s , and a l t o g e t h e r makes t w e lv e .
T.
Good g i r l , v ^ a t have you done?
358
tw o
b ean s,
and a l t o g e t h e r
and
tw o p a p e r
S t.
W e ll, I p u t f i v e b o t t l e t o p s and f i v e r e d c i r c l e s and tw o
s t r a w s , and a l t o g e t h e r makes t w e lv e .
T.
Super. You e x p l a i n e d i t s o w e l l . Thank y o u . H e a th , w h a t
ab o u t y o u r s? What was one o f th e numbers th e r e ?
S t.
W e ll, t h e y had f i v e b l o c k s and f i v e c o t t o n r e e l s and o n e
s tr a w , and I p u t tw o b o t t l e t o p s , t h r e e b e a n s and a n o t h e r
th r e e b e a n s .
T.
Are th e y t h e same?
S t.
Y es.
T.
HOW?
S t.
B ecau se t h e y 'r e b o th th e same number.
T.
Good b o y .
S t.
W e ll, t h e r e ' s fo u r s tr a w s , two b o x e s , one b o t t l e t o p .
T.
What have you done?
S t.
I ' v e done t h r e e red c i r c l e s and fo u r b o t t l e t o p s .
T.
Are th e y t h e same?
S t.
Y es.
T.
R ig h t.
S t.
T h e y 'r e th e same am ount.
T.
And t h a t i s ?
S t.
Seven.
T.
S u p er. Ehitia?
S t.
C h r is t ia n p u t s i x str a w s and h e p u t s e v e n red c i r c l e s .
T.
And what d id you do?
S t.
C h r is t ia n , what a r e y o u rs?
I p u t e i g h t c i r c l e s and f i v e b e a n s.
T.
And th e y made?
S t.
T h ir t e e n .
T.
S u p er. J a s o n , l a s t o n e .
S t.
Nathan had tw o b l o c k s and f o u r c i r c l e s , m a k in g
f i r s t g r o u p w a s a c o t t o n r e e l and a b l o c k
makes i t f o u r , I p u t a b l o c k and a p a p e r c i r c l e .
my t h i r d g r o u p , a b o t t l e t o p t o m ake i t f i v e , and
make i t t h e same am ount, a b lo c k .
T.
T h a t m akes?
359
s i x . My
t o tw o ,
Then f o r
l a s t , to
S t.
S ix .
T.
R ig h t. E v e r y t h in g b a c k in i t s p l a c e . T h a t w a s v e r y w e l l
d on e. Now I ' v e g o t o n e l a s t t h i n g f o r y o u t o d o . You c a n go
back i n and f i n i s h o f f t h e f i s h , p u t y o u r nam e a t t h e t o p .
I t ' s d i f f e r e n t t h i s tim e - a l i t t l e b i t d i f f e r e n t from th e
o th e r s h e e t s w e 'v e d o n e - a l i t t l e b i t h a r d e r , w h ic h w i l l
be g o o d . You h a v e t o m ake b o t h s i d e s t h e sa m e . Make them
e q u a l. You may s t a r t a s soon a s you g e t i t .
Thanks H ea th and t h a n k s M egan f o r d o i n g t h e t a p e w i t h m e.
Thanks J a s o n , th anks f o r d o in g th e ta p e w ith m e.
S t.
T h a t's a l r i g h t .
S t.
I ' l l ta k e away one on t h i s s i d e .
T.
W hat's te n ta k e away one?
S t.
N in e .
S t,
Thank you f o r l e t t i n g me do t h e t a p e .
T.
T h a t's a l r i g h t .
S e e in g t h a t o n e 's n i n e , t w e l v e t a k e a w a y how m any i s t h e
same a s n in e ? T w e lv e - c o u n t b a c k w a r d s fro m t w e l v e w i t h
me. T w e lv e ............
S t.
E le v e n , Ten, n in e .
T.
How many jumps back?
S t.
F ou r.
T.
No. E le v e n , t e n , n in e .
S t.
T h ree.
T.
Good g i r l . Thanks H ele n , th an k s fo r d o in g th e ta p e . L ik e t o
p u t th e b oard s back f o r me? G re a t.
360
How many jumps?
LESSON ONE - INQUIRY STRATEGY
T eacher: BR
T .*
a r o u n d y o u , l o t s o f f a s c i n a t i n g and p u z z l i n g
t h in g s o c c u r . And b e c a u s e man i s i n t e l l i g e n t , and b e c a u s e
h e c a n t h i n k and w o n d e r , h e ' s n o t i n t e r e s t e d i n j u s t
o b s e r v in g - h e w a n ts t o know w hy t h e s e t h i n g s h a p p e n , and
h e w a n ts t o e x p l a i n th e m , s o t h a t t h e y c a n m ake s e n s e t o
him. For e x a m p le , f o r a lo n g t i m e man u s e d t o w o n d er w h a t
k e p t t h e p l a n e t s in t h e i r o r b i t . Why d i d n ' t t h e y c o l l i d e
w ith o n e a n o t h e r ?
They u s e d t o w o n d er why c e r t a i n r o c k s
would g i v e o u t r a y s . They wondered why m ilk m a id s n e v e r g o t
s m a ll pox w h il e th e r e s t o f t h e p o p u la tio n u sed t o d i e from
s m a ll p ox e p i d e m i c s . T hey w o n d e r e d w h a t i s i t t h a t s p o i l t
w in e and changed i t t o v in e g a r . Why p e o p le d ie d o f d i s e a s e s
and o t h e r s d id n 't . Now some men w e r e n 't s a t i s f i e d w it h th e
way t h in g s w ere. They asked q u e s t io n s and th e y g u e s s e d , and
th e y t e s t e d o u t. You can s e e th e p a t t e r n - o b s e r v a t io n , th e
fo r m a tio n o f a h y p o t h e s i s and t h e t e s t i n g o u t o f t h e
h y p o t h e s is . And in t h i s way many im p o r ta n t d i s c o v e r i e s w ere
made. Many o f th e t h in g s t h a t happened - a l l th e w o n d erfu l
t h in g s t h a t h a p p en c a n b e e x p l a i n e d t o d a y b e c a u s e c e r t a i n
men b o th e r ed t o ask q u e s t io n s and t e s t th e r e s u l t s .
NOW to d a y , we want t o do so m e th in g l i k e t h i s . I w an t you t o
a sk t h e q u e s t i o n s , b u t yo u h a v e t o b e c a r e f u l o f t h e w ay
you fr a m e t h e q u e s t i o n s . I c a n o n l y a n s w e r " y es" o r "no".
So t h a t m ea n s y o u w i l l h a v e t o d o t h e t h i n k i n g and t h e
w on d erin g. Now I'm g o i n g t o h e a t o r a n g e p o w d e r . I w a n t y o u
t o o b s e r v e w h a t h a p p e n s . Now i f y o u c a n n o t s e e w h a t
h ap p en s, i f y o u a r e n o t s a t i s f i e d w i t h t h e o b s e r v a t i o n ,
th e n I c a n l e t y o u com e up i n g r o u p s o f f o u r and d o i t . You
can a l s o j o t down your th o u g h ts on a p i e c e o f p ap er.
T h e r e 's a b i t o f o r a n g e p o w d e r t h a t I'm g o i n g t o h e a t . Now
f i r s t o f a l l we h e a t i t v e r y g e n t ly . Can you s e e t h e oran ge
powder? F e e l f r e e t o s p e a k y o u r t h o u g h t s . J u s t o b s e r v e we h e a t i t v e r y g e n t l y . OK. What do you t h i n k ' s happ en in g?
S t.**C h an gin g c o lo u r .
T.
T*:
K enneth, y o u p u t a l i t t l e b i t o f i t i n h e r e s o we c a n
com pare. Now, h o ld i t up f o r t h e c l a s s t o s e e . OK, t u r n
around and show them .
S t.
I t w ent r e d . Red.
T.
OK. Now l e t ' s c o o l i t and s e e what h a p p en s.
S t.
What d id you do t o i t ?
T.
I'm c o o lin g i t now. At th e t o p , can you s e e a ch ange?
S t.
I t ' s g o in g o r a n g e .
T.
The t e s t tu b e t a k e s some tim e t o c o o l . So w hat happens when
i t c o o ls ? Tony?
T eacher
S t* * : S tu d e n t
361
S t.
I t g o e s b a c k t o t h e norm al c o l o u r .
T.
W hat's th e normal c o lo u r .
S t.
O range.
T.
OK. R i g h t , w e ' l l h e a t i t a g a i n g e n t l y . A l r i g h t , now w h a t's
happened a g a in ?
I ' v e h e a t e d i t a g a i n . W h at's h a p p e n e d ?
Luke, can you s e e from th e r e ?
S t.
I t ' s g o n e l i k e t h e c o l o u r i t w as t h e f i r s t t i m e .
s e e th e c o lo u r p r o p e r ly from h e r e .
T.
You c a n ' t s e e t h e c o l o u r p r o p e r l y fro m w h e r e y o u a r e .
A lr ig h t , i f l p u t t h e w h i t e p a p e r b e h in d i t , w h a t c o l o u r
h a s i t tu rn ed ? Can you s e e from th e r e ?
S t.
D a r k ....
S t.
B la c k .
S t.
Dark G r e e n .
You c a n ' t
I t ' s n o t b la c k .
T.
I t ' s n o t b la c k . What c o lo u r i s i t ?
r e a lly
d is tin g u is h
th e
I c a n 't
c o lo u r .
S t.
G reen.
S t.
Dark p in k .
T.
A l r ig h t , now w h a t I ' l l d o i s I ' l l h e a t i t s t r o n g l y .
A lr ig h t , l o o k c a r e f u l l y . I f I p u t a w h i t e p i e c e o f p a p e r
b eh in d i t , p e r h a p s
OK, n o w , l o o k c l o s e l y . What
c o lo u r h as i t turned?
S t.
B la c k .
T.
A l r ig h t , v ^ a t c o l o u r ' s i t tu rn ed now?
S t.
B la c k . I s t h a t b la c k or b lu e ? You c a n ' t s e e from h e r e .
T.
In a w h i l e I ' l l l e t y o u com e up w i t h
so m e o f y o u r f r i e n d s
and you can s e e fo r y o u r s e l f . A l r ig h t , w atch c a r e f u l l y .
Brown.
(in a u d ib le ) .
A l r i g h t , lo o k c a r e f u l l y now a t th e t e s t t u b e . Yes Kim?
S t.
T h e r e 's s o r t o f an o r a n g e c o l o u r c l o s e t o t h e t o p . . . t h e n
i t ' s red th en b la c k .
T.
T h e r e 's b l a c k t h e r e . T h a t's b e c a u s e - t h e o r a n g e t h e r e
would b e b e c a u s e I d i d n ' t h e a t i t . I s t h a t a l l y o u c a n
o b se r v e ?
S t.
T h e r e 's m o is t u r e .............
T.
Can you sp eak up lo u d e r ?
S t.
T h e r e 's m o is t u r e on t h e to p h a l f . . . .
362
T.
Can you i l l u s t r a t e on th e board v ^ a t you can s e e ?
S t.
Mrs. R o ss.
T.
Yes?
Come o n .
S t .......................................... one i s b ig g e r th an th e o t h e r .
T.
I f you a sk me a q u e s t io n , I m u st o n ly an sw er "yes" or "no".
I c a n 't t e l l you w hat i t i s , b u t you h a v e t o th in k o f a
q u e s t io n t o a s k .
S t.
A ch e m ic a l c h a n g e , i s n ' t i t ?
T.
Why do you sa y th a t?
S t.
I t ' s in te g r a tin g .
T.
A l r ig h t , y o u s a y i t ' s m o i s t u r e o v e r t h e r e . Do y o u s e e
som eth in g o v e r t h e r e , and o v e r h e r e ? What h a s h a p p en ed
on c o o lin g ? What do you say?
S t.
There w a s a b i t o f o r a n g e rou n d t h e g l a s s ,
g o in g down th e b o tto m .
T.
A l r ig h t . Yes?
S t.
When y o u h e a t i t d o e s i t d r y o u t and t u r n b la c k ? A l l t h e
m o is tu r e d r ie d o u t , th en when i t .................
T.
Now, s t r u c t u r e your s e n te n c e s o t h a t t h e r e a r e n o t to o many
t h in g s a t th e same tim e . A l r ig h t , l i s t e n p l e a s e .
S t.
When you h e a t i t , d o e s i t ta k e th e m o is tu r e o u t o f i t ?
th e n , when you c o o l i t d o e s i t
?
T.
Now, w hen y o u h e a t i t d o y o u t a k e t h e m o i s t u r e o u t o f i t ?
perhaps you d o , b u t can you s e e any d r o p s o f w ater vapour?
S t.
NO.
T.
I f i t w a s l i q u i d , w o u ld n 't i t
o b v io u s ly so m e th in g t h e r e .
S t.
Put a .................
T.
Why do you want t o p u t a .................. in i t ?
S t.
To s e e i f t h e r e ' s g a s in i t .
flo w
back?
now i t ' s
a ll
And
Now t h e r e ' s
in i t .
(in a u d ib le ).
S t.
What i s th e oran ge powder?
T.
A l r ig h t , som eone w a n ts t o know what i s t h e o ra n g e pow der. I
ca n n o t s a y w h a t i t i s . You h a v e t o a s k q u e s t i o n s t o
d e te r m in e th e n a tu r e . A l r ig h t , now, som eone s a y s can h e p u t
a l i g h t e d s p l i n t i n i t . OK, l e t ' s t r y . Y o u 'r e n o t s u p p o s e d
to lo o k a t th e book. A lr ig h t .
363
S t.
I t ' s gon e o u t . I t w ent o u t .
P ut a l i g h t e d ta p e r i n .
(in a u d ib le ).
T.
Have you s e e n what h ap p en s
?
S t.
How would we be a b le to b u b b le i t throu gh lim e w ater?
T.
You th in k you sh o u ld b u b b le i t through....N ow ,
you r q u e s t io n .
T.
What happens? You s e e th e m o is tu r e d r ip p in g o u t?
now l e t ' s s e e .
S t.
T h is tim e you c a n ' t g e t i t l i g h t e d .
S t.
T h e r e 's oxygen t h e r e , b u t j u s t now i t w a s . . . .
S t.
Carbon d io x id e makes i t go o u t .
S t.
Y es, b u t how c a n we p u t i t
Put i t i n . . . .
S t.
I t w ent o u t . . .
S t.
Yes I know. But when t h e
o u t a g a in ....
t h i s a n sw ers
W a tch .
A l r ig h t ,
W atch .
powder was s t i l l o r a n g e ..........
(in a u d ib le ).
S t.
Can we do i t when i t ' s oran ge?
T.
A l r ig h t , I c a n ' t s i t around now. Have a lo o k .
(in a u d ib le ).
S t.
Could y o u p l e a s e p u t a s p l i n t i n t h e r e w h i l e t h e t h i n g ' s
s t i l l orange?
T.
R ig h t, g i v e me t h a t . . . .
OK, t h e n .
(in a u d ib le ).
T.
A lr ig h t come on. Now, som ebody's ask ed me i f t h e r e 's a t any
s t a g e n i t r o g e n i n t h e t u b e , and I s a y , "No, t h e r e ' s no
n it r o g e n i n t h e t u b e a t a n y s t a g e ." A l r i g h t , a n y o t h e r
q u e s t io n s ? Yes?
S t.
Carbon d io x id e ?
T.
NO. NO carbon d i o x i d e . Yes?
S t.
I s i t an unknown g a s , t h a t we d o n ' t know about?
T.
NO, y o u d o know t h e g a s , b u t u n f o r t u n a t e l y
s u c c e s s f u l in t e s t i n g fo r i t . Yes?
S t.
Would i t be hydrogen?
T.
No.
There would have been a 'p o p '.
364
Yes?
we w e r e n ' t
S t.
Oxygen?
T.
Y es. A n o th e r q u e s t i o n ? p l e a s e l i s t e n . No c a r b o n d i o x i d e ,
no n it r o g e n , no hyd rogen . O xygen. Come on P h i l i p .
S t .................................. one g o e s o u t when you p u t i t i n . . . .
T.
I d o n 't know - t h a t ' s n o t
Y o u 'll j u s t h a v e t o k e e p
t r y in g them . A lr ig h t?
S t.
I s i t p o s s i b l e t h a t i t ' s a m ix tu r e o f g a s e s ?
T.
Not r e a l l y . I t ' s
You m ust t r y and
Can y o u s e e o n e
i t ten d s to go
A lr ig h t Marcus?
S t.
B eca u se th e o x y g e n 's used up?
T.
n o t a m ix tu r e o f g a s e s a t a l l .
g e t t o th e b ottom o f i t .
r e a s o n why w hen y o u p u t a s p l i n t i n i t
o u t . Have y o u g o t an a n s w e r f o r t h a t ?
- Y e s.
S t.
I t w ent o u t b e f o r e you w ent anywhere n ear th e b o t t l e .
T.
T h a t's r i g h t . Are you ready? Any m ore q u e s t io n s ? p le a s e pay
a tte n tio n .
S t.
( in a u d ib le ).
T.
I t c o u ld b e. I t c o u ld be s o b e c a u se i t m akes i t s own carbon
d i o x id e i t j u s t m igh t go o u t .
S t.
Could y o u . . . . and th en ta k e i t o u t and p u t th e s p l i n t in ?
T.
Did I .
S t.
Could you?
T.
Could I ?
NO, I t h in k y o u 'd d o i t w h i l e i t ' s h e a t i n g .
A l r ig h t , a n y m ore? A r e n 't y o u i n t e r e s t e d t o f i n d o u t w h a t
th e red s u b s ta n c e i s t h a t w e 'r e h e a t in g ?
S t.
Y e s.
T.
W e ll, what do you th in k i t i s .
S t.
Oxygen.
T.
No. Now i s t h i s oxygen? What i s th e n a tu r e o f t h i s ?
S t.
I t tu r n s red and b la c k .
T.
Have you lo o k e d c a r e f u l l y a t th e to p o f t h e t e s t tu b e? Look
c a r e f u l l y - so m eth in g on t h e t e s t tu b e . C an't you s e e ?
Put
up y o u r h a n d s . What d o y o u s a y - i t l o o k s l i k e
? Come
on.
S t.
Spray p a i n t .
T.
Now he s a y s i t lo o k s l i k e sp r a y p a i n t . OK? Yes?
365
S t.
p re c ip ita tio n .
T.
Now s h e s a y s p r e c i p i t a t i o n . I s a y n o , n o t p r e c i p i t a t i o n .
Yes?
S t.
M o istu re?
T.
No, n o t m o is t u r e . A l r ig h t , Joe?
S t.
Pink pow der.
T.
He reck o n s i t ' s p in k pow der. H eath, what do you th in k ?
S t.
D u st.
T.
D ust? No, i t ' s n o t d u s t .
S t.
P a in t .
T.
She t h in k s i t ' s p a i n t .
S t.
Talcum pow der.
T.
Talcum pow der? No, i t ' s n o t ta lc u m pow der. Look c a r e f u l l y
a g a in . A l r ig h t , M ichael?
S t.
To lo o k a t t h a t th in g on th e s i d e , i s t h a t s i l v e r ?
T.
Now y o u 'r e coming c l o s e to i t .
S t.
I s i t m ercury?
T.
What do you say?
S t.
L a st y e a r we w e n t t o t h i s t h i n g a t J a r r a d a l e t o s e e a l o a d
o f b a u x it e . We saw p i e c e s o f b a u x it e and t h e y w ere o r a n g e ,
and t h a t ' s o r a n g e . Could i t be alum inium ?
T.
A lr ig h t , w e're g e t t i n g some good q u e s t io n s . I t i s alu m in iu m
b e c a u se h e had s e e n b a u x i t e w h ic h w a s r e d , and h e sa w t h e
end p r o d u c t - a lu m in iu m and h e t h i n k s now t h a t b a u x i t e
powder and t h e s i l v e r y s t u f f i s a lu m in iu m . W e ll y o u 'r e
com ing c l o s e t o i t n ow , y o u 'r e g e t t i n g t h e i d e a . Now w ork
c l o s e t o t h a t a g a i n . Y o u 're g e t t i n g t h e i d e a . Now p l e a s e
l i s t e n . Yes?
S t.
T.
When i t ' s f r o z e n w i l l
in powder form .
it
to g e th e r , or d oes i t sta y
W ell i t ' s a l w a y s t h e p o w d e r fo rm a t room t e m p e r a t u r e . Any
more q u e s t io n s ?
Do you th in k t h a t 's b a u x it e w h ich tu r n s t o
alum inium on h e a t i n g ?
A lr ig h t?
T h a t 's a g o o d g u e s s .
A nything e l s e ? Yes?
S t . Would t h e h e a t o f t h e b u n s e n b e l e s s th a n t h e h e a t t h a t ' s
needed f o r t h e b a u x it e t o tu r n t o alum inium ?
T.
Now we h a v e n 't e s t a b l i s h e d f o r s u r e t h a t t h i s i s b a u x it e or
alum inium , b u t y o u 're w orking on a h y p o t h e s is t h a t you have
366
som eth in g t h a t c h a n g es i n t o . . . What i s alum inium ?
S t.
M e ta l.
T.
And what i s b a u x ite ?
S t.
Rock. A s o l i d .
T.
A s o l i d . A n ything e l s e ?
S t.
A pow der.
T.
A pow der. Yes?
S t.
I s i t a m in e r a l?
T.
So y o u w a n t t o know i s t h i s a m in e r a l ? C ou ld b e . A l r i g h t ,
you m u s t l e a r n t o l i s t e n . Now, s h e ' s g o t s o m e t h in g t o s a y .
W ill you p l e a s e l i s t e n ?
S t.
B a u x ite and a lu m in iu m a r e tw o d i f f e r e n t t h i n g s and i f y o u
h ave so m e th in g made o f alum inium when i t c o o l s down i f i t
g o e s back t o b a u x i t e , i t c o u l d n ' t be alum inium .
T.
Good i d e a . B e c a u s e t h e c h a n g e c a n b e r e v e r s e d s h e t h i n k s
i t ' s n o t a lu m in iu m . A l r i g h t , w h a t e l s e c o u ld i t b e th e n ?
Here y o u h a v e a c h a n g e fro m a p o w d e r t o . . . . ?
S t.
Where do you g e t m ercury from?
T.
Aaah, y o u 'r e g e t t i n g c l o s e t o t h a t . Frame your q u e s t io n s
I can s a y "yes" or "no".
S t.
DO you g e t m ercury from a powder?
T.
Good q u e s t i o n . Y e s , y o u c a n g e t m e r c u r y fro m a p o w d e r . You
t h in k t h e s i l v e r s t u f f i s m ercury? A l r ig h t .
S t.
Y es.
T.
Good. I t i s m e r c u r y . A l r i g h t , t h e s i l v e r s t u f f i s m e r c u r y .
What do you th in k th e powder i s ?
S t.
M ercury.
M ercury and. b a u x i t e .
T.
A l r i g h t . M ercury b a u x i t e . A l r i g h t , t r y a g a in .
S t.
I f i t p ro d u c e s o x y g e n , would i t b e a n . . . . o x id e ?
T.
A l r ig h t , h e s a i d , " I f i t p r o d u c e s o x y g e n w i l l
o x id e" and I s a i d y e s . V e r y g o o d . M e rc u r y o x i d e .
S t.
I knew t h a t .
T.
YOU knew th a t? Who s a id he knew th a t?
S t.
G e o ffre y .
367
so
i t b e an
T.
A lr ig h t t h a t ' s g o o d . You knew t h a t a t t h e b e g i n n i n g o f t h e
e x p e r im e n t. A l r i g h t . Now l i s t e n . P l e a s e p a y a t t e n t i o n . Now
we h a v e s e e n how b y a s k i n g q u e s t i o n s y o u c a n a r r i v e a t
so m eth in g t h a t y ou d i d n ' t k n ow . D id yo u h a v e a n y id e a
M iguel t h a t t h i s was m ercury o x id e ?
S t.
I knew i t w as a p e r o x i d e o r a n o x i d e o r s o m e t h in g l i k e
th a t.
T.
But y o u d i d n ' t k n ow i t w a s m e r c u r y o x i d e .
o b s e r v a t io n and a s k in g q u e s t io n s you can g u e s s .
S t.
What happens when you add w ater
T.
Oh, d o n 't w orry ab out t h a t . Whathappens w h oi
to it?
S t.
( I n a u d i b le ) .
S t.
I t tu r n s in t o an oran ge l i q u i d .
T.
W e 'll s e e w h e t h e r i t g o e s o r a n g e o r n o t . . . . Now, t h e n e x t
t h in g I w a n t t o a s k y o u i s , w h a t k in d o f q u e s t i o n s d o y o u
t h in k t h a t y o u a s k e d , e n a b l e d y o u t o c o m e t o t h i s
c o n c lu s io n , t h a t i t w as m e r c u r y o x i d e . Now w h a t k in d o f
q u e s t io n s le d you t o go a lo n g t h a t l i n e . Yes?
S t.
Q u e stio n s w h e r e s o m e t h in g i s c h u c k e d o u t . . . . a n y q u e s t i o n
w here som eth in g you know i s n o t t h a t ..........
T.
A lr ig h t, yes?
S t.
G e ttin g a n e g a t iv e an sw er.
T.
G e ttin g an n e g a t iv e an sw er. R ig h t. What w ere t h e m o st m ost
im p o rta n t q u e s t i o n s t h a t y o u a s k e d , t h a t g a v e y o u t h e
c lu e s ?
P l e a s e , pay a t t e n t i o n .Can you l i s t e n t o Tim? What
w ere you t r y in g t o say? Speak lo u d ly p l e a s e .
S t.
How can t h a t change t o m ercury?
T.
I f t h e p o w d e r c a n c h a n g e t o m e r c u r y . You t h o u g h t t h a t w a s
th e q u e s t io n ?
S t.
I f a pow der.
T.
I f a p o w d e r , r i g h t . Adam, w h a t d i d y o u w a n t t o a s k ?
N o th in g , A l r i g h t now . J a s o n , d i d y o u w a n t t o f i n d o u t w h a t
happens i f you add w ater?
S t.
(in a u d ib le ).
S t.
P r e c ip ita tio n .
T.
Now y o u c a n
p r e c i p i t a t i o n i f y o u 'v e g o t tw o c l e a r
l i q u i d s and th en you m ix them t o g e t h e r . You've s t a r t e d w ith
a pow der s o you c a n 't sa y r i g h t l y t h i s i s a p r e c i p i t a t e .
What e l s e c o u ld you sa y t h a i , a b ou t t h i s pow der. Yes John?
S t.
(in a u d ib le ).
368
But
by
to it?
we add w ater
S t,
I t m a g n e tis e s ,
T.
Today, w e 'r e g o i n g t o h e a t t h e s e d a r k c r y s t a l s . I ' l l p a s s
t h e s e p l a s t i c b o t t l e s a ro u n d s o t h a t y o u c a n s e e th e m .
You c a n o p e n i t b u t I d o n ' t w a n t y o u t o t a k e a n y i n y o u r
h an d s, o r I ' l l b e a c c u s e d o f p o i s o n i n g t h e c l a s s I Now,
p ass i t around
A l r i g h t , I ' v e g o t a q u e s t i o n h e r e . A re
dark c r y s t a l s t h e nam e o f t h e m , o r h a v e t h e y g o t a n o t h e r
name?
S t.
A s c i e n t i f i c name. I th in k t h e y h a v e .
T.
You fo r m t h e q u e s t i o n s a g a i n , and I h a v e t o s a y " yes" o r
"no".
S t.
Is
T.
No, i t ' s n o t a proper name.
A l r ig h t , now l e t me rem ind you o f how i t w i l l work. L is te n .
Are you l i s t e n i n g ? Now, I'm g o in g t o h e a t th e d ark c r y s t a l s
and you o b s e r v e w hat h ap p en s, and from your o b s e r v a t io n s I
want you t o form some h y p o th e s e s or e x p la n a t io n s a s to what
d ark c r y s t a l s a r e . Now p l e a s e d o n ' t f o r g e t t h e w ay t o a s k
q u e s t io n s . Your q u e s t io n s m u st be fram ed in su ch a way t h a t
I c a n o n l y a n s w e r "ye^* o r "no".
d ark c r y s t a l th e c o r r e c t name?
369
LESSON TWO - INQUIRY STRATEGY (CARTESIAN DIVER)
TEACHER; BR
T .*
A nother i n q u i r y l e s s o n t o d a y , b o y s and g i r l s . Now, t h e
o th e r d a y I p u t t h i s on t h e l a b t a b l e and so m e o f y o u cam e
a lo n g and p r e s s e d on i t , and i t squ eak ed .
S t .* * ( i n a u d i b l e ) .
T.
Now, w atch a s i t comes up.
S t.
I t in c r e a s e s in p a c e . I t in c r e a s e s s p e e d .
T.
Watch a g a i n . W atch t h e t e s t
s e c r e t l i e s in t h a t .
S t.
The a i r g e t s i n and p u s h e s i t u p ... N o, i t ' s t h e p r e s s u r e
in t h e r e , t a k e s i t r i g h t up t o t h e s u r f a c e . Why d o e s t h e
w ater g o dow n?
Y ea h , t h e w a t e r g o e s d o w n . And now i t ' s
g o in g up.
T.
L e t ' s s e e w h a t y o u h a v e t o s a y . Tony E l l i s ?
You c a n
e x p la in t h a t . Now y o u c a n a s k me a q u e s t i o n , y o u c a n p u t
your id e a s in th e form o f a q u e s t io n . Come o n , Tony.
S t.
Would t h e t e s t t u b e m ove up and dow n i f i t d i d n ' t h a v e t h e
w ater in i t ?
T.
Would t h e t e s t t u b e m ove up and dow n i f i t d i d n ' t h a v e t h e
w a ter in i t ?
NO i t w o u ld n 't .
lo u d ly p l e a s e .
It
tu b e v e r y c a r e f u l l y
w o u ld n 't s t a y
u p r ig h t.
Y e s?
- th e
Speak
S t.
The a i r p r e s s u r e t h a t t h e w h a t ' s - a - n a m e
down..........
T.
How d o y o u e x p l a i n t h a t ? A ir p r e s s u r e m ak es i t g o up and
down. Y o u 'll h a v e t o e x p l a i n i t
a b i t b e t t e r th a n t h a t .
Yes?
S t.
S ee how th e w a ter - i t ' s n o t f i l l e d
T.
A lr ig h t , i t ' s n o t f i l l e d up t o t h e t o p . Y ou 've m ade t h a t
o b s e r v a t io n . So w h a t's th e r e ?
S t.
A ir .
T.
C arry o n .
S t.
Does i t m ean t h a t w hen y o u p u s h dow n on t h e t o p o f i t ,
p r e s s u r e s th e a i r in i t and b r in g s i t down?
T.
L e t's s e e .
S t.
When you p u s h i t d o w n ...
T *: T eacher
S t * * ; S tu d e n t
370
G o in g up and
up t o t h e t o p . . . .
it
T.
When I p u s h w h at down?
S t.
When you push th e rubber dow n, you p r e s s th e a i r . . . .
T.
OK, so what happens?
S t.
That c o m p r e sse s th e w a ter and t h e w a te r c a n 't b e com p ressed
v e r y m uch
I t ' s s c r e a m in g - f o r a i r !
I t p u sh es th e a ir
o u t.
T.
A lr ig h t.
S t.
T.
S t.
p le a s e sp eak up lo u d e r .
. . . g e t t i n g c o m p r e s s e d ....
W here, g e t t i n g com pressed?
St
T.
p le a s e l i s t e n .
a t t h e t o p , b etw een th e w a ter and t h e t o p ............
A l r ig h t , t h i s i s
th e ru b b er. OK, c a r r y o n . P le a s e l i s t e n .
The a i r g e t s c o m p re sse d , i t c o m p r e sse s t h e w a te r - i t c a n 't
b e com p ressed v e r y much b u t i t h a s t o co m p ress so m e th in g s o
i t c o m p r e s s e s t h e a i r i n s i d e t h e t e s t t u b e .......
T.
What do you mean
by " to com press"?
S t.
To p u t som eth in g
i n , l i k e a i r can b e com p ressed t o p u t . . . .
T.
Stand up.
S t .................... a la r g e r amount i n t o so m eth in g t h a t ' s n o t a s b ig . I t
h a s t o p u s h i t d ow n .
T.
Push i t d o w n , i n o t h e r w o r d s . Y o u 'r e u s i n g t h e w o r d s
com p ress o r p u s h . A l r i g h t , s o y o u p u s h on t h e a i r and t h e n
you push on t h e . . . ?
S t.
T est tu b e .
T.
Push on t h e w a t e r . A l r i g h t . From t h e r e , w h e r e d o w e g o t o ?
Yes?
S t.
(in a u d ib le ).
T.
A l r ig h t , t h e w a t e r r i s e s i n t h e t e s t t u b e . I s t h a t s o ?
what happens th en ?
S t.
I f th e w a ter d o e s r i s e , v ^ e r e d o e s a l l t h e a i r i n s i d e go?
T.
A lr ig h t . He s a i d , " i f t h e w a t e r d o e s r i s e , w h e r e d o e s t h e
a i r go?" Ih e a i r . . . . ?
S t.
C om pressed.
T.
The a i r i s ccxnpressed. OK? OK, a l r i g h t now.
S t.
T.
(in a u d ib le ).
Y e s, b u t w h a t's making t h i s go down th en ?
371
Yes?
So
S t.
The m ore w a te r t h e r e i s . . . .
T.
The more w ater where?
S t.
In t h e t e s t t u b e .
T.
A l r ig h t , so what happens?
S t.
I t s i n k s , and th e n when you l e t go th e w a te r . . . ( i n a u d i b l e ) .
T.
T h a t's r i g h t . Can yo u f o l l o w t h a t now ? OK, t h a t ' s w h a t
h ap p en s. A l r i g h t , w a tc h t h e w a t e r l e v e l . When I p r e s s .........
see?
J u s t w atch th e t e s t tu b e . A lr ig h t , l e t ' s h ear i t from
you a g a in , what happens?
S t.
When y o u p r e s s t h a t b l a c k t h i n g d o w n , t h e w a t e r r i s e s in
t h e t e s t tu b e . And Wien you l e t go i t g o e s down a g a in .
T.
A l r i g h t . As th e w ater r i s e s in t h e t e s t t u b e , W iat happens?
S t.
I t g e t s h e a v ie r , com p ressed .
T.
A lr ig h t J o .
S t.
When i t g o e s down i t g e t s l i g h t e r
T.
A lr ig h t , w h o 's g o i n g t o w rap i t a l l up n e a t l y n ow , t o
e x p la in how th e C a r te s ia n D iver w orks? A l r ig h t , s t a r t from
w hai I e x e r t p r e s s u r e on t h e r u b b e r , p l e a s e p a y a t t e n t i o n .
Yes?
S t.
When you s q u e e z e th e r u b b er, w a ter in t h e t e s t tu b e r i s e s .
T.
Why d o e s th e w ater in th e t e s t tu b e r i s e ?
S t.
When y o u p r e s s dow n on t h e r u b b e r , t h e a i r b e t w e e n t h e
w ater i n t h e c y l i n d e r and t h e r u b b e r , g e t s c o m p r e s s e d and
i t p u s h e s t h e . . . . And m ore w a t e r g o e s i n t h e t e s t t u b e and
a i r in th e t e s t tu b e g e t s c o m p re sse d ............
T.
Now w hen m ore w a t e r
e ffe c t?
S t.
(In a u d ib le )
T.
Why?
S t.
B ecau se t h e r e ' s m ore w a t e r and t h e w a t e r p u l l s dow n t h e
a i r , r ig h t? And when th e w ater g o e s o u t , i t com es back up.
T.
A l r ig h t , Yes?
S t.
(in a u d ib le ).
The w a t e r c a n ' t b e c o m p r e s s e d s o w hen y o u p r e s s i t dow n
i t ' s g o t t o h a v e s o m e w h e r e t o g o s o i t g o e s i n up t h e t e s t
t u b e , and when you l e t g o , th e w a te r . . . .
T.
A lr ig h t .
I f t h e w a t e r ' s c o m in g up t h e t e s t t u b e , w h a t i s
th e r e s u l t th en ?
E x p la in ?
r is e s
(in a u d ib le ) .
in th e t e s t
t u b e w h a t 's t h e
w i l l s in k .
372
S t.
The a i r beccxnes ccxnpressed
(in a u d ib le ) .
T.
NOW, som eone w a n ts t o know - w h at do you th in k ?
She w an ts
t o know i f we had a d i f f e r e n t c o v e r i n g , w o u ld i t s t i l l
w ork.
S t.
Y e s .................. n o ...............
T.
A l r ig h t , e x p l a in .
S t .......................s u b s t a n c e t h e w a t e r m ig h t n o t s i n k
o f p a p e r , i t would j u s t soak th rou gh th e p a p e r .
a p ie c e
T.
A l r i g h t , Paul?
S t.
I f i t w as m a t e r i a l , and i t had h o l e s i n i t , t h e a i r c o u ld
e s c a p e th rou gh i t .
T.
T h a t's r i g h t . So i t ' s g o t t o b e p r e t t y a i r t i g h t . And y ou
can s e e a l r e a d y so m e a i r i s e s c a p i n g fro m t h e so u n d i t ' s
m aking. R igh t? Yes Conrad?
S t.
When you push i t down, howd o e s
T.
A l r ig h t , when I p u sh , w atch t h e w a te r l e v e l . A l r ig h t ,
I l e t g o . I'm e x e r t in g no more p r e s s u r e .
S t.
T h e r e 's a vacuum in th e r e ?
T.
No, t h e r e ' s no vacuum. A l r ig h t , y e s ?
S t.
( in a u d ib le ).
T.
OK we have t o f i n i s h now, t h e b e l l h a s g o n e , w e ' ll c a r r y on
w ith t h i s l a t e r .
373
t h e w ater come o u t . . . . ?
when
LESSON FIVE SOLUTION)
TEACHER;
T .*
INQUIRY STRATEGY
(PASSING A CURRENT THROUGH A BLUE
BR
c i r c u i t , and y o u 'v e o b s e r v e d w h a t's h a p p e n e d . Now,
an y q u e s t io n s ?
Yes John?
I can o n ly answ er "yes" or "no",
remember? Yes?
S t .* * ls i t tru e t h a t . . . .
( in a u d ib le ) .
T.
Y e s.
S t.
I s th e re
T.
I s t h e r e a g a s? Did you o b s e r v e a g a s?
t h e r e was no g a s d i s s o l v e d in i t . Yes?
S t.
I s i t c h lo r id e ?
T.
NO, i t ' s n o t a c h lo r in e compound. Yes?
S t.
Are th e b la c k s u b s ta n c e s in th e b e a k e r s
T.
Y e s. They a r e .
S t.
Was t h e w a t e r - t h e l i q u i d s u b s t a n c e - w a s t h a t c o l o u r e d
w ater?
T.
No, i t ' s n o t c o lo u r e d w a te r . Yes?
S t.
a g a s?
.
In th e l i q u i d . No,
th e same m a t e r ia l?
Yes?
Are t h e b la c k t h in g s in th e l i q u i d . . . c e l l s in t h e b a t te r y ?
T.
Yes t h e y 'r e from c e l l s in th e b a t t e r y . Yes?
S t.
Are t h o s e ro d s carbon?
T.
Y es t h e y 'r e carbon r o d s . OK? Yes?
S t.
T h a t's cop p er s u lp h a t e s o l u t i o n .
T.
Y e s . The s o l u t i o n i s cop p er s u l g ^ a t e . OK? Yes?
S t.
You know how o n e o f t h o s e r o d s c h a n g e d c o l o u r ?
b e c a u s e o f th e b lu e s u b s ta n c e in t h e l iq u id ?
T.
Y e s. I t was b e c a u se o f t h a t , y e s .
S t.
I s th e g a s p ro d u ced , carbon?
T.
Now, i s carbon a g a s?
S t.
R ods. . .
T.
No, th e g a s w a s n 't
S t.
is i t a ir?
T*; T e a ch e r.
S t* * ; S t u d e n t .
374
Is th a t
W hat's carbon?
carb on d i o x i d e . A nother g u e s s ? Yes?
T.
No i t w a s n 't a i r . Yes?
S t.
Was i t oxygen?
T.
Y es, t h e g a s w as o x y g e n . R i g h t . Any m o re q u e s t i o n s ? Come
on , more q u e s t io n s .
S t.
I s th e l i q u i d ccxnmon?
T.
Y es, w e 'v e a l r e a d y e s t a b l i s h e d w h a t t h e l i q u i d i s - v e r y
common. Yes?
S t.
Was t h e b l a c k s u b s t a n c e on t h e b o tto m o f t h e b e a k e r from
th e
ch an gin g c o lo u r ?
T.
Y es, th e y 'r e j u s t i m p u r i t ie s . Any more q u e s t io n s ?
A lr ig h t .
No, a s k t h e q u e s t i o n s f i r s t a b o u t t h e a p p a r a t u s . Y es
S tev en ?
S t.
I s t h e c h a n g in g o f t h e c o l o u r o f t h e rod t o re d a c h e m i c a l
change?
T.
A l r ig h t , w h a t d o y o u t h in k ?
change?
S t.
Y e s.
T.
I f t h e r e w a s o x y g e n p r o d u c e d and a c h a n g e i n c o l o u r ?
A lr ig h t t h e n , w e 'v e e s t a b l i s h e d t h e r e w a s . A l r i g h t , w h a t
e ls e ?
Come on T ony. What q u e s t i o n s d i d y o u w a n t t o a s k ?
No q u e s t io n s ? Anyone e l s e ? Yes?
S t.
( in a u d ib le ) ...
th e l iq u id ?
T.
Was i t b e c a u s e o f t h e b a t t e r y o f t h e l i q u i d ?
answ er "yes" or "no".
S t.
Was i t from th e b a t te r y ?
T.
W e ll, what do we s a y h as happened.
S t.
C hem ical c h a n g e .
Ti
Y es. Now, w hen y o u p u t i t i n w i t h o u t p r e s s i n g t h e s w i t c h ,
what th en ? Did a c h em ica l change occu r?
S t.
No.
S t.
Yes e x p e r im en t l i k e e l e c t r o n s
T.
Y es. A lr ig h t?
S t.
You know th e n e g a t iv e end?
w ith cop p er?
T.
A l r ig h t , g o o d . T h a t's
te r m in a l c o a te d w ith ?
S t.
C o p p e r.
b u b b le s ,
375
Do y o u t h i n k i t ' s a c h e m i c a l
is
t h a t ..............
th e
b a tte r y
or
I can o n ly
w a te r .
Does i t c o a t th e o th e r te r m in a l
r ig h t.
So w h a t w a s t h e
n e g a tiv e
T.
You had o x y g e n and y o u had c o p p e r .
q u e s t io n s a b o u t th e a p p a ra tu s? Yes?
S t.
You know t h e o x y g e n c o m e s fro m t h e w a t e r b e c a u s e y o u
d i s s o l v e d cop p er s u lp h a te in t h e w a ter?
There w asn 't much
o f th e s u l p h a t e .................
T.
There w a s much o f t h e s u l p h a t e . You e x p e c t e d t h e s u l p h a t e
t o come up?
S t.
No, b u t w h e r e d i d
w a te r , o r
?
T.
What d o y o u t h in k ? I f i t i s n ' t l i b e r a t e d w h a t h a p p e n s ?
What do you th in k happened t o i t ?
Yes? Ask lo u d ly ?
S t.
When t h e o n e t h a t d i d n ' t c h a n g e p i n k y t o t h e r e d
c o lo u r
( i n a u d i b l e ) . . . d id t h a t h a v e a n y t h in g t o d o
w ith th e w ater?
T.
Not w ith th e w ater b u t w ith t h e . . . . ?
S t.
Oxygen.
T.
Oxygen. W hat d o y o u c a l l t h a t , i f i t f l a k e s o f f ? What d o
you c a l l t h a t?
What happens? What i s th e s u b s ta n c e d o in g
to it?
S t.
(in a u d ib le )
S t.
Could th e b la c k t h in g , n o t th e one t h a t was tu r n in g o r a n g e ,
b u t th e o th e r o n e , oh n o, th e one t h a t was tu r n in g oran ge c o u ld t h a t e v e r , c o u ld th e oran ge s t u f f e v e r f la k e o f f ?
T.
Did you t r y and f la k e o f f th e oran ge s t u f f ?
S t.
No.
T.
No? N o, i t ' s s t u c k t o i t . A l r i g h t , a n y m ore q u e s t i o n s ?
Luke, any q u e s t io n s ? A l r ig h t , S e r g io ?
S t.
A fter a lo n g t im e ,
c o lo u r ?
T.
The le a d r o d . Did we u se le a d rods?
S t.
Carbon rod s - carbon r o d s .
T.
Where was th e cop p er?
S t.
Y.
T.
So you w ant t o know w h eth er th e X rod w ould be c o a te d w ith
cop p er? The an sw er i s "no". A lr ig h t , now who w ould l i k e t o
e x p la in w h a t h a p p e n s ?
Come o n , m ore h a n d s u p . A l r i g h t ,
V ic to r ?
....
i t go?
D oes i t
A lr ig h t,
an y m ore
ju s t d is s o lv e
in th e
c o r r o d in g i t , e a t in g i t up.
376
d o e s th e le a d
r o d 's end a l s o c h a n g e
On what rod was th e co p p er? X or Y?
S t.
When you push th e b u tto n down e l e c t r i c i t y g o e s th ro u g h th e
w i r e s . . . throu gh th e n e g a t iv e r o d s and a l l th e b u b b le s w ere
ccxning o f f i t .
T.
A l r i g h t . Anyone e l s e l i k e t o e x p la in v ^ a t happens?
S t.
When t h e b u b b le s w e r e s t u c k t o t h e rod and so m e o f th em
w ere r i s i n g and t h e l i t t l e b l a c k t h i n g s on t o p o f t h e
w a ter. . . .
T.
Y es, w e ' l l e x p l a i n t h e w h o le t h i n g . What i s t h e w h o le
t h in g ? W hat h a v e y ou d o n e ? W hat h a v e y o u d e m o n s t r a t e d ?
Yes?
S t.
When you s u p p ly th e c u r r e n t , l i k e t h e
T.
Y e s, what i s th e word h e ' s used ?
S t.
E le c tr o ly s is .
T.
E l e c t r o l y s i s - h a v e n 't y ou d o n e t h i s b e f o r e ? E l e c t r o l y s i s
o f a n o th e r s u b s ta n c e and you g o t two g a s s e s . What was th a t?
S t.
E l e c t r o l y s i s o f w a te r .
T.
And v ^ t d id you g e t w ith th e e l e c t r o l y s i s o f w ater?
S t.
Oxygen.
T.
A l r ig h t , now w hat a r e we d o in g h e r e ?
The e l e c t r o l y s i s o f . . . . ?
S t.
Copper s u l p h a t e .
T.
And what w ere th e p r o d u c ts o f th e r e a c t io n ?
S t.
Copper -
T.
Y es, s o w hat i s t h is ?
c h e m ic a l change?
S t.
E le c tr ic ity .
T.
E l e c t r i c i t y . So a l l o f y o u , what have you
S t.
E l e c t r o l y s i s o f cop p er s u lp h a t e .
T.
And v ^ a t o th e r p rod u ct?
S t.
O xygen.............
T.
A l r ig h t , now w here was th e oxygen l ib e r a t e d ? Now, d o n 't s a y
X or Y. I want p o s i t i v e or n e g a t iv e . Yes?
S t.
Fran th e n e g a t iv e rod and i t
T.
Did i t ?
S t.
I t was l i b e r a t e d from t h e p o s i t i v e .
and s u lp h a t e
P h ilip ?
o f w a te r .
What i s t h i s c a ll e d ?
- and o x y g e n .
What i s p r o v id in g th e e n e r g y f o r th e
j u s t d a n o n s tr a te d ?
up.
Was oxygen l i b e r a t e d from th e n e g a t iv e ? Jason ?
377
T,
A l r i g h t , and what was th e o th e r p rod u ce . . .
S t.
( I n a u d i b le ) .
T.
r e a c t io n ?
A lr ig h t n ow , l i s t e n t o w h a t w e h a v e t o d o . T ake t h i s p a g e
o f f hom e - l i s t e n . I w a n t y o u t o c o m p le t e t h i s s t u d e n t
e v a lu a t io n s h e e t - d o n 't move p l e a s e - and b r in g i t back t o
me to m o r r o w . And i f yo u l i k e y o u c a n a l s o w r i t e up y o u r
e x p la n a t io n .
378
LESSON ONE - INQUIRY METHODS
TEACHER: KA
T .*
R ig h t, w e've j u s t s e e n an e x p e r im e n t. We had a h ea v y w e ig h t
on th e end o f a m e ta l s p r in g and i t w eigh ed 1500 gram s. We
th e n p u t t h e w e i g h t i n t o a b u c k e t o f w a t e r and t h e n o u r
m eta l s p r i n g o n l y m e a su r e d 500 g r a m s . What w e 'r e g o i n g t o
do now i s t r y t o w ork o u t why t h e r e a d in g on t h a t s c a l e
w ent d o w n . Now t h e w ay w e 'r e g o i n g t o w ork t h a t o u t - or
th e way yo u 're g o in g t o work t h a t o u t i s t h i s . You're g o in g
t o a s k me q u e s t i o n s a b o u t t h e b u c k e t , t h e w a t e r , y o u c a n
a sk me a b o u t h i s , t h e s p r i n g , y o u c a n a s k me a n y t y p e o f
q u e s t io n t h a t y o u l i k e i n o r d e r f o r y o u t o g e t t h e
in fo r m a tio n t o w ork o u t a r e a s o n why t h a t r e a d in g w e n t
down. T h e r e 's o n e t h i n g a b o u t y o u r q u e s t i o n s - t h e y ' v e g o t
t o b e a b l e t o b e a n s w e r e d b y a " yes" o r "no". A l l I'm g o in g
t o an sw er i s y e s or no; o r I m ig h t answ er 'maybe'. OK? You
c a n ' t a sk me w h a t's in t h e c o n t a in e r - t h a t ' l l be answ ered
b y a y e s o r n o . One p e r s o n ' s g o i n g t o a s k a q u e s t i o n a t a
tim e . Now, you can a sk m ore th an one q u e s t io n i f you w ish i f y o u w i s h t o a s k s a y f o u r q u e s t i o n s , t h a t ' s f i n e , and
t e l l me w hen y o u 'v e f i n i s h e d a s k i n g . Now w hen y o u t h in k
y o u 'v e g o t e n o u g h i n f o r m a t i o n , j u s t h o ld o n t o i t t i l l
e v e r y o n e e l s e h a s g o t an i d e a . L eon?
St.**W hat i f you know i t ?
T.
W ell t h e n , j u s t w a i t .
S t.
I s t h e w ater h o t?
T.
No, c o l d . M ichael?
S t.
Was th e th in g f i l l e d
T.
F i l l e d t o th e to p .
T racey?
r ig h t up?
.....................
(in a u d ib le ) .
S t.
Was th e sand w et or dry?
T.
I t was d r y . T h a t's n o t a y e s or no q u e s t io n .
(tw o or t h r e e q u e s t io n s i n a u d i b l e ) .
S t.
T.
You know how y o u d i d i t i n c o l d w a t e r ? W ould i t f l o a t i n
h o t w a ter a s w e ll?
Yes i t w ou ld .
S t.
Was i t h a rd t o l i f t up w hen y o u p u t t h e t h i n g i n t h e w a t e r
w ith th e m eta l sp r in g ?
T.
How do you mean? Ask th e q u e s t io n a g a in .
S t.
Was i t h eavy or l i g h t ?
T.
Ask i t t o me now a s a y e s or
T*: T e a c h e r .
S t* * : S t u d e n t.
379
no q u e s t io n .
When I p u t i t i n . .
S t.
Was i t h e a v y ?
T.
NO.
S t.
I f you p u t your arm i n
T.
Y es.
S t.
Was i t l i g h t ?
T.
You ask ed me t h a t l a s t tim e .
S t.
I s th e can h eavy by i t s e l f ?
T.
No. V ery l i g h t w ith o u t sa n d .
S t.
Did th e sand have r o c k s or s t i c k s
T.
NO.
S t.
What c o lo u r sand was i t ?
T.
I t ' s n o t a " yes" o r "no" q u e s t i o n and y o u know v e r y w e l l . . .
I f you th in k you know why i t d id t h a t you can p r o p o se your
th e o r y t o me. Jason ? x
S t.
My t h e o r y i s t h a t t h e c o l d w a t e r t a k e s t h e p r e s s u r e o f f
t h e can o f sa n d .
T.
Cold w a te r ta k e s th e p r e s s u r e o f f th e can?
i s on th e can?
S t.
The sand i n s i d e .
T.
The sand i n s i d e s g o t p r e s s u r e . In w hich d i r e c t i o n ?
S t.
Down.
T.
Hmrrm.
S t.
I t t a k e s a l l th e a i r o u t o f i t .
I r e c k o n t h a t w hen y o u p u t i t in i t t o o k t h r e e t i m e s t h e
w e ig h t fr o m t h e t i n , fro m w h a t i t w a s ....
T.
How do you m ean, th r e e tim e s?
S t.
When you d ip p ed i t i n , i t ta k e s t h r e e t h ir d s t h e w e ig h t o f f
th e c a n .
T.
Three t h ir d s ?
S t.
The w a t e r .
T.
How d o e s i t do th a t?
S t.
B eca u se w a t e r ' s l i g h t e r
s in k s t o th e b ottom .
T.
A l r i g h t , w h a t's your t h e o r y , Leo?
c a r r y a l l t h e w e ig h t?
in i t ?
What p r e s s u r e
And how d o e s th e w ater ta k e th e p r e s s u r e o f f i t ?
What ta k e s a l l th e w e ig h t?
380
th a n s a n d . The sa n d f l o a t s
th en
S t.
In t h e w a te r t h e r e ' s no g r a v i t y .
T.
No g r a v i t y in th e w ater?
But what d o e s t h a t mean?
S t.
When y o u 'r e o u t in sp a c e you f l o a t and when y o u 'r e in w a ter
you f l o a t . I t d o e s n ' t p u l l y o u d ow n . I t ' s g o t e n o u g h
p r e s s u r e t o p u sh i t up and w hen t h e e a r t h g e t s c o l d , t h e
c o ld e r i t g e t s th e h ard er i t g e t s t o f l o a t .
T.
R ig h t, d o n ' t f o r g e t when I p u t i t in w i t h o u t t h e s t r i n g on
i t , i t sank r ig h t t o th e b ottera.
S t.
I m ea n , t h e c o l d e r i t g e t s , l i k e r i g h t dow n t h e b o t to m o f
t h e o c e a n , you s t a r t t o f l o a t up t o a b o u t h a l f
way b e c a u se
o f how c o ld i t i s down a t th e b o tto m .
T.
I f i t p u t h o t w ater in h e r e would i t make any d i f f e r e n c e ?
S t.
I f you had s a l t w ater i t w ou ld .
T.
I f I p u t s a l t w ater i n , what d i f f e r e n c e would t h a t make?
S t.
The s a l t t a k e s som e o f t h e s t u f f o u t o f t h e w a t e r and i t
g e t s i t t o go up.
T.
A l r i g h t , f a i r en ou gh .
S t ........................
Jason ?
(in a u d ib le ) ....
T.
The s t r i n g was h o ld in g i t up?
S t.
You w ere h o ld in g i t up anyway s o . . . .
T.
Hnnmm. I had t o h a v e i t s u s p e n d e d
g e t a r e a d in g .
S t.
When y o u had t h e c a n i n t h e w a t e r , w hen y o u
and h e l d
i t up y o u s t i l l had a b o u t t h a t m uch o f t h e t o p o u t o f t h e
w a te r .
T.
F i r s t t i m e . The s e c o n d t i m e i t w as r i g h t d o w n . A re you
a s k in g me a q u e s t io n or a r e you t e l l i n g me som eth in g?
S t.
I'm s a y in g so m e th in g .
T.
N ic o le ?
S t.
The w a t e r m ak es i t l i g h t e r
1 ig h te r .
T.
How d o e s th e w ater make i t l i g h t e r ?
S t.
When t h e a i r
t h e y ' r e h e a v i e r th a n w hen
w a te r . When th e y g e t in th e w a ter i t ' s l i g h t e r .
T.
F a ir en ough.
S t.
When y o u g e t t h e t i n in t h e r e t h e w a t e r m a k es i t l i g h t e r
b e c a u se t h e r e ' s no g r a v i t y in t h e r e .
381
in th e w a te r in o r d e r to
w h e n ... -
th e w a te r m akes i t
M ich ael?
in
th e
T.
L eo?
S t.
The s t u f f in t h e w a t e r
s t u f f in th e a i r d o e s n 't
you p u t s o m e t h in g l i k e
h o ld s i t up b e c a u se i t ' s
T.
R ig h t. Now, q u e s tio n ?
S t.
I f t h a t w as s a l t w a t e r , s a l t w a t e r w o u ld m ake i t f l o a t
b e t t e r th a n f r e s h w a t e r b e c a u s e t h e s a l t w a t e r ' s g o t s a l t
in i t , and i f y o u w e n t t o t h e s a l t l a k e s
y o u 'd f l o a t
....................
in f r e s h w a te r .
T.
Y e s, t h a t was a p o in t t h a t Leo b rou gh t u p .
S t.
Would th e atm osp h ere make any d i f f e r e n c e ?
go under w ater i t c h a n g e s.
T.
W e ll, you saw w hat . i t read b e fo r e h a n d , d id n 't you?
So y e s ,
i t d o e s m ake a d i f f e r e n c e w hen y o u p u t i t i n . We sa w t h a t .
P e te r ?
S t.
When y o u p u t t h e c a n i n t h e w a t e r , t h e p r e s s u r e p u s h e s i t
up and i t makes th e l e v e l ..........
T.
What i s t h i s p r e s s u r e t h a t ' s p u s h in g i t up?
t e l l i n g me i t ' s p r e s s u r e , b u t what p r e s s u r e ?
S t.
B eca u se w a te r 's t h ic k e r than a i r ?
I f you dropped i t in th e
a i r i t w ould go down a l o t f a s t e r than i f you dropped i t in
a p o o l o f w a t e r , b e c a u s e t h a t ' s t h i c k e r and i t ' s g o t m ore
s t r e n g t h than th e a i r .
S t.
The w ater p r e s s u r e makes i t a l o t l i g h t e r .
T.
Mmmm. F a ir enough. But what d o e s t h a t mean?
S t.
I t makes th e r e a d in g go l i g h t e r ............
T.
W hat's t h a t?
S t.
Y es.
T.
Uh huh.
S t.
(in a u d ib le )
S t.
I f y o u w e n t dow n b y t h e o c e a n i t ' s p r e s s u r e dow n t h e r e
would c r u s h i t , and I r e c k o n w h e n ... i t g e t ' s w e a k e r and
weaker a s i t com es t o th e to p , and t h a t same p r e s s u r e k eep s
i t a f lo a t by
i t s q u a s h e s t h e t o p and t h e b o t to m and
th e n b o th th e s i d e s . I reckon i t ' s l i k e p u sh in g som e soap i t comes up o u t o f your h an d s.
T.
When you come tow ard s th e s u r fa c e ?
S t.
Y e s.
c l i n g s t o g e t h e r l i k e o i l and t h e
c l i n g t o g e t h e r a s m u ch , and when
w h a t y o u p u t i n t h e n , i t k in d o f
l i k e , t h ic k e r than a i r .
R ig h t , Gaynor?
B eca u se when you
You k e e p
When you p u t i t in w ater?
A l r ig h t .
Empire S t a t e b u i l d i n g
382
( in a u d ib le )
T.
Y es, b u t l o o k . We d i d n ' t h a v e a g r e a t a m o u n t o f w a t e r on
th e t o p o f o u r s . We j u s t had a l i t t l e b i t . I m ean w h a t
y o u 'r e t a lk i n g a b ou t i s p r o b a b ly r i g h t , b u t ............
S t.
(in a u d ib le ).
383
LESSON TWO - INQUIRY METHOD
TEACHER; KA
T .*
Now, we j u s t saw an e x p e r im e n t w h e r e P e t e r u s e d tw o
m a r b le s , and h e f l i c k e d a b l a c k o n e w h ic h h i t a w h i t e
m arb le. The w h i t e o n e to o k o f f i n t h e sa m e d i r e c t i o n and
t h e b l a c k o n e s lo w e d dow n and s t o p p e d . Now w e 'r e g o i n g t o
t r y and f i n d o u t why t h a t h a p p e n e d . W e're g o i n g t o t r y and
f in d o u t why t h e b la c k m arb le slo w e d down and sto p p e d - why
t h a t d i d n ' t k e e p m o v in g . H ands d o w n . Now t h i s t i m e , y o u 'r e
g o in g t o t r y and a s k me q u e s t i o n s - t h e sa m e t h i n g . Y ou 've
g o t t o a s k me q u e s t i o n s t h a t h a v e a " y es" o r "no" a n s w e r .
Y ou 're a l l o w e d t o k e e p a s k i n g me q u e s t i o n s a b o u t why yo u
th in k i t h a p p e n e d , and g a t h e r som e i n f o r m a t i o n , and when
you th in k you 've g o t enough in fo r m a tio n or you c a n 't th in k
o f a n y m ore q u e s t i o n s , y o u c a n p a s s , and l e t t h e n e x t
p e r so n s p e a k . Now i f y o u 'v e g o t a t h e o r y a b o u t why i t
happened, j u s t h o ld o n t o i t , l i s t e n t o s e e w h a t o t h e r
q u e s t io n s p e o p l e a r e a s k i n g , D a r r e n and M ic h a e l , and th e n
I ' l l a s k i f a n y o n e 's g o t
a t h e o r y . B u t y o u c a n a s k me
w h a tev er you l i k e ab ou t th e m a r b le s. Leo?
St.**W ere th e y b o th th e same w e ig h t?
T*:
T.
Y es. S tu a r t?
S t.
Did t h e b l a c k o n e m ove a b i t w hen - o n c e i t h i t t h e w h i t e
one?
T.
I t m oved a l i t t l e
s to p p e d . Stephen?
S t.
Were th e y b oth th e same s i z e ?
T.
Y es. N ic o le ?
S t.
M iss A b b ott would i t have been th e way P e te r th r ew i t ?
T.
No. He c o u l d h a v e th r o w n i t a n y w a y ... a n y t y p e o f f l i c k i n g
way and t h a t ' s what would h a v e happ en ed . Step h en ?
S t.
When th e w h it e b a l l w e n t, d id th e b la c k b a l l s t o p s t r a i g h t
away?
T.
Not s t r a i g h t away.
s to p p e d . P e t e r ?
S t.
Would i t happen i f ..........
T.
Y es. Tim?
S t.
I s i t im p o s s ib le ? To make th e b a l l s t o p c o m p le te ly ?
T.
No, i t ' s n o t i m p o s s i b l e . I t ' s p o s s i b l e f o r p e o p l e t o m ake
i t s t o p s u d d e n ly . S tu a r t?
S t.
I t i s n ' t p o s s i b l e t o make i t s t o p b e c a u s e
T ea ch er.
S t* * :
b i t , y e s . And t h e n i t s lo w e d dow n and
I t slo w e d down v e r y q u ic k ly and th en i t
S tu d e n t.
384
( i n a u d ib le ) .
T.
S t.
T h a t 's n o t a q u e s t i o n . T ra c e y ?
I s i s a n y th in g t o do w ith t h e
( in a u d ib le ) .
T.
Y e s. Tim?
S t.
Are t h e y b oth made o f th e same s t u f f ?
T.
Y es.
S t.
I f you u s e sm oother ground, would i t s t i l l be th e same?
T.
Y es.
S t.
What a b o u t i f i t w as on g l a s s . You know how g l a s s i s r e a l
sm ooth? Would i t - i t w ould s t i l l s l i d e w o u ld n 't i t , when
i t h i t th e th in g ?
T.
No. You'd g e t p r e t t y much th e same r e s u l t .
S t.
But n o t th e same?
T.
I 'd s a y y e s , i t would be th e sam e. Stephen?
S t.
I f y o u b o w le d i t a b i t f a s t e r and fro m a f u r t h e r d i s t a n c e
would th e ex p e r im en t be th e same?
T.
Y es.
S t.
I t d ep en d s on how lo n g i t i s ............
T.
Do you want t o a sk me a q u e s t io n ab ou t t h e le n g th ?
S t.
Y es.
T.
A l r i g h t , ask me a q u e s t io n .
S t.
How fa r would i t be away?
T.
I c a n ' t answer t h a t w ith a "yes" or "no". N ic o le ?
S t.
M iss A b b o tt , w o u ld i t m a t t e r i f y o u w e r e r e a l c l o s e o r
f u r th e r away?
T.
No, i t w o u ld n 't make any d i f f e r e n c e , th e d i s t a n c e . F ion a?
S t.
I f t h e m a rb le s w ere made o f s t e e l , w ould i t do w hat i t done
v^en i t d id i t ?
T.
Y e s, i t would do e x a c t l y th e same t h in g . Leo?
S t.
Does i t have a n y th in g t o do w ith th e im pact?
T.
Y e s, i t d o e s have sa n e th in g t o do w ith th e im p a c t. Stephen?
S t.
I f you u sed a la r g e r b a l l ,
same s t i l l ?
T.
Y es. S t u a r t ?
385
I t w o u ld n 't be th e same?
w o u ld t h e e x p e r im e n t b e t h e
S t.
Would i t b e s t i l l t h e sam e i f y o u s h o t a b i g g e r m a r b le a t
t h e l i t t l e m arble and h i t i t ? Would i t s t i l l be t h e same?
T.
Y es, i t w o u ld b e p r e t t y much t h e s a m e .
M ig h t n o t
e x a c t l y , b u t th e same id e a would w ork. Tracy?
be
S t.
D oes i t m a t t e r
s tr a ig h t?
or
T.
Y es, i t d o e s m a tte r how i t h i t s i t . M ic h a e l, have you g o t a
q u e s t io n ?
S t.
Has i t g o t a n y th in g t o do w ith v ib r a t io n ?
T.
Y es, a b i t .
S t.
Would i t m a tte r i f th e m arb les w ere d i f f e r e n t s i z e s ?
T.
Do you mean i f th e y w ere b oth t h e same s i z e b u t b ig g e r ?
S t.
No.
T.
One w as b ig g e r and th e o th e r was s m a lle r . I t w o u ld n 't make
a l l t h a t much d i f f e r e n c e . T h er e m ig h t b e a l i t t l e b i t .
Stephen?
S t.
I f you had a s o f t b a l l and a hard b a l l would th e e x p e r im e n t
b e th e same?
T.
No, i t would p r o b a b ly be d i f f e r e n t . Leo?
S t.
Would i t h a v e a n y t h in g
sm ooth n ess?
T.
I t h a s a l i t t l e b i t t o do w i t h t h e w e i g h t , y e s . I t d o e s n ' t
r e a l l y h ave a l l t h a t much e f f e c t on th e s m o o th n e ss, a s lo n g
a s t h e y 'r e round. S tu a r t?
S t.
Would i t h a v e a n y t h in g t o do w i t h t h e s p e e d . . . . w hen we h i t
i t , i t k e p t g o in g ..........
T.
I t h a s scxnething t o do w ith th e s p e e d , y e s .
S t.
M iss A b b o tt, w ould i t m a tte r i f you h i t a t e n n is b a l l w ith
a s o ftb a ll.
T.
I t m ig h t make a l i t t l e b i t o f d i f f e r e n c e , b u t th e p r i n c i p l e
would be th e sam e.
S t.
I f th e d i s t a n c e was f a r and we had a s lo w m o tio n o f h i t t i n g
i t , w ould th e w h it e b a l l go f u r t h e r , or w o u ld n 't i t ?
T.
Y ou 're n o t a s k i n g me y e s o r n o . Y o u 'r e a s k i n g me f o r
in fo r m a tio n , y o u 'r e n o t a sk in g me a y e s or no q u e s t io n .
S t.
Would i t be b e t t e r i f i t was f u r t h e r and a s lo w e r
T.
No, i t w o u ld n 't be b e t t e r i f i t was f u r th e r and s lo w e r .
how
it
h its
it?
...
( in a u d ib le ) ...
I t h as g o t a b i t t o do w ith v i b r a t i o n .
386
to do w ith
th e
w e ig h t
and
?
th e
S t.
I f you g o t th e m a rb le , and you g o t i t c l o s e up and th en you
h i t i t s lo w ly , would i t s to p e x a c t l y a f t e r i t h i t t h e b a l l?
T.
No, i t w o u ld n 't , Leo?
S t.
When a r e we g o in g t o a b le t o s a y what we th in k ?
T.
Have you g o t a th e o r y now?
S t.
Y es.
T.
You can p r o p o se your th e o r y .
S t.
My t h e o r y i s t h a t i f y ou h i t i t in t h e m i d d l e , o r in t h e
r ig h t p l a c e , a t th e r ig h t s p e e d , th e b ig o n e , or th e b la c k
o n e , w o u ld s t o p c o m p l e t e l y and t h e o t h e r o n e w o u ld h a v e
g o n e , would have s t a r t e d g o in g .
T.
W ell t h a t s o u n d s a f a i r e n o u g h t h e o r y , b u t how d o we w ork
o u t w h a t's th e " r ig h t p la c e " , and w h a t's th e " r ig h t speed"?
S t.
The m id d le , and ab o u t h a l f s p e e d .
T.
W hat's " h a lf speed"?
S t.
F l ic k i t , n o t a s f a s t a s you c a n , b u t j u s t e n o u g h t o g e t i t
t o g o t h a t f a r , and h i t i t in t h e m id d le - j u s t a l i t t l e
b i t a b o v e t h e m id d le - t h e m id d le o f t h e o t h e r b a l l , and
t h e o n e t h a t y o u h i t w i l l g o , and t h e o n e t h a t y o u f l i c k e d
w ill sto p .
T.
A l r ig h t , I a c c e p t y o u r t h e o r y . Now I'm g o i n g t o a s k y o u ,
"Why i s t h a t secon d m arb le g o in g t o sto p ? Why d o e s n 't t h a t
secon d m arb le keep moving?"
S t.
B eca u se t h e im p a c t w i l l g e t w e a k e r and t h e n i t ' l l s t a r t
s lo w in g down. B ecau se i t h a sn 't g o t - when i t g o t pushed i t
was g i v e n a c e r t a i n am ou n t o f s p e e d and i t s t a r t s t o u s e
t h a t up.
T.
How d o e s i t u se t h a t speed up?
S t.
By how f a r i t w e n t and how r o u g h t h e c a r p e t o r s o m e t h in g
i s . L ik e i f y o u d i d i t on sa n d and y o u f l i c k e d i t , i t
w o u ld n 't g o a s f a r a s i f yo u f l i c k e d i t on g l a s s y o u 'd g o a
l o t f u r th e r th an i f you f l i c k e d i t on c a r p e t .
T.
So you reck on i t ' s a l l to do w ith sp eed ?
S t.
Y es, i t ' s a l l t o do w ith v ^ a t i t ' s done o n .
T.
Ch, and t h e s u r f a c e a s w e l l ? So i f I f l i c k t h e m a r b le , and
I f l i c k e d i t v e r y s l o w l y in t h e m id d le - i n t h e c e n t r e o f
th e secon d m a rb le , would t h a t make t h e secon d m a rb le sto p ?
S t.
I t w o n 't g i v e i t e n o u g h p o w er t o b e a b l e t o s e p a r a t e th em
l i k e - y o u 'd p r o b a b ly j u s t m ove a f r a c t i o n , and t h e o t h e r
one would p r o b a b ly j u s t push on i t .
387
T.
OK. Now y o u 'v e b r o u g h t up a w ord now - y o u 'v e u s e d t h e
term 'pow er', now, b e f o r e , you w ere t a lk in g ab o u t sp e e d , so
v ^ a t d o yo u w a n t t o t a l k a b o u t now ? I s i t s o m e t h in g t o do
w ith sp eed ?
S t.
And p o w e r . I f y o u h i t i t a n d , s a y , t h e s p e e d h i t s i t and
t h e p o w e r t h a t i t g i v e s t h e o t h e r m a r b le - t h a t ' s w h a t
makes i t g o .
T.
What a b ou t th e f i r s t m arble t h a t we f li c k e d ?
S t.
T h a t ' l l s t o p , i f i t ' s f l i c k e d f a s t e n o u g h and h i t s i t a t
t h e r i g h t t i m e , t h a t ' l l h a v e u s e d up s u f f i c i e n t e n e r g y t o
s t o p and g i v e th e o th e r one t h a t amount o f e n e r g y t o g o .
T.
R ig h t, t h a t s o u n d s a p r e t t y g o o d t h e o r y . I s t h e r e a n y way
t h a t we can t e s t i t ? W ell a c t u a l l y , f i r s t l y - d o e s i t s t i l l
h ave s a n e th in g t o do w ith th e s u r fa c e ?
S t.
B ecau se i f y o u d i d i t on sa n d i t w o u ld s l o w d o w n , b u t i f
you d i d i t on g r a s s or t h i c k c a r p e t y o u w o n 't g e t t h e sa m e
e f f e c t . The m arb le would have t o b e f l i c k e d h ard er and th e
o th e r o n e w o n 't g o t a t t h e n e c e s s a r y s p e e d t o m ake i t
d e fle c t.
T.
A l r ig h t . L e t ' s j u s t p a u s e f o r a m o m en t. A l l e y e s t h i s w ay.
W ell I t h i n k L e o , t h a t s o u n d s l i k e a p r e t t y g o o d t h e o r y .
Did y o u u s e i n f o r m a t i o n t h a t y o u g o t fro m t h e q u e s t i o n s
th a t you a sk ed or th e q u e s t io n s t h a t th e p e o p le a sk ed in
o rd er t o fo r m u la te t h a t th e o ry ?
S t.
Y es.
T.
What d o e s ' y e s ' mean?
S t.
I g o t i n f o r m a t i o n fro m t h e w e i g h t and s p e e d , I g o t
in fo r m a tio n fro m t h e d i f f e r e n t s i z e s , I g o t i n f o r m a t i o n
from s o f t e r and h a r d e r , I g o t i n f o r m a t i o n fro m t h e s i z e s
and th e sp eed th e y were p u sh ed .
T.
OK, f a i r enough.
388
You g o t in fo r m a tio n from what?
LESSON THREE - INQUIRY METHOD
TEACHER; KA
T .*
R ig h t, l e t ' s h a v e som e q u e s t i o n s . Y o u 'v e g o t t o a s k me
q u e s t io n s t h a t h a v e t o b e a n s w e r e d e i t h e r ' y e s ' o r 'n o '.
N ic o le ?
S t .* * I f you ...........................
s t i l l be t h e same?
T.
Y es, i t w i l l s t i l l
S t.
If
T.
Y es.
S t.
(in a u d ib le ).
T.
No, i t would be s l i g h t l y d i f f e r e n t . G e o ffr e y ?
S t.
be t h e sam e. Darren?
would i t s t i l l be t h e same?
I f i t had been two ........................... would i t s t i l l be th e same?
T.
I t would be muchth e sam e. Maybe s l i g h t l y d i f f e r e n t b u t th e
same id e a . S tu a r t?
S t.
I s th e rop e w ith th e w e ig h t in th e m id d le ?
T.
In t h e c e n t r e , y e s . P e te r ?
S t.
Has anybody e v e r d one a n y th in g w ith i t ?
T.
Done v^ at?
S t.
L ik e m a k in g .. . .
s tr a ig h t.
T.
No, th e y h a v e n 't .
M ich ael?
S t.
Would i t m a tte r i f t h o s e k n o ts w e r e n 't in i t ?
T.
No, t h a t w o u ld n 't make any d i f f e r e n c e .
S t.
Is i t p o s s ib le to
T.
Y es. Leo?
S t.
I s i t be e x a c t l y in th e m id d le , or w ould i t be a b i t o u t o f
th e m id d le?
T.
I t ' s e x a c t l y in th e m id d le .
S t.
Would i t m a tte r i f you had more w e ig h ts on?
T.
I f y o u had m ore w e i g h t s on y o u 'd h a v e t h e sa m e t y p e o f
r e s u l t , b u t i t m ig h t b e s l i g h t l y d i f f e r e n t . . . S a m e t y p e o f
id e a .
S t.
I f you to o k some w e ig h ts o f f ?
T*; T e a c h e r .
S t* * ; S t u d e n t.
389
make i t f l a t ?
T.
I f I to o k some w e ig h t s o f f I'd have much th e sam e r e s u l t s ,
th ough i t p ro b a b ly w ould be
(in a u d ib le ) d i f f e r i n g a s much.
I t w ould s t i l l d ip down.
S t.
Would i t m ake a n y d i f f e r e n c e
d i c t i o n a r i e s was s h o r te r ?
T.
I t w o u ld n 't make any d i f f e r e n c e a t a l l .
S t.
I f th e s t r i n g around th e d i c t i o n a r i e s
T.
I f i t w as d i f f e r e n t s t r i n g a r o u n d
w o u ld n 't make any d i f f e r e n c e .
S t.
Does i t m a tte r how lo n g th e rope i s ?
T.
You'd g e t t h e sam e t y p e o f r e s u l t b u t t h e r o p e m ig h t go
down f u r t h e r .
S t.
Does i t d e p e n d how lo n g t h e r o p e i s - i f y o u 'v e g o t a lo n g
rop e i t hangs d o w n
a sh o r te r rop e.
T.
Y es, y o u 'v e g o t a s h o r t e r r o p e ,
Leo?
S t.
Would t h e sa m e h a p p en i f y o u had j u s t e n o u g h t o han g on
e a c h s id e ? Would you be a b le t o p u l l i t s t r a i g h t ?
T.
No, y o u s t i l l
t in y b i t .
S t.
Would you b e a b le t o p u l l i t s t r a i g h t e r th an i t was now?
T.
No.
S t.
How can i t n o t be s t r a i g h t .
T.
T h a t's what y o u 'r e t r y in g t o f in d o u t . Tim?
S t.
You know w here you 've g o t th e c o t t o n t i e d o n to t h e s k ip p in g
rop e - i f y o u had t h a t a b i t s h o r t e r w o u ld i t m ake a n y
d iffe r e n c e ?
T.
I t w o u ld n 't make any d i f f e r e n c e , n o .
S t.
I f you had more w e ig h ts i t would p r o b a b ly go down m ore.
T.
Y es, i t w ould. R ig h t, d o e s anyone have any t h e o r y a b o u t why
i t happens?
St
if
th e s t r in g
it
around th e
( in a u d ib le ) .
th e d ic t io n a r ie s
it
w i l l h an g dow n m o r e .
w o u ld n 't b e a b l e t o p u l l
it
s t r a i g h t .......
Joan?
( in a u d ib le ) .
T.
The h e a v i e r t h e w e i g h t , t h e f u r t h e r i t w i l l g o dow n ?
A lr ig h t . W e're s t i l l t r y i n g t o f i n d o u t why t h a t s k i p p i n g
rop e i s n ' t e v e r g o in g t o be s t r a i g h t . Leo?
S t.
My t h e o r y i s t h a t when y o u p u t i t up i n t h e a i r - t h e
le n g t h o f th e rope - you have t o p u l l i t h ard er th a n i f you
o n ly had a h a n d 's l e n g t h , b e c a u s e y o u 'd o n l y h a v e t o p u l l
it a lit t le
b i t and e v e n i f y o u p u l l e d i t h ard y o u m ig h t
390
not g e t i t s t r a i g h t ..... d i f f e r e n t le n g th i t i s , you have
t o p u l l i t h a r d e r , and you m ig h t n o t h a v e e n o u g h s t r e n g t h
t o p u l l i t up.
T.
OK, b u t why i s our rope a lw a y s g o in g t o d ip down?
S t.
B ecau se i t ' s n o t h e a v i e r t h a n t h e d i c t i o n a r i e s . T h e
d i c t i o n a r i e s have g o t w e ig h t , and you have t o h o ld i t up i f
you want t o ..........
When y o u p u l l on b o t h s i d e s , t h e s t u f f t h a t g o e s t h r o u g h t h e s t r i n g t h a t g o e s th r o u g h t h e r o p e i s n ' t s u f f i c i e n t t o
l i f t i t up.
T.
Why i s n ' t i t ?
S t.
Not enough t e n s io n on i t .
T.
Uh, huh . W e ll i f we had s a y , tw o v e r y , v e r y p o w e r f u l men
come i n , w hat m ig h t happen th en ?
S t.
They m ig h t be a b le t o p u ll i t s t r a i g h t .
T.
So we w o u ld n 't be a b le t o t e s t t h a t u n le s s we had tw o v e r y
p o w er fu l men?
S t.
My t h e o r y i s w hen you p u l l t h e r o p e t h e r e ' s t o o l o n g ........
s tr in g
a l l t h a t r o p e .... s h o r t e r r o p e
m ore
p o w er fu l and t h e r e ' s s t i l l w e i g h t i n t h e m i d d l e . . . . and
t h a t ' s g o t more w e ig h t than w h a t's g o in g throu gh t o p u l l i t
up.
T.
Do you want t o t e s t your th e o ry ?
S t.
M iss A b b o t t , I t h i n k you m ig h t h a v e t o - w hen y o u p u l l i t
a t t h i s s id e you p u ll t h a t th in g s t r a i g h t , b u t c a n 't g e t
t h a t s t r a i g h t ................. up t h e r e i t g e t s s t r o n g t h e n i t g e t s
weaker and w eaker a s i t g e t s t o t h e m id d le .
T.
What g e t ' s weaker - you mean th e rope?
S t.
The t e n s io n on th e rope g e t s w eaker a s i t
T.
Through th e r o p e . What makes you th in k th a t?
S t.
B eca u se i t ' s g e t t i n g p u lle d down.
T.
R ig h t, w e 'r e t e s t i n g S t u a r t ' s t h e o r y t h a t i f y o u had a
s m a lle r r o p e and t h e sam e w e i g h t , d o y o u g e t a d i f f e r e n t
r e s u l t . Our r e s u l t was much th e sam e. I t s t i l l d ip p e d down
in th e c e n t r e . But we s t i l l want t o f in d o u t why d id n 't th e
rop e e v e r g o s t r a i g h t . Even i f we had tw o v e r y s t r o n g
p e o p le . Leo?
S t.
Would t h e sa m e t h i n g h ap p en i f y o u had a t r a c t o r and a
t r a c t o r and y o u t i e d b o t h o f th em t o t h e tw o b a r and t h e y
ran a p a r t? Would th e same happen th e r e ?
T.
To a n y o n e l o o k i n g , i t w o u ld p r o b a b ly l o o k v e r y s t r a i g h t ,
b u t a c t u a l l y t h e r e 'd be a t i n y ...............
We h a d ..........
391
I t ' s n o t p u lle d t i g h t en ou gh .
g o e s th r o u g h .
S t.
Even i f t h e y p u l l e d i t s o i t b r o k e - h a rd e n o u g h f o r i t t o
break?
T.
I f t h e y p u l l e d i t s o t i g h t s o t h a t i t w as j u s t a b o u t t o
b reak i t w o u ld b e p r a c t i c a l l y s t r a i g h t . A nyone l o o k i n g a t
i t w ould th in k t h a t 's s t r a i g h t .
S t.
I t d ep en d s on how h ig h y o u 'v e g o t your.
T.
W ell l e t ' s g e t b ack t o t h e r o p e f i r s t l y ,
J a c k ie ?
S t.
On a l l o f th e d i c t i o n a r i e s (in a u d ib le )
t h e same on ea ch s id e o f th e p i l e .
T.
Y es, t h e y ' r e e x a c t l y t h e sam e and w e 'v e g o t e x a c t l y t h e
same a m o u n t o f w e i g h t on b o t h r o p e s , e x c e p t we had a lo n g
rop e and a s h o r te r r o p e . Col?
S t.
M iss A b b o t t , i f y o u had a s m a l l e r w e i g h t , l i k e o n e
d i c t i o n a r y , th e n tw o p e o p l e w i t h . . . . t h e r o p e , w o u ld i t g o
s tr a ig h t?
I f we had o n l y o n e d i c t i o n a r y and t h e n had tw o
p e o p le , l i k e tw o g u y s, tw o men, p u t t in g a l l t h e i r f o r c e on
t h e r o p e , would i t go s t r a ig h t ?
T.
I t w o u ld go p r a c t i c a l l y s t r a i g h t . I t w o u ld b e s t r a i g h t e r
th a n i f we had fo u r d i c t i o n a r i e s on i t . F iona?
S t.
M iss A b o tt, j u s t sa y we had t h a t lo n g on ea c h s i d e o f th e rop e on e a c h s i d e o f t h e d i c t i o n a r i e s , I t h i n k t h a t w hen
you p u l l i t i t ' l l b e f a i r l y s t r a i g h t and w i t h no b e n d s i n
i t , b e c a u s e ( in a u d ib le ) t h e m o re s t r e n g t h y o u 'r e p u t t i n g
i n t o i t . B e c a u s e y o u 'r e n o t h o l d i n g on t h e e x t r a w e i g h t
from a b o u t t h a t lo n g .
T.
A l r ig h t , how a r e we g o in g t o t e s t y o u r t h e o r y ? W hat w o u ld
we need i f we wanted to t e s t i t ?
S t.
( in a u d ib le ).
T.
Oh, I s e e . You d o n 't want to h o ld th e end o f th e r o p e ............
S t.
No, b e c a u se t h a t ' s p u t t in g on more w e ig h t .
T.
F a ir e n o u g h . So y ou w a n t t o h o ld i t v e r y c l o s e
w e ig h t . A l r ig h t , you g e t someone t o t e s t i t .
S t.
J o a n n e , g e t c l o s e r ...................
G et
s h e ' s s tr o n g e r .
M iss A b b o t t , w o u ld t h e sam e t h i n g h a p p en i f y o u had
somebody way up t h e r e , and som ebody down th e r e ? What would
happen i f y o u had tw o p e o p l e on b o t h e n d s ? You'd s t i l l g e t
i t d ip p in g down s l i g h t l y - i t m ig h t - t r y i t .
T.
Hold s t e a d y . J u s t a b o u t............
S t.
P e r fe c t.
T.
A lr ig h t w e ' l l s a y t h a t t h a t w a s s t r a i g h t . Why w e r e t h o s e
b o y s a b l e t o g e t i t s t r a i g h t and we w e r e n ' t a b l e t o g e t i t
392
and k e e p a .......
i s th e w h it e s t r i n g
to
th e
w ith t h e o t h e r ro p e ? M ic h a e l?
S t.
B eca u se th e rop e was s h o r te r ?
T.
R ig h t,
on
S t.
V^en i t ' s a sm a ll rope t h e y 'v e g o t more c o n t r o l o f t h e . . . .
T.
MDre c o n t r o l . In v^ at way have th e y g o t more c o n t r o l?
S t.
W e ll, i t ' s e a s i e r t o p u l l i t u p . L i k e , i f i t ' s a l o n g r o p e
y o u 'v e g o t r e a l l y o n ly c o n t r o l in t h e en d .
T.
A l r ig h t , s o i f y o u 'r e c o n t r o l l i n g t h e e n d s , w h a t h a p p e n s
th e n t o th e m id d le?
How f a r d o e s your c o n t r o l e x te n d down
t h e rope?
S t.
I t e x te n d s a s f a r a s th e r o p e .
T.
Uh, huh. Leo?
S t.
I th in k t h a t th e g r a v it y p u sh es t h e tw o t h in g s o f th e rope
down and i f y o u had i t s t r a i g h t up t h e g r a v i t y ' s n o t
p u sh in g i t down s o
g e t i t s tr a ig h t.
T.
When y o u 'v e g o t a lo n g rope,
S t.
Y es, o r a s h o r t r o p e , and i t ' s a t t a c h e d t o t h e r o o f and you
p u l l i t dow n t i g h t and a t t a c h i t t o t h e g r o u n d and yo u
d a n g le o f f i t , from t h e r o o f . . . .
T.
What a r e you d a n g lin g o f f ?
S t.
I f y o u p u l l i t s t r a i g h t up t h e r e and y o u p u l l i t s t r a i g h t
down h e r e a s h a rd a s yo u c a n , I r e c k o n y o u c o u l d g e t i t
s tr a ig h t. . .
( in a u d ib le ).
T.
S to p . You w a n t t h e r o p e g o i n g up and dow n ? T h a t 's a . . . . I
know w hat you mean b u t t h a t ' s a d i f f e r e n t ty p e o f id e a . A ll
w e 'r e t a lk i n g a b ou t i s h a vin g t h e rope s t r a i g h t , n o t u s in g
any o t h e r t h i n g . Now you m e n t io n e d g r a v i t y , and y o u s a i d .
" G ra v ity i s . . . "
What?
S t.
S tr o n g e r .
T.
S tr o n g e r th an what?
S t.
Humans. S t r o n g e r th a n y o u r h a n d s . When y o u g e t g r a v i t y ,
d i c t i o n a r i e s and t h e r o p e , i t ' s t o o h e a v y f o r a p e r s o n t o
do i t .
T.
Even i f
w o r ld .
S t.
Y es, b u t t h e r e ' s m ore g r a v i t y th a n t h e r e i s p e o p l e i n t h e
w o r ld .
T.
W hat e x a c t l y i s g r a v i t y ?
l e t ' s t h in k a b o u t w h a t e f f e c t d i d
? H eather?
th e rope have
we had tw o o f t h e m o s t p o w e r f u l p e o p l e
393
in th e
S t.
I t p u s h e s t h e r o p e down t o t h e g r o u n d .
around anyw here.
T.
R ig h t L eo. G ive u s one word fo r what g r a v it y i s .
S t.
Kind o f l i k e a m a g n e t i n
e v e r y t h in g e l s e .
T.
R ig h t, p u l l i n g t h i n g s t o t h e g r o u n d . Can y o u t h i n k o f o n e
word fo r i t ?
S t.
P r e ssu r e ?
T.
What ty p e o f p r e s s u r e ?
S t.
A tm osphere.
T.
No a t m o s p h e r e 's w h a t's a ro u n d i t r ig h t tr a c k .
S t.
I f you had more p e o p le on th e end o f t h e rop e w ould i t make
any d i f f e r e n c e ?
T.
W e ll, i f y o u had m ore p e o p l e on t h e end o f t h e r o p e , t h a t ' s
l i k e m a k in g i t a s t r o n g e r p e r s o n on t h e en d o f t h e r o p e .
And you saw what would happen when we had s tr o n g e r p e o p le t h e rop e v^en s t r a i g h t e r .
S t.
I r e c k o n i t m u s t h a v e s o m e t h in g t o d o w i t h t h e g r a v i t y ,
b e c a u s e I r e c k o n i n s p a c e , i f y o u g o t up t o t h e moon and
d id i t you'd g e t i t p e r f e c t l y s t r a i g h t j u s t by p u l l i n g l i k e
t h a t . I t ' d b e r e a l l y e a s y t o g e t i t s t r a i g h t . So I r e c k o n
g r a v i t y m ust have so m eth in g t o do w ith i t , o t h e r w is e you'd
b e a b le t o do i t down h e r e a s w e l l .
T.
OK. So t h e g r a v i t y ' s g o t s o m e t h in g t o d o w i t h
e x a c t l y h a s i t g o t to do w ith i t ?
S t.
I t p u l l s i t dow n t o t h e e a r t h - t h e s t u f f t h a t e a r t h ' s g o t
- kind o f l i k e a m a g n e t and i t p u l l s i t dow n t o w a r d s t h e
e a r th .
T.
Mmnm, hrrrtinm.
S t.
I s a y t h a t when y o u h a v e a l o n g e r b i t o f r o p e t h e r e ' s m ore
s la c k w it h a
lo n g e r b i t o f rop e th an t h e r e i s in a s h o r t
b i t . And t h e r e ' s g r a v i t y and w hen t h e g r a v i t y p u s h e s i t
down t h e r e 's more s la c k and i t ' s h ard er t o p u l l up and when
you g e t c l o s e r t o t h e w e i g h t y o u c a n p u l l h a r d e r th a n
g r a v ity .
T.
A l r ig h t , s o b o t h o f you tw o a r e on a b o u t g r a v i t y . And yo u
s a y i f you go in t o sp a ce i t i s l e s s g r a v i t y
Pardon?
S t.
Where t h e r e i s n ' t any g r a v i t y ...........
T.
Say i f y o u 'r e on th e moon, w here t h e r e 's l e s s g r a v it y .
would happen then?
th e
ground,
I t 's s t u f f th a t's
it
m a g n e tis e s
W hat's a b e t t e r word fo r i t ?
t h e a i r . Y o u 'r e on t h e
it.
What
S tu a r t?
394
What
S t.
Then y o u 'd g o s t r a i g h t . You'd g o s t r a i g h t e a s i e r th a n i t
would b e dow n h e r e . So yo u 'd p r o b a b ly f i n d t h a t y o u 'r e
g o in g p e r f e c t l y s t r a i g h t up t h e r e ..........
T.
OK. Say y o u w e r e on a p l a n e t t h a t had g r e a t e r p o w er o f
g r a v i t y th an what w e 'v e g o t , v ^ a t m igh t happen th en ?
S t.
You w o u ld n 't be a b le to l i f t i t up.
I t w o u ld hang dow n m o re. S a y y o u had a s h o r t b i t o f
r o p e . . . . up s t r a i g h t , i t would bend down m ore.
I t w o u ld t a k e m ore s t r e n g t h t o l i f t up t h e r o p e and t h e
d i c t i o n a r y th a n i t i s now . When y o u l i f t i t up i n s p a c e ,
i t ' s e a s i e r t o l i f t up a r o c k , o r a p e r s o n , t h a n t o l i f t
them up h e r e w h e r e i t ' s a l o t h a r d e r .... a p l a c e w h e r e i t ' s
g o t l o t s and l o t s o f g r a v it y and you p r o b a b ly w on 't be a b le
t o l i f t them up.
T.
OK, t h a t ' s f a i r enough.
S t.
You w o n 't b e a b l e t o l i f t t h e r o p e up i f t h e r e ' s a l o t o f
g r a v ity .
S t.
Would i t do th e same i f y o u 'r e in w ater?
T.
I f you w ere in w ater? I d o n 't know.
So, S t u a r t and L e o , yo u r e c k o n t h a t t h e m o s t i m p o r t a n t
t h in g o f t h i s w h ole e x p e r im e n t, i s what?
S t.
G r a v ity .
T.
W ell d o n e . How do you f e e l a b o u t t h i s e x e r c i s e ?
S t.
I l i k e d i t b e c a u s e we d id t h e e x p e r im e n t w i t h d i f f e r e n t
s t u d e n t s on th e en d s o f th e r o p e . . .
S t.
And w it h a s h o r te r d i s t a n c e b e tw een th e w e ig h t and th e rope
e n d s . . . and h e a v ie r w e ig h t s .
T.
Y es, b u t what was t h e m ost u s e f u l th in g we d id ?
S t.
We w ere a b le t o t a l k and th en t r y th e e x p e r im e n t t o lo o k a t
our id e a s or t h e o r i e s .
T.
We w i l l c o n tin u e t h i s n e x t l e s s o n .
395
LESSON FOUR - INQUIRY METHOD
TEACHER: KA
T .*
R ig h t, a n y q u e s t i o n s t h a t y o u w a n t t o a s k me a b o u t t h a t
ex p erim en t? Sharon?
S t.* * A r e
th e b lo c k s b o th th e same s o r t o f wood?
T.T h ey 'r e d i f f e r e n t wood.
Leo?
S t.
Are t h e y h i t t i n g th e ground a t e x a c t l y th e same tim e ?
T.
E x a c tly th e same tim e . T racey?
g r a v it y ?
.
St
T.
Y e s.
Jacky?
S t ........................(in a u d ib le ) .
T.
Yes i t w ou ld .
S t.
I f you dropped them in to w ater would i t be th e same?
T.
Y e s, t h e y 'd h i t w ater a t th e same tim e . Tim?
S t.
Would i t make any d i f f e r e n c e i f you done i t h ig h e r ?
T.
No, i t w o u ld n 't make any d i f f e r e n c e - th ey'd s t i l l
ground a t th e same tim e . Darren?
S t.
Does i t m a tte r how b ig th e y a r e ?
T.
No.
S t.
M iss A b b o t t , w o u ld i t m a t t e r i f t h e b i g o n e w as h e a v i e r
th a n t h e s m a lle r one?
T.
No, t h a t w o u ld n 't m a t t e r e i t h e r . You'd s t i l l g e t t h e sa m e
r e s u lt.
S t.
Does i t m a tte r i f t h e r e ' s a b ig wind?
T.
No, t h a t d o e s n ' t have any e f f e c t . Leo?
S t.
I s i t i m p o s s i b l e t o h a v e th em b o t h a t t h e sa m e h e i g h t and
y e t t o a c t u a l l y h i t a t d i f f e r e n t tim e s?
T.
Y e s, i t i s im p o s s ib le .
S t.
Would i t m a tte r i f you
same w e ig h t?
T.
No, t h a t w o u ld n 't m a t t e r
ground a t th e same tim e .
T*:
T e a ch e r.
S t* * : S t u d e n t.
396
h it
th e
had them b o th th e sam e s i z e and th e
b ecau se
t h e y 'd
s till
h it
th e
S t.
Would i t m a t t e r i f t h e y w e re b o th
T.
No, t h a t w o u ld n 't m a tte r e i t h e r .
S t.
I f th e s m a ll one was b ig g e r and th e y b o th w eigh ed th e sam e,
and you dropped i t , what would happen?
T.
E x a c t ly th e same t h in g .
S t.
Would i t happen i f you have i t o u t l i k e th a t?
T.
I t would be th e sam e.
S t.
t h e sam e s i z e ?
Jacky?
Tim?
So t h e y b o th e x a c t l y h i t th e ground a t th e same tim e ?
T.
Y es, th e y d i d .
S t.
Would i t m a tte r i f th e y w ere p u t down low ?
down. . .
T.
Put them down low?
S t.
What ab ou t i f you to o k them up v e r y v e r y h igh ?
T.
I f you to o k them up v e r y , v e r y h ig h , t h a t w o u ld n 't make any
d iff e r e n c e e i t h e r . I 'v e a n sw e r e d a l o t o f q u e s t io n s w ith
n o, b u t I'd l i k e t o answ er so m e th in g w ith y e s .
Anyone have any t h e o r ie s ?
No, t h a t w o u ld n 't make
I f you p u t them
any d i f f e r e n c e .
W hat's your th e o ry ?
S t.
G r a v ity may make them ...........
T.
You h a v e n 't e x p la in e d i t v e r y w e l l .
S t.
th e o r y i s , i f th e b lo c k s a r e th e same s i z e and d i f f e r e n t
w e ig h t s , t h e y 'd s t i l l d rop down t h e sam e.
T.
B u t, o u r t h e o r y m ean s w e 'r e t r y i n g
h a p p en s. Darren?
S t.
I would t h in k t h a t i f
(in a u d ib le ).
T.
Y e s, th e y w ou ld . Leo?
S t.
My t h e o r y i s t h a t o n e o f th em m u s t b e h i t t i n g t h e g r o u n d
a l i t t l e b i t b e f o r e t h e o th e r one?
T.
No, L e o . W e've a l r e a d y e x p l a i n e d - t h e y a r e h i t t i n g
ground a t th e same tim e . E x a c tly th e same i n s t a n t .
S t.
What ab o u t i f th e y have d i f f e r e n t s h a p e s , would i t b e s t i l l
t h e same?
T.
E x a c t ly th e sam e, y e s .
S t.
I s i t a n y t h i n g t o do w i t h t h e w e i g h t s ? L i k e , i f y o u d r o p
two f e a t h e r s , th ey 'd b oth h i t th e ground a t th e sam e tim e ?
397
(in a u d ib le )
to e x p la in
why t h a t
was th e sam e w e ig h t ........
th e
T.
N o th in g t o do w ith w e i g h t.
S t . What a b ou t th e t h ic k n e s s and t h a t?
You've g o t t h e t h in one
and t h e t h i c k o n e , a n d
( i n a u d i b l e ) . . . . m o re w e i g h t in
t h e m id d le o f i t .
T.
So w h a t's your q u e s tio n ?
S t.
So
th e y are?
a n y th in g t o do w ith how t h in th e y a r e , how t h ic k
T.
R ig h t. No, n o th in g t o do w ith how f a t or how t h in th e y a r e .
S t.
Has i t g o t a n y t h in g t o d o w i t h t h e v a r n i s h on t h e o t h e r
p i e c e o f wood?
T.
NO.
S t.
M iss A b b o t t ,
my t h e o r y
is
( i n a u d i b l e ) . . . . when y o u 'r e h o l d i n g
down t h e r e m o r e ....
T.
But F i o n a , i t d i d n ' t . . . . d ow n . B e c a u s e t h e y w e r e d r o p p e d
from t h e sa m e h e i g h t and t h e y b o t h h i t t h e g r o u n d a t t h e
same t im e . N othing was slow ed down or sp eed ed up.
S t.
Has i t g o t a n y th in g t o do w ith t h e atm osphere?
T.
NO.
S t.
My t h e o r y i s - when y ou g o t t o t h e end i t d o e s n ' t m a t t e r
how
th e y are?
T.
MimrniTim. I 'v e a l r e a d y a n s w e r e d t h a t . T h a t w as s o m e o n e 's
q u e s t io n s o i t c a n ' t b e
We know t h a t i t ' s n o t h i n g t o
do w ith th e w e ig h t .
y o u know h o w ....
i t . . . . th e ed ge g o es
S t.
I s i t th e g r a v it y ?
The g r a v it y makes them,
T.
Keep g o in g . Have a n o th e r th in k ab o u t i t ,
th e r ig h t t r a c k .
S t.
Would i t m a t t e r i f
s la b ?
T.
No, t h a t w o u ld n 't m a tt e r . The same t h in g would h app en .
S t.
Does i t m a tte r i f i t ' s
T.
No, t h a t w o u ld n 't m a tte r .
i t w a s n 't w o o d ,
if
I th in k y o u 're on
i t w as a p i e c e o f
( i n a u d ib le ) .
S t ......................( i n a u d i b l e ) .
T.
OK, b u t in t h i s e x p e r im e n t, i t d o e s n ' t m a t t e r . . . . Tim?
S t.
I f i t w a s j u s t w i t h tw o s m a l l p i e c e s o f w o o d , w o u ld i t
m a tte r?
T.
Two sm a ll p i e c e s o f wood? No, i t w o u ld n 't m a tt e r .
398
S t.
My t h e o r y i s t h a t b e c a u s e o f
w e ig h t . . . ( i n a u d i b l e ) .
T.
R ig h t. T r a c e y 's g o t a t h e o r y . S h e s a y s b e c a u s e o f g r a v i t y
t h e h e a v y o n e d o e s n ' t se em a s h e a v y i n t h e a i r . W hat d o e s
anyone t h in k a b o u t t h a t ?
S t u a r t , i f y o u w a n t t o m ake a
conm en t, or ask a q u e s t io n , p u t you r hand up.
S t.
OK th e n . I f th e g r a v it y ' s g o t so m e th in g t o do w it h i t - and
t h a t f a t b l o c k i s l i g h t e r , I r e c k o n t h a t ' l l p u s h i t dow n
b e c a u se - push i t down harder th an th e h e a v i e s t o n e ............
T.
In o th e r w ord s, g r a v it y w i l l PULL i t down.
S t.
Y eah, PUSH i t down, v ^ a t e v e r ...........
T.
B u t, we had t h a t l i g h t p i e c e o f wood - we had a h eavy o n e .
S t.
Yeah, I s a i d
. . . ( i n a u d i b l e ) ....................
th e l i g h t o n e .
T.
But t h a t d i d n ' t change our e x p e r im e n t, d id i t ?
S t.
I f y o u d r o p p e d th em fro m a h i g h e r d i s t a n c e I d o n ' t r e c k o n
th e y would h i t th e sam e, n o.
T.
Someone ask me t h a t q u e s t io n . P a t r ic k .
St
......................
(in a u d ib le )
...
th e g r a v ity ,
th e h e a v ie r
t h e h e a v y o n e th a n
two d i f f e r e n t t h in g s ?
T.
For exam ple?
S t.
P ie c e s o f s t e e l ?
T.
Do y o u m ean w o u ld we g e t d i f f e r e n t r e s u l t s ?
sam e. P e te r ?
S t.
I f you dropped a b r ic k from a b ig b u ild in g and you dropped
t h a t b ig b lo c k , would th e b r ic k h i t f i r s t ?
T.
NO.
S t.
T hey'd b o th h i t a t th e same tim e?
T.
They'd b oth h i t a t th e same tim e .
S t.
What a b o u t a f e a t h e r and a b r ic k ?
T.
W e ll, i f y o u had a f e a t h e r and a b r i c k , r e a l i s t i c a l l y t h e y
would h i t t h e g ro u n d a t t h e sa m e t i m e , b u t y o u know t h a t
when f e a t h e r s d r o p t h e y g o dow n l i k e t h a t . So t h e y ' r e
a f f e c t e d by som ething e l s e . P e te r ?
S t.
So i t d o e s n 't m a tte r i f you have th e h e a v i e s t t h in g you can
f in d and th e l i g h t e s t th in g ?
T.
I t d o e s n ' t make any d i f f e r e n c e ,
S t.
Does i t make any d i f f e r e n c e i f you d rop them from d i f f e r e n t
h e ig h t s ?
399
We'd g e t t h e
j a c k i?
T.
Oh, y e s . B u t w e 'r e e x a m in in g w h a t h a p p e n s w hen yo u d r o p
them from th e same h e i g h t . Donna?
S t.
M iss A b b o t t , y ou know t h o s e tw o b l o c k s - i f
t r i a n g l e and t h a t o t h e r p i e c e w a s a c i r c l e . . .
T.
S t.
T.
o n e w as a
Do you mean a sp h ere?
Y es, and i f y o u s t i l l h e ld th em up a t t h e sa m e h e i g h t ,
would th e y b o th s t i l l h i t th e g r o u n d ...?
Y e s, th e y w ou ld . Leo?
S t . I f y o u h a d s o m e w ay o f m e a s u r i n g t h e s t r e n g t h t h e
atm osp h ere h as t o p u l l th e l i t t l e b i t - l i k e i f you read on
a c o m p u te r t h a t t h e l i t t l e o n e t o o k m ore th a n t h e l i g h t e r
o n e , w ould t h a t s o lv e i t ?
T.
What do you mean by p r e su r e ?
S t.
You know how t h e g r a v i t y p u l l s t h i n g s dow n - i f y o u had
sa n e way o f m easu rin g how much g r a v i t y i t t a k e s t o p u ll th e
l i t t l e o n e d o w n , w o u ld i t n e e d m ore t o p u l l t h e b i g o n e
down?
T.
No. G r a v it y 's e x a c t l y th e same f o r b oth o f them .
St
Which w ay ........... t h e l i g h t
from a h ig h e r h e ig h t?
T.
W e ll, i f
s c h o o l.
S t.
Why d o n ' t you g e t a pen and a r u l e r , or s o n e th in g ?
T.
I ' v e a l r e a d y a n s w e r e d t h a t - w e'd g e t e x a c t l y
r e s u l t . Darren?
S t.
Wouljd i t m a t t e r i f y o u had a t h i n g l i k e
and i t was h o llo w ?
T.
A p i e c e o f wood - how b ig ?
S t.
About t h e s i z e o f t h e b l o c k s y o u had t h e n , b u t same s i z e - b u t th e y w ere h o llo w e d o u t .
T.
Would t h a t make any d i f f e r e n c e ? No i t w o u ld n 't . P a tr ic k ?
S t.
What a b o u t i f y o u th r o w th em u p . W ould t h e y c o m e dow n t h e
same?
T.
I f we throw th e n up, and we throw them up t o t h e s a m e ...
S t.
I f you throw them a s hard a s you c a n , w ould th e y come down
b o th th e same?
T.
I f I th rew them up t o th e sam e h e i g h t , y e s , th e n th e y would
come d ow n , h i t a t t h e sa m e t i m e . B u t s o m e t im e s i t ' s
im p o s s ib le t o throw th an up a t th e same h e i g h t . Leo?
we c o u ld
400
b lo c k
S tu a r t?
and t h e h e a v y o n e .......
t r y i t we w o u ld , b u t we c a n ' t ,
in th e
t h e sam e
a p i e c e o f wood
b o th th e
S t.
What i f o n e
d iffe r e n c e ?
w as h o llo w e d
o u t?
W o u ld
th a t
m ake an y
T.
And t h e o th e r one w a sn 't?
S t.
Y e s.
T.
W ouldn't make any d i f f e r e n c e .
S t.
I f y o u g e t t h a t s q u a r e b l o c k and g e t o n e o f t h o s e b l o c k s
t h e r e , would i t s t i l l be t h e same?
T.
Y e s, i t w ou ld .
S t.
I f t h a t p i e c e was h o llo w , and t h a t p i e c e o f brown wood t h a t
was v a r n is h e d , and t h a t w a sn 't h o llo w , w ould t h a t make any
d i f f e r e n c e when you dropped than?
T.
No, t h a t w o u ld n 't make any d i f f e r e n c e .
S t.
M iss A b b o tt, a r e a l l t h s e e x p e r im e n ts so m e th in g t o do w ith
g r a v it y ?
T.
You m ean, i s th e one t h a t we d id today?
S t.
Y es.
T.
Y es.
S t.
Would th e a i r p u t w e ig h t on?
T.
NO.
S t.
I f t h e r e was a w e ig h t t i e d t o one and n o t th e o t h e r , would
i t make any d i f f e r e n c e ?
T.
No. Leo?
S t.
What i f y o u had a n a i l t h r o u g h .... y o u c u t o n e i n h a l f , s a y
t h e s m a l l o n e , in h a l f and n a i l e d o n e t o t h e o t h e r , t h a t
fa r a p a r t - i f you n a ile d them l i k e t h a t , w ould i t make any
d iffe r e n c e ?
T.
No. S tu a r t?
S t.
They t o ld me t o ask y o u
T.
I s t h a t a q u e s tio n ? No i t h a s n ' t .
S t.
Say i f y o u p u t o n e on t o p o f t h e o t h e r and y o u d r o p p e d
th a n , w o u ld i t s t i l l j u s t s t a y t o g e t h e r ?
Or w o u ld t h e y
s e p a r a te ?
T.
T hey'd s e p a r a t e . U n le ss th e y w ere g lu e d . John?
S t.
M iss A b b o tt, s a y i f you w ere s ta n d in g on a b u ild in g and you
throw one dow n, would i t make any d i f f e r e n c e ?
T.
S e t t l e down.
a tm o sp h e r e ..........
P e te r ?
Y ou 're sta n d in g on to p o f a b u i l d i n g . . . .
401
S t.
Y es, and you threw one down and you dropped th e o t h e r .
T.
YOU th rew one down and you dropped th e o t h e r ... Y es,
S t.
You know how we d i d i t on t h e b i t u m e n , w o u ld i t m ake a n y
d i f f e r e n c e i f we d id i t in th e h ou se? ^
i f you
th rew o n e dow n and y o u d r o p p e d t h e o t h e r , y e s , t h a t w o u ld
make a d i f f e r e n c e . R ig h t, J a c k i?
T.
In a room?
No, i t w o u ld n 't make any d i f f e r e n c e . Karen?
S t.
Would i t d o t h e sam e i f you g o t tw o p e o p l e on t h e r o o f and
th e n jumped?
T.
Two p e o p le - and th e y 'r e on a r o o f , and t h e y b o th jump o f f ?
Y ou 're t a lk in g ab ou t p e o p le .
S t.
What ab o u t i f i t ' s a baby and an a d u lt ?
T.
S top . W e've s t i l l g o t you t a l k i n g ? Y o u 're t a l k i n g a b o u t
p e o p le jum ping o f f , w h ich i s s l i g h t l y d i f f e r e n t t o h a v in g
o b j e c t s t h e same s i z e and f a l l i n g .
St
I f you d i d n ' t h a v e . . . . h ig h .
T.
Y ou 're s t i l l t a lk in g about d i f f e r e n t t h i n g s .
S t.
Would i t m a t t e r i f tw o p e o p l e ju m p ed o f f
p a r a c h u te , would i t s t i l l happen th e same?
T.
Y ou 're t a l k i n g a b o u t s o m e t h i n g .... y o u 'r e t a l k i n g a b o u t
jum ping now. I'm n o t g o in g to answ er t h a t q u e s t io n . P e te r ?
S t.
Would i t be th e same w ith a n y th in g you used?
T.
A n ything t h a t you u sed - y e s , i t would be th e sam e.
S t.
Say you had two b u i l d i n g s
T.
S e t t le dow n.
s e n s ib le .
S t.
Would i t m a tte r i f
T.
Y ou 're t a lk i n g ab o u t so m eth in g t h a t ' s c o m p le t e ly d i f f e r e n t
t o w h a t o u r e x p e r im e n t w a s . T h e r e 's a d i f f e r e n c e b e t w e e n
d ro p p in g s o n e th in g in a i r and d ro p p in g s o n e th in g in w a te r .
S t.
Y e s, b u t would i t make any d i f f e r e n c e though?
T.
Of c o u r s e i t would make a d i f f e r e n c e .
S t.
What a b o u t two s h e e t s o f paper?
T.
Two s h e e t s o f p a p e r . W e ll,
ground a t th e same tim e .
S t.
Vftiat ab o u t cardboard and a s h e e t o f paper?
Y o u 're g o in g
402
in
t h e sa m e
(in a u d ib le ) .
to
ask
q u e s tio n s
th a t
are
i t ' s under w a ter?
id e a lly
t h e y w o u ld h i t
th e
T.
W ell i d e a l l y on ce a g a in . They w ould a l s o h i t t h e ground a t
t h e same tim e .
S t.
M iss A b b o t t , w h a t i s " i d e a l l y t h e y w o u ld h i t t h e g r o u n d " .
What d o e s t h a t mean?
T.
W e ll, i t m ean s t h a t i f t h e y w e r e e x a c t l y t h e sa m e s i z e . . .
S e e , w hen y o u 'r e t a l k i n g a b o u t p a p e r , w h ic h i s s o m e t h in g
d i f f e r e n t t o wooden b lo c k s , paper d o e s n 't r e a l l y have a l o t
o f w e ig h t , and i t ' s f l a t .
S t.
What i f t h e p a p e r 's e x a c t l y t h e sa m e s i z e and m ade i n t o a
cube?
T.
What, s o i f you had two p i e c e s o f paper made in t o ,
S t.
Y es, i f y o u m ade o n e i n t o a c u b e - y ou g o t a b i t o f s l a b in
a c u b e , a p e r f e c t c u b e , and had a p i e c e o f p a p e r m ade i n t o
a c u b e , o r w hen t h e y m ake i t t h e y j u s t com pound i t i n t o a
l i t t l e s q u a r e ....
T.
Then you sh o u ld g e t th e same r e s u l t .
S t.
What a b o u t i n s t e a d o f d r o p p in g , w h a t a b o u t i f y o u th r e w
t h e m .. .
T.
W ell t h e n i t w o u ld b e d i f f e r e n t b e c a u s e
th in g s .
S t.
Why w o u ld n 't i t be d i f f e r e n t i f one was a l o t h e a v ie r than
t h e o th e r ?
T.
T h a t's w h a t w e 'r e t r y i n g t o f i n d o u t .
d i f f e r e n c e what t h e . . . .
S t.
So th e paper would j u s t go down th e sam e a s th a t? W ouldn't
t h e paper s t a r t w ob b lin g and t h a t w ould go j u s t l i k e th a t?
T.
Y ou 're o n ly t a lk i n g ab ou t paper t h a t ' s c o m p le t e ly f u l l ?
cu b e t h a t ' s c o m p le te ly f u l l o f paper?
S t.
Y es, a c u b e t h a t ' s c o m p l e t e l y f u l l o f p a p e r and a c u b e o f
c o n c r e t e . Why w o u ld n 't t h e c o n c r e t e h i t t h e g r o u n d f i r s t ?
I t w ou ld , w o u ld n 't i t ?
T.
No, i t d o e s n ' t . They b oth h i t a t th e same t im e .
W e 'll have t o c o n tin u e w ith t h i s l a t e r .
403
y o u ' r e t h r o w in g
I t d o e s n ' t m ake a n y
A
LESSON ONE - CONCEPT ATTAINMENT
TEACHER; BG
T .*
R ig h t , what can you s e e on th e b la c k b o a r d . Mam?
S t.* * A b ox.
T.
What do you th in k t h a t s o r t o f box i s ?
S t.
A to y box.
T.
A t o y b o x . Do you th in k i t ' s a t o y b o x , M ich ael?
S t.
No. I t ' s a t r e a s u r e b o x .
T.
I t ' s a t r e a s u r e b o x . R i g h t . Now I 'v e g o t so m e w o r d s h e r e ,
and I'm g o i n g t o p u t t h e s e w o r d s on t h e b la c k b o a r d and
w e 'r e g o i n g t o p l a y a g a m e. W e're g o i n g t o p l a y a gam e o f
d e c id in g w h ich words f i t in w h ich c h a r t. Do th e y f i t in th e
t r e a s u r e box or do th e y f i t in th e sand? Now, i f I p r e te n d
and we a l l p re te n d t h a t we a r e p i r a t e s - p e g - le g p i r a t e s th e t h i n g s t h a t we w a n t t o k e e p , w h e r e w o u ld w e p u t th em ?
K evin?
S t.
In th e t r e a s u r e b ox.
T.
R ig h t. We'd p u t them i n t h e t r e a s u r e b o x . T h in g s t h a t we
d i d n ' t w ant t o k eep , w here would we p u t th o s e . B r e tt?
S t.
In th e sa n d .
T.
In t h e s a n d . We'd th r o w th em a w a y o n t o t h e b e a c h s a n d ,
w o u ld n 't w e?
So t h e w o r d s t h a t I d o n ' t w a n t . I'd th r o w
away i n t o t h e s a n d . W ords t h a t I d o w a n t. I ' l l p u t in t h e
t r e a s u r e box. now your jo b i s t o t r y and g u e s s why I c h o o se
some w o r d s . A l l t h e w o r d s t h a t I p u t in t h e t r e a s u r e box
a r e g o i n g t o b e t h e s a m e , and y o u h a v e t o w ork o u t w h a t i s
s im i la r a b o u t th e m . . . . I'm g o i n g t o p u t t h i s p i c t u r e in
th e t r e a s u r e box. What's t h a t a p i c t u r e o f , p l e a s e Shane?
S t. A rake.
T.
T*:
A r a k e . And I'm a l s o g o i n g t o p u t t h i s
w ord i n t h e r e . And
I'm g o in g t o p u t t h i s word in th e san d , b e c a u se th e sand i s
w here t h e w o r d s g o . . .
The t r e a s u r e b ox h o l d s t h e w o r d s
t h a t I d o w a n t. We h a v e t o w ork o u t w h a t 's t h e sa m e a b o u t
th e w o r d s we p u t in t h e r e . Who w o u ld l i k e t o g u e s s w h ic h
word s h o u ld g o i n t h e t r e a s u r e b o x ?
Come and g e t a word
p l e a s e . S h a n n o n , and p u t i t i n t h e r i g h t p l a c e . And M rs.
Gregg w i l l s a y y e s o r n o . R ig h t Shannon g o and s i t dow n
now, th a n k y o u . J u s t t h i n k a b o u t i t w h i l e y o u 'r e on t h e
mat and I ' l l g i v e you a n o th e r go in a m in u te . Shannon, when
y o u 'v e t h o u g h t o f i t . R ig h t ?
T h is o n e - w h e r e w o u ld y ou
l i k e t o p u t t h i s w ord T r i c i a ? In t h e s a n d ? Y e s , t h a t d o e s
go i n t h e sa n d R ig h t . K e v in , com e and g u e s s w h e r e y o u 'r e
g o in g t o p u t i t . Ask me and I ' l l s a y y e s o r n o . T h a t o n e ?
What a r e you g o in g t o ask me? G ive me a q u e s t io n ?
T e a ch e r.
S t* * :
S tu d e n t.
404
S t.
( in a u d ib le ).
S t.
T rea su re b o x .
T.
Y es, i t d o e s go in th e t r e a s u r e box. R ig h t, whoe l s e t h in k s
th e y know why t h e r e i s
OK, J e n , y o u co m e and a s k
me a
q u e s t io n a b o u t a w ord . R i g h t , w h a t 's y o u r q u e s t i o n , J e n ?
Which word w ould you l i k e to p u t in th e t r e a s u r e box or th e
sand? That o n e , r i g h t . Would you ask me where i t g o e s ?
S t.
The s a n d .
T.
Y es, i t d o e s go in th e sand.
t h i s w o r d 's g o in g t o go?
S t.
In th e sa n d .
T.
NO.
S t.
T rea su re b o x .
T.
R ig h t, i t d o e s go in th e t r e a s u r e b o x .
S t.
T h e r e 's an 'a '
T.
Good g i r l , t h e r e ' s an 'a' in e a c h o n e o f th e m . B r e t t , c a n
you s e e a n y th in g .
S t.
T h e r e 's a l l
T.
R ig h t. Have a l l o f them g o t ' a ' s in th e m id d le?
S t.
No.
T.
Can a n y o n e t e l l me s o f a r why we p u t a l l t h o s e o v e r t h e r e
w ith th e p i c t u r e o f a ra k e.
S t.
T h ey 'v e a l l g o t 'x '
T.
They have g o t 'x ' in them. Have t h e s e g o t 'x '
S t.
No. T h e y 'v e g o t 'a' in th e m . T h e y 'v e
and ' a ' .
T.
They h a v e a l l g o t ' t ' in th e m . Y e s . T hey h a v e a l l g o t 'a'
and ' t ' . p erhaps you c o u ld read th e w ords fo r m e, N atasha?
S t.
H at, s a t and m at.
T.
"Hat, s a t and m at" , e v e r y o n e . Good g i r l . T hey d o rh y m e.
T h is w ord, w here do you th in k
in each one o f th e w o rd s.
' a ' s in th e m id d le .
in them .
in them?
a l l g o t ' t ' i n th em
,
L e t 's h a v e a lo o k a t t h e s e o n e s . Who c a n r e a d t h e s e o n e s
f o r m e. B r e t t .
S t.
K a te, l a t e , h a t e .
T.
R ig h t, K a te , l a t e , h a t e . L i s t e n c a r e f u l l y . W e've g o t a
p i c t u r e o f t h e r a k e and w e 'v e g o t K a te , h a t e and l a t e in
t h e r e . Why d i d M rs. G regg s a y t h a t t h a t w ord c o u l d g o i n
t h e r e ? Can anyone t e l l me t h a t? Y es, Jonathan?
405
S t.
A ll o f t h e w o r d s l i k e l a k e , K a te , l a t e and t r e a s u r e h a v e
g o t an 'e ' a t th e end a s w e l l .
T.
T.
They have g o t an 'e ' a t th e e n d , b u t t h a t ' s n o t t h e an sw er.
L e t 's h a v e a n o t h e r g u e s s . You s t i l l h a v e n 't e v e n g o t c l o s e
t o t h e a n s w e r y e t . Now S h a n n o n , y o u c a n h a v e a n o t h e r g o ,
now t h a t y o u 'v e th ou gh t ab ou t i t .
S t.
D a te .
T.
R ig h t, y o u 'v e g o t t h e w ord ' d a t e ' . W h e r e 's i t g o i n g t o g o ?
Y es. H e r e 's a p i c t u r e o f a r a k e , c a k e , l a t e , m a k e, d a t e ,
K ate a r e t h i n g s t h a t we d o n ' t w a n t. H a t, s a t , m a t. Can
anyone t e l l me what w e 'v e done? Luke?
S t.
The sa n d box h a s g o t a . . . . h a t , s a t and m a t i n
t h e y 'v e g o t an 'a' i n th em and t h e ..............
T.
No, t h a t ' s n o t th e an sw er, K evin?
S t.
(in a u d ib le ).
T.
Yes t h e y 'v e g o t a ' t ' a t t h e end o f them and t h e s e w o r d s in
th e t r e a s u r e box h a v e g o t an 'e ' a t t h e en d o f th e m . V ery
c l e v e r , b u t t h a t ' s n o t th e a n sw er. Brendon?
S t.
A ll t h e w o r d s i n t h e r e h a v e g o t a 'a' i n and a l l t h e w o r d s
in t h e r e have n o t an 'a ' i n .
T.
Why d i d n ' t we p u t them a l l t o g e t h e r t h e n ? L i s t e n t o t h e
words t h a t I ' v e s a i d 'no' t o . L i s t e n t o t h e 'n o' w o r d s .
L a te .
S t.
Y e s.
T.
L ake.
S t.
Y e s.
T.
H a te.
S t.
Y e s.
T.
D a te .
S t.
Y e s.
T.
VKio can t e l l me now. Dean?
S t.
( in a u d ib le ) .
T.
Y es, t h a t ' s r i g h t . Luke?
S t.
T h ey 'v e g o t t h e sam e c o l o u r , and t h e y h a v e n 't g o t t h e sa m e
c o lo u r .
T.
No. John?
S t.
T h e y 'v e g o t y e s , t h e y 'v e g o t no and t h e y 'v e g o t y e s .
406
it
and
Y ou 've f o r g o t t e n . Paul?
T.
No. R ic h a rd ?
S t.
The ' y e s ' o n e s sou n d t h e
sound th e sam e.
T.
Y e s, n e a r ly r i g h t . Who e l s e can t e l l me? Jon athan?
S t.
That s i d e and t h a t s i d e
' t ' in them ............
T.
No. S o u n d s t h a t a r e in t h e m id d le o f t h e w o r d . L i s t e n i n g ?
H at, s a t , m at. H ate, l a t e , l a k e , d a t e . Sharon?
S t.
T h ey 'v e a l l g o t 'a ' in them.
T.
Y e s. N e a r ly r i g h t .
S t.
T h ey 'v e a l l g o t an 'a ' in th e m id d le .
T.
No, t h a t ' s n o t th e answ er.
S t.
T h ey 'v e a l l g o t a ' t '
T.
NO. Shane?
S.
( in a u d ib le ).
T.
No. YOU c a n h a v e a tu r n l a t e r . W e've s t i l l g o t m o re w o r d s
to t e s t .
S t.
T h ey 'v e a l l g o t an 'a ' in th a n , e v e r y s i n g l e one o f
T.
T h a t's r i g h t , b u t
v^y we s a i d 'y e s '
t h o s e w o r d s . I 'v e
w ith th e sound o f
S t.
T h ey 'v e a l l g o t 'a ' in them.
T.
Read t h i s w ord, e v e r y o n e .
S t.
( i n a u d ib le ) .
T.
No. L eanne.
S t.
Make and mat rhym e, and some o f them rhyme and some d o n ' t .
T.
NO. Jonathan?
S t.
Every s i n g l e o n e on t h a t s i d e h a s g o t 'a' and a l l t h e o t h e r
o n e s on t h e r e have g o t ' a e ' .
T.
Yes! J o n a t h a n 's g o t i t . J o n a t h a n , w o u ld y o u l i k e t o s t a n d
up h e r e and sh o w e v e r y o n e ?
Why d i d
I s a y 'n o' t o t h e s e
words? B e c u a s e t h e y 'v e g o t a n
?
S t.
'a '
i n th em .
407
sam e and t h e o t h e r
o n e s d o n 't
A l l o f them h a v e g o t 'a' and
Shannon?
in th e m id d le .
th a t's n o t
to th e se
g i v e n yo u
th e - t h i s
them .
t h e a n s w e r . We w a n t t o know
o n e s and why we s a i d 'no' t o
a c l u e . I t ' s s o m e t h in g t o
do
le tte r .
T.
L is t e n t o t h e 'a' s o u n d , e v e r y o n e . H a t, s a t , m a t. Can yo u
h ea r t h e 'a ' so u n d ?
R ig h t?
And w h a t a b o u t t h e ' y e s '
w ord s, Jonathan?
S t.
Cake, m ake.
T.
On t h a t s i d e , t h e w o r d s
t h e 'a' s a y s ' a ' , b u t o v e r
h e r e i t s a y s ' a e ' . I w on der i f y o u c o u l d l o o k a t t h e s e
words and t r y and t e l l me what makes t h a t w ord............
S t.
The b e g in n in g word makes i t .................
T.
No.
S t.
The ' e ' a t th e en d .
T.
R ig h t. The 'e' a t t h e
d i d n ' t h a v e t h e 'e '
b ecau se I h a v e g o t
ch a n g es t h i s l e t t e r
s a y t h a t word.
S t.
Cake.
T.
Now y o u know t h e a n s w e r , com e and g e t
p l e a s e Adam. One o f t h e s e t h r e e w o r d s
t h e t r e a s u r e b ox b e c a u s e i t ' s a ' y e s '
you th in k i t ' s g o in g to be? What d o e s
S t,
G a te .
T.
end m ak es 'a' s a y 'a e ' i n s t e a d .
If I
t h e r e i t w o u ld s a y c - a - k ,
ca k . But
th e
'e ' o n i t , i t s a y s ' c a k e ' . I t
i n t o a lo n g s o u n d , C - a - k - e . E v e r y o n e
R ig h t. Why d o e s i t sa y 'g a te '
a ' y e s ' w ord f o r me
t h a t a r e l e f t g o in
w o rd . W hat w ord do
t h a t word sa y ?
in s t e a d o f ' g a t ' ?
S t.
B ecau se i t ' s g o t
an 'e ' a t th e en d ,
T.
Good g i r l ,
S t.
"ae" .
T.
C le v e r g i r l . Where a re you g o in g t o p u t i t ?
In t h e t r e a s u r e
box o r th r o w i t aw ay i n t o t h e s a n d ?
W e ll d o n e . I s s h e
r ig h t ev e ry o n e?
S t.
Y es.
T.
Hands up i f
Bake.
S t.
No.
T.
No. Where sh o u ld i t , Ray?
S t.
T rea su re b o x .
T.
Whys h ou ld i t go
in th e t r e a s u r e
S t.
B ecau se i t ' s g o t
'e ' a t th e en d .
T.
R i g h t . So w h at word d o e s i t s a y ?
'e ' ch an ges th e
'a ' in t o ?
y o u t h in k t h i s
408
w ord s h o u ld go in t h e s a n d .
box?
S t.
B ake.
T.
R ig h t. I s h o u ld go in t h e t r e a s u r e b ox b e c a u s e i t ' s g o t an
'a' so u n d i n i t . T h ey 'v e a l l g o t 'a' s o u n d s in th e m . What
d o e s t h i s word sa y p l e a s e , Lee?
409
LESSON TWO - CONCEPT ATTAINMENT
TEACHER:
T .*
BG
R ig h t. L i s t e n i n g now and s i t t i n g n i c e and s t i l l . I n s i d e
t h i s p a p e r bag I h a v e g o t som e s h a p e s . I ' v e a l s o g o t tw o
g r e e n p i e c e s o f p a p e r h e r e . On t o p o f t h i s g r e e n p a p e r ,
what have I w r itt e n ?
S t.* * " Y e s " .
T.
What have I g o t on to p o f t h i s p ie c e ?
S t.
"NO".
T.
Now, y o u 'v e g o t t o g u e s s w h e r e t h e s h a p e s g o . I'm g o i n g t o
g i v e y o u a c l u e , s o y o u m u s t w a t c h and l i s t e n c a r e f u l l y .
I'm g o i n g t o p u t them so m e w h e r e s o y o u c a n w ork o u t ..........
And i f y o u 'r e s i t t i n g n i c e l y y o u m ig h t e v e n g e t a t u r n t o
d ig i n t o my lu c k y d i p b a g . The f i r s t s h a p e I t o o k o u t w as
t h i s s h a p e . And I'm g o in g t o p u t i t i n t h e "yes" p a g e .
R ig h t, w o u ld y o u l i k e t o c h o o s e o n e p l e a s e S h a n e? R i g h t .
And t h a t s h a p e I'm g o in g t o p u t i n t h e .. . ?
"Yes" p a r t a s
w e ll? The lu c k y l a s t o n e . R i g h t , t h a t ' s g o i n g t o g o in
th e. . . . ?
S t.
"No" p a r t .
T.
R ig h t. One s h a p e 's in t h e "yes" p a g e and o n e s h a p e i n t h e
"no" p a g e . Can a n y o n e t e l l me w hy I p u t a l l t h o s e t h e r e ?
K evin?
S t.
B ecau se t h e y 'r e a l l th e same and
T.
What d o y o u m ea n , ' t h e y ' r e a l l t h e sa m e '?
ab ou t them?
St
T h ey 'v e a l l g o t th e same sh a p e .
T.
What have th e y a l l g o t .
S t.
P o in ts.
T.
T h ey 'v e a l l g o t p o i n t s . Has t h i s g o t a p o in t?
S t.
NO.
T.
A lr ig h t , p i c k o n e o u t o f t h e b a g p l e a s e , and y o u a s k me
where i t ' s g o i n g t o g o , and I'm o n l y g o i n g t o s a y ' y e s ' o r
' n o '. And w e ' l l s e e w h e th e r y o u w e r e r i g h t . D e a n , co m e and
p ic k one o u t o f th e bag.
T.
Where do you th in k t h a t g o e s?
S t.
On t h i s p a r t .
T *:
T each er.
S t* * : S t u d e n t .
410
W h at's t h e sa m e
T.
S t.
No. R i g h t , y o u p u t i t w h e r e I t o l d y o u t o . Ask me w h e r e
sh o u ld i t g o . T h a t's r i g h t . S to p d o i n g t h a t . S h a r o n , com e
and c h o o se o n e . Where d o e s i t g o , Sharon?
H ere.
T.
T h a t's
r i g h t . L eeanne, come and c h o o s e o n e .
S t.
H ere.
I t ' s th e same a s t h a t o n e.
T.
T h a t's
r ig h t .
Which s id e d o e s t h a t sh ap e go in ?
s i d e or t h e 'n o ' s id e ?
S t.
T.
The
'y es'
Y es.
T h a t's r i g h t .
P u t i t in t h e s i d e t h a t y o u t h i n k f i t s i t .
Sshh.
R ig h t , l i s t e n . A re y o u l i s t e n i n g q u i e t l y ?
R ig h t. H ave a lo o k a t a l l t h e t h i n g s t h a t w e 'v e p u t in t h e
'y e s ' s i d e .
Have a l o o k a t a l l t h e t h i n g s t h a t w e 'v e p u t i n t h e 'no'
s id e .
Why d id we p u t a l l th o s e sh a p es in th e 'y e s' s id e ?
Who can g u e s s ? pardon T r ic ia ?
S t.
T h ey 'v e j u s t ab ou t a l l g o t p o i n t s .
T.
T h ey 'v e j u s t a b o u t g o t a l l p o i n t s . I c a n s e e o n e o v e r h e r e
t h a t ' s g o t p o i n t s . Why d i d n ' t we p u t t h a t one o v e r th e r e ?
S t.
B ecau se i t ' s n o t p in k .
T.
No. Ask me a q u e s t io n . John.
S t.
B ecau se i t ' s a t r i a n g l e .
T.
Are a l l o f t h e s e sh a p es t r i a n g l e s ?
S t.
Y es.
T.
Are a l l t h e 'n o' sh ap es t r i a n g l e s ?
S t.
No.
T.
R ig h t. What h a v e t r i a n g l e s g o t t h a t m a k es th em g o o v e r
t h e r e ? N a t a l ie .
S t.
T h ey 'v e a l l g o t th r e e p o i n t s .
T.
Good g i r l . L e t 's c o u n t th e m . O ne, t w o , t h r e e . O ne, t w o ,
t h r e e . O ne, t w o , t h r e e . O ne, t w o , t h r e e . O ne, t w o , t h r e e .
One, t w o , t h r e e . One, tw o , t h r e e . So t h e ' y e s s i d e ' h a s g o t
what? T h re e p o i n t s .
R ig h t. A ll t h e s h a p e s
i n t h e 'no'
s i d e have g o t?
S t.
No p o i n t s and some p o i n t s .
T.
Good g i r l . H e r e 's on e t h a t ' s g o t no p o i n t s , s o i t g o e s
t h e 'n o ' s i d e . What e l s e have t r i a n g l e s g o t? D ean.
S t.
T h re e s i d e s .
411
on
T.
Good b o y , t h r e e s i d e s . W ould y o u c h e c k t h e s e p l e a s e
Shannon, and c o u n t t h e s i d e s . N a t a l i e ?
I c a n 't h e a r ,
N a ta lie .
S t.
Three p o i n t s , and t h e y 'v e a l l g o t t h r e e ............................
T.
Good g i r l . Can t r i a n g l e s be sm a ll?
S t.
Y es.
T.
Can t r i a n g l e s be b ig ?
S t.
Y es. They a l l can be b ig and l i t t l e .
T.
R ig h t . I t d o e s n ' t m a tter what s i z e th e y a r e , d o e s i t ?
Why i s t h a t o v er on th e 'n o' s id e ?
S t.
I t ' s n o t l i k e a t r i a n g l e and i t h a s n ' t g o t t h r e e p o i n t s .
T.
How many p o in t s h as i t g o t , Luke?
S t.
F o u r.
T.
Count th e n .
S t.
One, tw o , t h r e e , f o u r .
T.
S t.
T h e r e fo r e i t c a n ' t be a
?
T r ia n g le .
T.
R ig h t. L e t ' s c h e c k t h i s o n e . M ic h a e l , w a tc h c l o s e l y . W here
s h a l l I p u t t h i s one, on th e 'no' s i d e or t h e 'y e s' s id e ?
S t.
No.................... y e s
T.
Who s a i d ' y e s ' s i d e ? W ade, d o e s t h a t l o o k t h e sa m e a s a l l
th e o th e r s ?
S t.
No.
T.
How many p o in t s can you s e e in t h a t shape?
S t.
One. I t ' s l i k e a z e r o .
T.
I t i s l i k e a z e r o s h a p e . I t ' s g o t no p o i n t s s o i t g o e s on
t h e . . . . ? 'No' s i d e .
T.
OK, b oys and g i r l s , w e've f in i s h e d t h a t now. What I want t o
know i s how you worked o u t th e an sw er.
S t.
I d i d n ' t know a t th e s t a r t , b u t you h e l p e d . . .
S t.
I t was th e o th e r k id s who h elp ed me Mrs. G regg.
T.
What do you mean i t was " th e o th e r k id s " , N a t a lie ?
S t.
I heard them t a lk in g ab ou t th e d i f f e r e n c e s when
thorn.
412
you showed
T.
Thank you c h i ld r e n , p la y -tim e now.
413
LESSON THREE - CONCEPT ATTAINMENT
TEACHER: BG
T .*
R ig h t. L i s t e n v e r y c a r e f u l l y . W e're g o i n g t o p l a y a gam e
and I 'v e g o t l o t s o f p i c t u r e s i n a n i c e - c r e a m c o n t a i n e r .
P ic t u r e s o f t h i n g s t h a t I'm g o i n g t o s t i c k up h e r e . And a t
th e end you have t o d e c id e w h eth er t h i s l a b e l g o e s on w h ich
p i e c e o f p a p e r . Can you t e l l me what t h i s word s a y s ? Yes?
S t .* * ' N o ' .
T.
Good g i r l . What d o e s i t s a y , e v e ry o n e?
S t.
'NO'.
T.
And v^o can t e l l me what t h a t one s a y s ?
S t.
Y es.
Yes?
No.
T. . Oh g o o d , y o u know t h o s e w o r d s r e a l l y w e l l , y o u c l e v e r
p e o p le . R i g h t , we s e e a t t h e en d w hen w e 'v e g o t l o t s o f
p i c t u r e s on t h e s e s h e e t s y o u 'r e g o i n g t o h a v e t o d e c i d e
w h ether y o u w o u ld p u t 'no' t h e r e o r w o u ld y o u p u t 'no'
th e r e ? You c a n 't t e l l y e s , can y o u , b e c a u se t h e r e 's n o th in g
on th e p a p e r .
T*:
S t.
I can.
T.
Y ou 're o n ly g u e s s in g th ou gh , b e c a u se you d o n 't r e a l l y know
w h eth er ' y e s ' w o u ld g o on t h i s s i d e o r t h a t s i d e . You h a v e
t o th in k ab o u t what I s t i c k up, and I m ig h t e v e n g e t you t o
s t i c k up so m e p i c t u r e s , and y o u c a n d e c i d e w h a t s i d e
t h e y ' l l g o o n . The f i r s t t h i n g I'm g o i n g t o s t i c k up i s
g o in g t o be t h i s . What a r e t h e y , T r ic ia ?
S t.
Yunrnn - b i s c u i t s .
T.
B is c u its .
I'm g o in g t o p u t b i s c u i t s t h e r e . And I'm g o i n g
to p u t. . . .
S t.
Yunrnn.
T.
C h o c o la te b i s c u i t s .
S t.
C h o c o la te f i n g e r s .
T.
Good, I'm g o i n g t o p u t c h o c o l a t e s t i c k s t h e r e . I h o p e
y o u 'r e th in k in g w hether t h i s i s g o in g t o be a 'y e s' s i d e or
a 'no' s i d e . And I'm g o i n g t o p u t ............ I'm g o i n g t o p u t
th is
(in a u d ib le ) o v er t h e s i d e . And I'm g o i n g t o p u t o n e m ore p i c t u r e
on t h i s s i d e . And y o u 'v e g o t t o t r y and g u e s s why I'm
p u t t in g ...............
( in a u d ib le ) ...
J u s tin ?
F is h .
A lr ig h t , l e t ' s s e e . S s s h . P e r h a p s so m e o f y o u c o u l d t e l l
me w h e r e w e ' l l p u t 'n o '. W ould we p u t i t on t h e s i d e w i t h
th e b i s c u i t s on or would we p u t i t on th e s id e w it h th e egg
and th e f i s h o n .
T eacher
S t* * :
T h e r e 's my f a v o u r it e o n e s t h e r e .
S t u d e n t.
414
S t.
The egg and t h e f i s h .
T.
The egg and th e f i s h . Why would we p u t
S t.
B eca u se t h e y a r e n ' t t h e s a m e
You p u t t h e 'no' on
b i s c u i t s b e c a u se th e b i s c u i t s a r e s w e e t.
T.
Do you a l l a g r e e w ith th a t?
S t.
NO.
T.
W e ll, why would you p u t 'no' th e r e ?
S t.
B eca u se th e b i s c u i t s a r e s w e e t.
T.
W e ll, I ' l l t e l l you w hat. W e'll do som e more e x a m p le s . T h is
tim e I ' l l s h a k e up my c o n t a i n e r and l e t yo u d o a l u c k y d i p
and l e t y o u p i c k o u t a p i c t u r e , and y o u ' l l a s k me w h ic h
s i d e i t s h o u ld g o o n , and I ' l l t e l l y o u ' y e s ' or 'n o '.
R igh t? Y o u 'r e
s i t t i n g up n i c e l y . You c a n c h o o s e o n e and
t e l l e v e r y o n e w h a t y o u 'v e c h o s e n . S ta n d up and co m e up t h e
f r o n t . G o o d n e ss m e, I l i k e H a y le y up t h e r e , s h e ' s s i t t i n g
up b e a u t i f u l l y . What have you g o t ?
Cake. Which s i d e would
you p u t i t o n , D a v id ?
p o in t to th e s id e . Y es, t h a t's
r ig h t . W e 'll g l u e i t on and y o u c a n s t i c k i t on w h e n e v e r
you l i k e .
S t.
I know t h i s game.
T.
DO y o u , h ave you p la y e d t h i s game b e fo r e ?
S t.
Y es.
T.
A lr ig h t . I'm g o i n g t o l e t s o m e o n e e l s e w h o 's s i t t i n g up
n i c e l y h a v e a g o . And t h e n w e ' l l a s k y o u a g a i n w h ic h s i d e
t h e 'y e s ' and 'n o 's ' go o n . W ould y o u l i k e t o c h o o s e o n e ?
Oooohh, co m e up and t e l l u s w h a t y o u 'v e g o t . W h a t's t h a t ?
A p e a r , p o in t t o th e s id e t h a t you th in k i t s h o u ld go on .
Ask s o m e o n e t o t e l l y o u w h e r e t o p u t i t . H a y le y , w h e r e
would you p u t i t ? p o in t t o th e s i d e , you d o n 't h ave t o come
a l l t h e w ay u p . W hich s i d e ? Y e s , t h a t ' s r i g h t . P u t i t in we n e e d a b i t o f g l u e on t h e b a c k d o n ' t w e , t o m ake i t
s t i c k . Now, who c a n t e l l me w h ic h s i d e w o u ld h a v e t h e 'no'
on now? E liz a b e t h .
S t.
That s i d e .
T.
That s i d e . The s i d e t h a t ' s g o t c a k e s and b i s c u i t s .
would you p u t 'n o' th e r e E liz a b e th ?
S t.
D o n 't know.
T.
D o n 't know? Yes?
S t.
Why d o n ' t you p u t i t on t h i s one?
T.
On th e s i d e w ith th e f i s h and t h e p ear and th e e g g s? Why?
S t.
B ecau se th e e g g s a r e d i f f e r e n t and t h e s e a r e n ' t .
415
?
th e
Why
T.
But c h o c o la t e s t i c k s a re d i f f e r e n t from c a k e s a r e n 't th ey ?
Do you th in k h i s r e a s o n 's a good rea so n ?
S t.
NO.
T.
Now, so m e o n e e l s e . You c a n a r g u e w i t h t h e s e p e o p l e i f y o u
l i k e . R ig h t up th e back t h e r e .
S t.
You c a n e a t them f o r d in n e r
f o r p la y t im e ...............
T.
I s e e , w e ll where would i p u t 'n o '? The s i d e w ith what on?
S t.
The b i s c u i t s i d e .
T.
The b i s c u i t s i d e . Do you th in k t h a t ' s a good enough rea so n ?
and
d esert
and
S t . ' NO.
T.
Why d id you s a y 'n o '?
S t.
'Cos I l i k e th e b i s c u i t s and c a k e s b e s t .
T.
So what would you p u t on t h a t
S t.
' Y e s '.
T.
OK. W hat's your name?
S t.
K ir s t y .
T.
K ir s t y w o u ld p u t t h e 'y e s ' h e r e b e c a u s e s h e l i k e s i t t h e
b e s t , and s h e w o u ld p u t 'no' h e r e b e c a u s e s h e d o e s n ' t l i k e
t h o s e t h i n g s . I s t h a t a f a i r enough r ea so n ?
S t.
Y e s. . .
S t.
No. . .
T.
Hands up t h o s e who t h in k i t i s . A l r i g h t . The p e o p l e who
t h in k i t i s - T r i c i a , t e l l me why y o u w o u ld p u t i t t h i s
way.
S t.
B ecau se I l i k e th o s e th e b e s t .
T.
Ch, b e c a u s e y o u l i k e t h o s e t h e b e s t . W ho's
rea so n ? R ig h t up t h e b a c k .
S t.
B ecau se t h o s e a r e much b e t t e r
T.
T h e y 'r e b e t t e r f o r y o u . H ands up i f y o u a g r e e w i t h t h a t .
R ig h t, hands down. Are th o s e good f o r you?
S t.
No.
T.
Why a r e n ' t th e y good fo r y o u . Whocan t e l l
S t.
T h e y 'r e bad f o r y o u r t e e t h .
416
s id e ?
got a d iffe r e n t
fo r y o u .
me?
T.
T h e y 'r e bad f o r y o u r t e e t h , t h a t ' s r i g h t . B i s c u i t s and
c a k e s and c h o c o l a t e b i s c u i t s a r e bad f o r y o u r t e e t h . F i s h
and e g g s and p e a r s a r e n ' t bad f o r y o u r t e e t h . Do y o u know
why?
S t.
'Cos t h o s e t h in g s have sugar i n , and a l l t h a t .
T.
So t h e t h i n g s on t h e 'no' s i d e h a v e s u g a r i n th e m .
a l l a g r e e w ith th a t?
S t.
Y e s.
T.
J u s t i n , do you a g r e e w ith i t ?
Jam ie, we w e r e t a l k i n g a b o u t s u g a r . How d o w e know t h a t
b i s c u i t s , c a k e s and c h o c o l a t e b i s c u i t s h a v e g o t s u g a r in
th en?
S t.
T h e y 'r e made w ith som e.
T.
How do you know? What do th e y t a s t e l i k e ?
S t.
They t a s t e l i k e t h e y 'v e g o t su gar in th e n .
T.
How do you know? What do t h in g s t a s t e l i k e when th e y 'v e g o t
su g a r i n th em ? Do y o u know? R ic h a r d , d o y o u know ? What
do t h e y t a s t e l i k e ?
Perhaps you know? What d o t h in g s w ith
su gar in t a s t e l i k e ?
S t.
C h o c o la te .
T.
Not a l w a y s . I m ea n . I 'v e had a b i s c u i t l i k e t h a t and i t
d o e s n ' t t a s t e l i k e c h o c o l a t e , b u t i t ' s s t i l l g o t s u g a r in
it.
S t.
They t a s t e l i k e a h o r r ib le f la v o u r .
T.
Do t h e y ? You d o n ' t l i k e t h o s e t h i n g s . S o m e th in g b e g i n n i n g
w ith ' s w ' . They t a s t e ..............
S t.
S w ee t.
T.
Sw eet!
Of c o u r s e . T hey t a s t e s w e e t , t h o s e t h i n g s , d o n 't
t h e y , b e c a u s e t h e y 'v e g o t s u g a r i n th e m . B u t o v e r h e r e d o e s a p ear t a s t e sw e e t?
S t.
Y e s ................No.
T.
Hands up i f y o u s a i d " y es" . Y e s , E l i z a b e t h , I t h i n k t h e y d o
t o o . Hands d o w n . A p e a r d o e s t a s t e s w e e t , b u t n o - o n e p u t
th e s u g a r i n s i d e t h e p e a r , t h e p e a r ' s g o t i t ' s own s u g a r
i n s i d e i t t h a t m a k es i t s w e e t . B u t, y o u h a v e t o p u t s u g a r
i n s i d e t h e b i s c u i t s t o make them s w e e t , when y o u 'r e c o o k in g
them. Y ou 've g o t t o p u t s u g a r i n s i d e t h e s e t h i n g s t o m ake
them s w e e t t o o . Can you p u t su g a r i n s id e a f i s h ?
S t.
No.
T.
YOU c a n , i f y o u d o i t , b u t t h e n w e'd h a v e t o p u t i t on t h e
'no' s i d e , w o u ld n 't we? T h e s e t h i n g s h a v e g o t t h e i r own
su g a r . T h e s e t h i n g s h a v e g o t s u g a r p u t i n th em b y so m e o n e
417
Do y o u
e l s e . We c a l l t h e p e a r s u g a r - n a t u r a l s u g a r . Can y o u s a y
th a t?
S t.
N a tu ra l s u g a r .
T.
Now, j u s t t o s e e t h a t M rs. G r e g g 's s a y i n g t h e r i g h t t h i n g ,
I wonder i f we c o u ld p ic k some more o u t , and you can d e c id e
w hether t o p u t them i n t h e 'y e s ' o r 'no' s i d e . Som eon e I
h a v e n 't had y e t . J u s t i n , up y ou c o m e . Q u ick s t i c k s . You
c h o o s e s o m e t h in g o u t o f h e r e . H old i t up and t e l l e v e r y o n e
what i t i s . What i s i t ?
I t ' s a ........... ? You h a v e th em f o r
lu n c h . T e ll him what i t i s , e v e r y o n e .
S t.
Sandw ich.
T.
A lr ig h t J u s t i n . W ould you p u t t h e s a n d w ic h i n t h e 'y e s ' or
t h e 'n o ' s id e ?
S t.
'Y es' s id e .
T.
You'd p u t i t in th e 'y e s ' s i d e . Do you a l l a g r e e w ith th a t?
S t.
Y e s.
T.
Y es. B u t why d o we p u t i t in t h e 'y e s ' s i d e ? T h anks J u s t i n .
You can s i t down.
S t.
'Cos i t ' s good f o r y o u .
T.
B eca u se i t ' s good fo r you , b u t b e c a u se i t ' s g o t n o
S t.
S u gar.
T.
Sugar i n i t . R ig h t . O ooohh, com e and p u t t h i s d e l i c i o u s
lo o k in g th in g in th e r ig h t p l a c e . What i s i t ?
S t.
I c e cream .
T.
No, i t ' s n o t i c e cream . I t ' s a sc o n e w ith c r . . . . ?
S t.
Cream.
T.
R ig h t, w h a t s i d e a r e y o u g o in g t o p u t i t o n , t h e ' y e s ' s i d e
or t h e 'no' s i d e ? L e t him c o n c e n t r a t e E l i z a b e t h . He c a n ' t
th in k .
P ic k a s i d e . D o es i t g o on t h e ' y e s ' s i d e o r t h e
'n o' s id e ?
S t.
'No' s i d e .
T.
'No' s i d e . Hands up i f yo u a g r e e w i t h t h i s b o y ?
on t h e 'n o' s i d e . R ig h t , h a n d s d o w n . Hands
d is a g r e e w ith him? Why do you d is a g r e e ?
S t.
(in a u d ib le ).
T.
I s n ' t jam sw eet?
S t.
Y e s.
T.
I s jam good f o r you?
418
?
T h is g o e s
up i f you
S t.
T.
No.
You d e c i d e y o u r s e l v e s . I'm n o t g o i n g t o t e l l y o u . W here do
you t h i n k t h i s r e a l l y s h o u ld go - on t h e 'y e s ' s i d e w h e r e
i t ' s good fo r y o u , or th e 'n o' s i d e . H ayley?
S t.
'No' s i d e .
R.
On t h e
th a t.
S t.
'Cos c r e a m 's g o t sugar in i t .
T.
T h a t's r i g h t , and soneone p u ts t h e su g a r i n , d o n ' t th ey?
S t.
The f a c t o r y d o e s .
T.
The f a c t o r y d o e s , good g i r l . R i g h t , so m e o n e e l s e w h o 's
s i t t i n g up n i c e l y . You may come up. W arren's g o t so m eth in g
- t e l l e v e r y o n e w h a t W a rren 's g o t . W i l l y o u t e l l e v e r y o n e
p le a s e ?
S t.
Cake.
T.
Oh, I c a n t e l l you l i k e t h e s e t h i n g s . I t ' s n o t r e a l l y c a k e .
What d o e s i t lo o k l i k e ?
What d o e s i t l o o k m o re l i k e ?
H ayley?
S t.
I t lo o k s l i k e f r u i t c a k e .
T.
Y e s, b e c a u se i t ' s g o t f r u i t in i t , h a s n ' t i t ?
S t.
T h a t's my f a v o u r it e c a k e .
T.
A f r u i t c a k e , w ith v^ at on top?
S t.
I t lo o k s l i k e a b ir th d a y c a k e .
T.
I t d o e s lo o k l i k e a b ir th d a y c a k e , y e s .
S t.
I t ' s g o t on i t a l l bad t h in g s .
T.
Why do you sa y bad th in g s?
S t.
A ll s w e e t t h i n g s , l o l l i e s .
T.
Are a l l sw e e t th in g s bad?
S t.
No.
T.
I t h o u g h t w e'd d e c id e d - b o y s a t t h e b a c k - s i t d o w n ... I
th o u g h t w e'd d e c id e d t h a t t h i n g s t h a t w e r e s w e e t , l i k e
p e a r s , w e r e g o o d f o r y o u . We p u t i t i n t h e ' y e s ' s i d e .
Someone p u t i t i n t h e 'y e s ' s i d e . And t h a t ' s s w e e t .
S t.
They a r e n 't l o l l i e s ,
c h e r r ie s .
T.
C h e r r ie s . Have c h e r r ie s g o t l o t s o f su gar in them?
'no' s i d e .
419
I t h in k m o s t p e o p l e
h a v e d e c i d e d on
b e c a u se you can t e l l - th e y lo o k l i k e
S t.
N o ...
S t.
Y es. . .
T.
T hese t y p e o f c h e r r i e s h a v e , s o t h e y ' r e n o t v e r y g o o d f o r
you a r e th ey ? So w here would you p u t them , Warren? in th e
..................NO s i d e . Good b o y . You can s i t down. Thank y o u .
R ich a rd , have a tu r n .
R ich ard , d o y o u know w h a t t h a t i s ? R i g h t , p u t i t b a c k in
and c h o o s e o n e t h a t y o u know . R ic h a r d 's g o i n g t o p u t a
str a w b e r r y up. Now h a v e a l o o k c l o s e l y a t t h i s s t r a w b e r r y .
Who's t a s t e d a s t r a w b e r r y ? W hat d o e s a s t r a w b e r r y t a s t e
lik e ?
S t.
S w e e t.
T.
A s tr a w b e r r y t a s t e s s w e e t. Does som ebody p u t su g a r i n s id e
th e stra w b erry ?
S t.
Y es. . .
S t.
N o ...
T.
Who d o e s? Yes?
S t.
The p e o p le vrtio make i t .
T.
No, b e c a u s e s t r a w b e r r i e s g r o w i n y o u r g a r d e n . W ould y ou
l i k e t o t e l l me ab ou t s t r a w b e r r ie s ? Who's g o t s t r a w b e r r ie s
grow ing a t home? R ig h t, when you p ic k a s tr a w b e r r y , P e t a L ee, w hen y o u p i c k a s t r a w b e r r y , w h a t d o e s i t t a s t e l i k e
when you e a t i t s t r a i g h t away?
S t.
S w ee t.
T.
S w eet.
So n o - o n e 's had t im e t o p u t
i t s own s u g a r i n s i d e , h a s n ' t i t ?
s tr a w b e r r y g o t over i t , J u s t in ?
S t.
C h o c o la te .
T.
I s c h o c o l a t e g o o d f o r y o u ? R ic h a r d ?
b oys and g i r l s .
S t.
No. On th e 'n o' s i d e .
T.
You'd p u t t h i s str a w b e r r y on th e 'no' s id e w ould you? What
happens i f i t d i d n ' t h a v e t h e c h o c o l a t e o v e r i t , i f i t w as
j u s t o r d in a r y str a w b e rr y w here would you p u t i t ?
S t.
Put i t on ' y e s ' .
T.
Why would you p u t i t on
S t.
I t w o u ld n 't b e s w e e t.
T.
W ell i t s t i l l would be s w e e t w o u ld n 't i t ?
S t.
...( in a u d ib le ) .
420
s u g a r in i t . I t ' s g o t
B u t, w h a t h a s t h i s
You d e c i d e . As t h e
th e 'y e s ' s id e ?
T.
Did y o u ? So t h e y ' r e n o t o v e r l y s w e e t . We w o u ld p u t i t
t h e r e . P e r h a p s y o u c o u l d s a y i t ' s g o t i t s own s u g a r , i t ' s
got n a tu r a l s u g a r , h a s n 't i t ?
But b eca u se i t ' s g o t
c h o c o la t e w e 'r e g o i n g t o p u t i t in t h e 'n o' s i d e . R i g h t ,
you c a n g l u e i t o n , R ic h a r d . R i g h t , K e l l y , t e l l e v e r y o n e
what y o u 'v e g o t t o s t i c k o n . And I h o p e t h e b o y up t h e
b a c k 's l i s t e n i n g . What have you g o t , K e lly ?
Show ev e ry o n e
and t e l l them .
S t.
. . . ( in a u d b ile ).
T.
Your d a d 's g r o w in g p e a s ? W e ll y o u ' l l know a l l a b o u t p e a s
th e n . P e a s, p o t a to and ch o p s. Where would you p u t a l l t h o s e
d e l i c i o u s t h i n g s ? I d o n ' t t h in k t h e y h e a r d y o u , K e l l y .
K e l l y ' s g o in g t o t e l l you. Perhaps you c o u ld w h isp e r t o her
w here sh e sh o u ld p u t i t .
S t.
( in a u d ib le ).
T.
OK, K e l l y , y o u g l u e i t on w h e r e y o u t h i n k i t s h o u ld g o . I s
s h e r ig h t ev e ry o n e?
S t.
N o ...
S t.
Y es. . .
T.
Who s a i d 'n o '?
s a id 'n o '?
S t.
'C os t h e y 'r e s w e e t.
T.
Oh, t h a t c o u ld be a r e a s o n .
S t.
And ch op s a r e n ' t v e r y good f o r y ou .
T.
Why n o t?
S t.
'Cos t h e y g e t s t u c k
them .
T.
I w o n d er why t h a t i s . W h a t's d i f f e r e n t a b o u t my t e e t h and
you r t e e t h ? Look a t my t e e t h . W hat's d i f f e r e n t ?
S t.
Your t e e t h a r e b ig and our t e e t h a r e s m a ll.
T.
Your t e e t h a r e s t i l l g r o w in g , a r e n ' t th ey ?
R ig h t, now w e 'v e g o t l o t s o f p i c t u r e s up h e r e . On t h e 'no'
s i d e w e 'v e g o t b i s c u i t s , c a k e s , c h o c o l a t e b i s c u i t s ,
b ir th d a y c a k e , s c o n e s and c h o c o l a t e - c o v e r e d s t r a w b e r r ie s .
On t h e ' y e s ' s i d e w e ' v e g o t e g g s , f i s h , a s a n d w i c h ,
v e g e t a b le s and a p e a r . R i g h t , i f y o u w e r e t o s h u t y o u r
e y e s , q u i c k l y - s h u t y o u r e y e s , I w a n t y o u t o d rea m a b o u t
som eth in g y o u 'd p u t i n t h e ' y e s ' s i d e , and s o m e t h in g y o u 'd
p u t i n t h e 'no' s i d e . When I s a y "Open e y e s " . I w a n t y o u t o
be r ea d y t o t e l l me when I p o in t t o you . Dream o f so m e th in g
t h a t s h o u ld g o i n t h e ' y e s ' s i d e and o f s o m e t h in g t h a t
sh o u ld g o i n t h e 'no' s i d e . R ig h t . Open e y e s . As s o o n a s I
p o in t t o y o u , t e l l me t h e ' y e s ' t h i n g f i r s t and t h e n t h e
'no' t h i n g . J u s t i n - ' y e s ' .
M i c h a e l , w o u ld y o u l i k e t o t e l l u s why y o u
421
in y o u r t e e t h and y o u h a v e t o c l e a n
S t.
S a n d w ic h .
T.
Good b o y .
S t.
Cake.
T.
Good. M ark, w o u ld you l i k e t o t e l l me w h a t c o u l d g o on t h e
'y e s ' s i d e ?
S t.
pear.
T.
Pear - What s h o u ld go on t h e 'no' s i d e ? S o m e th in g
y o u 'v e t h o u g h t o f a l l b y y o u r s e l f , t h a t ' s d i f f e r e n t
th e se .
S t.
S con es.
T.
S con es - r i g h t . W ould y ou l i k e t o t e l l me s o m e t h i n g
you have a t hone t h a t would go in t h e ' y e s ' s id e ?
S t.
V e g e t a b le s .
T.
V e g e ta b le s ? Y es, and what would you have a t home t h a t g o e s
in th e 'n o ' s id e ?
S t.
C ake.
T.
R ig h t. K i r s t y , w h a t w o u ld y o u h a v e a t hom e t h a t g o e s i n
t h e ' y e s ' s id e ?
S t.
F is h .
T.
And what would you have a t home t h a t g o e s in t h e 'n o ' s id e ?
S t.
B is c u its .
T.
B i s c u i t s . R ig h t. J u s t b e c a u se w e've g o t a l l t h e s e t h in g s in
th e 'n o' s i d e , d o e s t h a t m ean t h a t we n e v e r e v e r e a t
b i s c u i t s , or s t r a w b e r r ie s , or c h o c o la t e b i s c u i t s ?
S t.
NO.
T.
What d o e s i t mean? Yes?
S t.
I t m ean s t h a t i f you e a t them and d o n ' t c l e a n y o u r t e e t h ,
you r t e e t h go r o tt e n and th e y f a l l o u t .
T.
R ig h t. B e c a u s e I know t h a t I l o v e C a d b u r y 's c h o c o l a t e
b i s c u i t s b u t I know t h a t i f I e v e r e a t th em I ' v e g o t t o
bru sh my t e e t h s t r a i g h t a w a y , and I know I w o u ld n 't h a v e
v e r y m any o f th e m . B u t i f I w as t o h a v e e g g s , I know
t h e y 'r e g o o d f o r m e. I w o u ld n 't h a v e t o b r u s h my t e e t h
s t r a i g h t away, would I?
S t.
'N o '. W hat's t o go on th e 'n o ' s i d e , J u s t in ?
u n c le s a id i f ................( in a u d ib le ) .
T.
Has he? Yes?
S t.
I 'm g e t t i n g a new t o o th now.
422
th a t
fro m
th a t
T.
Good b o y . Y o u 'll have t o be c a r e f u l what you e a t .
I'm g o i n g t o p l a y b a ck o u r v o i c e s now on t h e t a p e , and
y o u 'r e g o in g t o l i s t e n t o them and you can t e l l me w hat you
th in k a b o u t them . S i t v e r y q u i e t l y .
T.
R ig h t, who l i k e s p l a y i n g t h a t ' y e s ' - ' n o ' gam e? G ood. H ands
down. Do y o u t h i n k t h a t i t ' s a g o o d w ay o f l e a r n i n g w h ic h
fo o d s we can e a t and which fo o d s we c a n ' t e a t?
S t.
T.
Y e s.
Who w ould l i k e t o t e l l me w h eth er th e y l ik e d o r d id n 't l i k e
d o in g t h i s game? What would you l i k e t o t e l l me? Yes?
S t.
I l ik e d p la y in g i t b eca u se we had t o g u e s s .
T.
You had t o g u e s s , andyou l i k e g u e s s in g , do you?
S t.
(in a u d ib le ).
T.
And you p la y e d a n o th er g u e s s in g gam e, d id you?
T.
W ell p e r h a p s Hugh c a n com e and t e a c h u s t h a t gam e n e x t
tim e . W a rren , b e h in d y o u , d i d y o u l i k e d o i n g t h i s gam e?
Why?
S t.
T.
S t.
T.
S t.
I t was fu n .
I t was fun - what d id you th in k ?
I t was g o o d .
Why was i t good? I s i t a good way o f l e a r n i n g , by g u e s s in g
t h in g s ?
Y es.
T.
Do y o u t h i n k i t ' s a good way o f l e a r n i n g i f y o u r f r i e n d s
t e l l y o u w h e th e r y o u 'r e r i g h t o r w r o n g , o r d o y o u p r e f e r
th e t e a c h e r t o t e l l you i f y o u 're r ig h t or wrong?
S t.
The t e a c h e r t e l l s you, b e c a u se t h e te a c h e r knows a l l ab ou t
fo o d .
T.
Does s h e ? D o n 't y o u t h in k E l i z a b e t h k n o w s a n y t h i n g a b o u t
food ? W e ll , d o n 't you t h i n k i t w o u ld b e g o o d t o h e a r h e r ,
and w h a t s h e t h i n k s a b o u t i t ? D a v id , d o y o u l i k e l e a r n i n g
b y g u e s s in g ? Beg your pardon? You d o .
Who d i d n ' t l i k e p l a y i n g t h i s g u e s s i n g gam e?
Who t h i n k s
i t ' s n o t a g o o d w ay t o l e a r n t h i n g s ? N obody? J u s t i n , d o n ' t
you l i k e p la y in g g u e s s in g gam es?
No an sw er - you 've l o s t
your to n g u e .
How e l s e can we le a r n ab ou t w ords? I f we had t o make up a
d i f f e r e n t way o f le a r n in g a b ou t fo o d , how c o u ld we work i t
o u t? How e l s e c o u ld we l e a r n o f l e a r n i n g a b o u t f o o d , how
c o u ld we work i t o u t? How e l s e c o u ld we le a r n a b o u t w h at's
good food and w h at's bad food ? W hat's a n o th e r way o f d o in g
it?
S t.
By t r y i n g i t .
423
T.
By t r y i n g o u t t h e fo o d ? T h a t's a g o o d i d e a . We c o u ld do
t h a t n e x t t i m e p e r h a p s . W h at's a n o t h e r w a y , K e lly -A n n e ?
P e ta -L e e , s o r r y .
S t.
Ask your Mum.
T.
Ask y o u r Mum, W ould y o u r Mum know w h a t i s g o o d fo o d and
w hat i s bad food?
S t.
Y es.
S t.
NO.
T.
Who s a i d " yes" ?
Hands up.
G ood, h a n d s d o w n . Who s a i d
"no"? Why w o u ld n 't your Mum know?
S t.
'Cos s h e d o e s n ' t know e v e r y t h in g .
T.
D o e s n 't sh e? Who knows more th an your Mum?
S t.
My g r a n d fa th e r .
T.
He k n o w s , s o y o u 'd a s k h im w o u ld y o u ?
R i g h t . Who l i k e s
j u s t t a l k i n g a b o u t t h i n g s i n s t e a d o f g o i n g and d r a w in g
them? Who would have p r e fe r r e d t o h ave gone and drawn them
in s t e a d o f j u s t t a l k i n g a b o u t th e m ? O n ly t h r e e p e o p l e .
T h a t's n o t v e r y m any. Who l i k e s j u s t t a l k i n g a b o u t i t
in s t e a d ? O ne, t w o , t h r e e , f o u r , f i v e , s i x , s e v e n , p e o p l e .
Good. H ands d ow n . R i g h t , l i s t e n a g a i n p l e a s e . W e've g o t a
'no' c o lu m n and a ' y e s ' c o lu m n and I'm g o i n g t o s t i c k in
sa n e p i c t u r e s o f a l l d i f f e r e n t t h in g s in t o s p e c i a l colu m ns
and y o u 'v e g o t t o t r y v e r y h a rd and t r y and w ork o u t w h a t
my id e a i s , w ith o u t me t e l l i n g you . I 'v e p u t them th e r e fo r
a s p e c i a l r e a s o n . Y ou 've f o t t o w ork o u t t h e r e a s o n . And
t h i s t i m e w hen w e 'r e p l a y i n g t h i s g a m e , y o u 'r e a l l o w e d t o
t a l k b etw een y o u r s e lv e s and t r y and work o u t my id e a .
S ee i f y o u c a n w ork o u t M rs. G r e g g 's i d e a . S e e i f y o u c a n
t r i c k m e. R ig h t? I'm n o t g o i n g t o t e l l y ou u n t i l y o u 'v e
th o u g h t a b ou t th e id e a , and th e p i c t u r e I'm g o in g t o p u t up
i s a p i c t u r e o f a h o u s e . And I'm g o i n g t o p u t t h e h o u s e in
t h e ' y e s ' c o lu m n . The s e c o n d p i c t u r e I'm g o i n g t o g e t o u t
o f my b ag i s g o in g t o b e a p i c t u r e o f a f a m i l y , and I'm
g o in g t o p u t t h a t in t h e 'y e s ' s i d e . The t h i r d o n e i s g o in g
t o b e a p i c t u r e o f what?
S t.
C i g a r e t t e s . My dad sm ok es.
T.
C i g a r e t t e s . I t i s a d i r t y h a b i t . The n e x t o n e I'm g o i n g t o
p u t i n t h e 'no' ....... N o, I'm g o i n g t o p u t i t in t h e ' y e s '
colum n. W hat i s i t a p i c t u r e o f ? p e t e r ? What d o y o u c a l l
th a t? Do you know what i t ' s c a ll e d ?
S t.
A to ile t.
T.
No.
S t.
A lig h th o u s e .
424
I t ' s a d ir t y h a b it.
T.
S t.
A l i g h t h o u s e . L ee k n o w s. T h a t g o e s in t h e ' y e s ' s i d e .
R ig h t. I'm g o i n g t o p u t a f i r e i n t h e ' y e s ' s i d e . I'm g o i n g
t o p u t a D ad, w e ' l l p r e te n d t h i s i s o u r D ad, in t h e 'y e s '
s i d e . I'm g o i n g t o p u t a d o l l i n t h e 'no' s i d e . I h o p e
y o u 'r e t r y i n g t o t h in k o f why I'm p u t t i n g t h e s e h e r e . I ' l l
p u t o n e m o re up and t h e n I ' l l a s k y o u , b e c a u s e I c a n s e e
some p e o p le have th ou gh t ab ou t i t a lr e a d y . I'm g o in g t o p u t
some, c h e e s e
c h e e se g o e s in t h e 'y e s' colu m n . So, s o fa r
I ' v e g o t a h o u s e , a f a m ily , a Dad, a f i r e , a lig h t h o u s e and
c h e e s e i n t h e ' y e s ' c o l u m n , a n d I ' v e g o t a d o l l an d
c i g a r e t t e s in t h e 'no' s i d e . H as a n y o n e t h o u g h t a b o u t i t
y e t ? A l r ig h t , F ra n cin e, what h a v e you th o u g h t abou t?
The c h e e s e sh o u ld be in th e ' n o ' .
T.
Why?
S t.
B ecau se th e
T.
Do y o u know why? M rs. G r e g g 's d e c i d e d i t w o u ld g o i n t h e
'y e s ' s i d e . Do you know why I d id th a t? Shannon?
S t.
c h e e s e sh ouldn ' t be in th e ' y e s ' .
Those o n e s ............( in a u d ib le ) .
T.
What was t h a t Lee?
S t.
You need a lig h t h o u s e t o l i g h t th e w a te r , l i g h t b o a t s .
T.
You do
S t.
C ig a r e t t e s a r e good fo r y o u . They h a v e n 't g o t any su g a r i n .
t o o . What e l s e do you need in th e ' y e s ' s id e ?
Luke?
( n o is e - n o is e - n o i s e ) .
T.
Who a g r e e s w i t h L u k e ? Who t h i n k s
c i g a r e t t e s ? Do you need c i g a r e t t e s ?
S t.
No. I t ' s a d i r t y h a b it .
T.
Nobody t h in k s you need c i g a r e t t e s . Yes N a t a lie ?
S t.
I f you have smokes th e y g i v e you y e llo w t e e t h .
S t.
No th e y d o n ' t , n o t a lw a y s.
S t.
dad
you
s h o u ld
have
smokes and I t e l l him o f f .
T.
K ev in .
L is t e n t o Keven.
S t.
The t h i n g s t h a t go on t h e ' y e s ' s i d e , y o u l i v e
t h in g s go on th e 'no' s id e t h a t you d o n ' t l i v e i n .
T.
Who a g r e e s w i t h t h a t ? Who d o e s n ' t a g r e e w i t h t h a t ? Who
can s e e so m eth in g th a t you c a n 't l i v e in ? What can you s e e ,
Leeanne?
S t.
You c a n ' t l i v e in th e c h e e s e or th e f i r e .
T.
No, t h a t ' s r i g h t . You c a n ' t l i v e i n t h e c h e e s e o r t h e f i r e ,
K evin. So your answ er i s n ' t c o r r e c t , i s i t ?
Y o u 'll have t o
425
i n . And
th in k o f an oth er one now. Y es, N a t a lie ?
S t.
A ll t h e t h i n g s t h a t a r e i n t h e ' y e s ' s i d e a r e t h i n g s y o u
need t o have so m e tim e s, and a l l t h e t h in g s on t h e 'no' s id e
a r e n ' t v e r y good.
T.
A lr ig h t .
L e t's t e s t w hat N a t a l ie s a id . L e t 's f in d o u t
w h eth er s h e ' s c o r r e c t . I'm g o i n g t o p u t so m e t h i n g s i n .
Ready?
I t h in k t h a t t h i s c o u ld g o i n t h e ' y e s ' s i d e .Do
you n e e d t h i s c a r s e a t , l i k e N a t a l i e s a i d ? 'C os N a t a l i e
s a id w e 'r e g o in g t o p u t i t o v e r t h e r e - we n e e d i t . I f
y o u 'r e a b a b y , d o yo u n eed a c a r s e a t i n a c a r ?
S t.
Y e s.
T.
Why do y o u , F ran cin e?
S t.
My Mum n eed s one fo r a f t e r .
T.
For a f t e r vi^at?
S t.
Mum's havin g a baby.
T.
Is sh e?
So s h e ' s g o in g t o n e e d t o bu y o n e . Why d o e s s h e
need one o f th o s e fo r her baby?
S t.
Then th e baby w o n 't f a l l .
T.
T h a t's r i g h t . I f t h e c a r s t o p s . I t h i n k t h i s s h o u ld g o in
t h e . . . . You t e l l me i n s t e a d . W here s h o u ld t h i s
map o f
A u s t r a lia n p e o p le go?
S t.
In th e ' y e s ' colum n.
T.
Now why s h o u ld t h i s go in t h e ' y e s ' J o n a th a n ? Do we n e e d
p e o p le ? Why do we need p e o p le ?
S t.
So t h a t th e y can lo o k a f t e r y o u .
T.
R ig h t.
I f we d i d n ' t h a v e p e o p l e , t h e r e ' d b y s o m any j o b s
w e'd have t o do fo r o u r s e lv e s , w o u ld n 't th e r e ?
S t.
NO. We c o u ld j u s t go o u t and p la y and do w h a tev er we wanted
to d o .
T.
W ithout anyone e l s e ?
S t.
You w o u ld n 't have enough money to buy fo o d .
S t.
Yes y o u w o u ld . You'd s a v e up som e o f y o u r p o c k e t m oney and
k eep i t i n . . . .
T.
Who's g o in g t o make th e money, Luke?
S t.
G et i t o u t o f th e bank?
T.
Who's g o i n g t o make t h e bank?
o f th e bank?
S t.
Me.
426
You w o u ld n 't be a b le t o p l a y .
W ho's g o i n g t o b e i n c h a r g e
T.
Do y o u need p e o p le Luke?
S t.
NO, no in A u s t r a lia you d o n ' t .
T.
A lbany i s in A u s t r a li a .
S t.
No, i t ' s n o t .
T.
Yes i t i s . Som eon e p o i n t
t o A lb a n y p l e a s e ,
on t h e map.
B r e t t . Go and sh o w Luke w h e r e A lb a n y i s . No - r i g h t dow n
t h e bottcxn o f W estern A u s t r a lia Luke.
I'm g o i n g t o g l u e i n a f r i d g e . D o e s t h a t s a y w h a t N a t a l i e
s a id ? Does t h a t obey what sh e s a id ? She s a id we o n ly p u t in
t h in g s t h a t we n e e d . Do we need a f r id g e ?
S t.
Y es.
T.
Luke, what a r e you g o in g t o s a y t o th a t?
S t.
You d o n 't need a f r i d g e a l l th e tim e .
T.
No, b u t y o u d o n e e d i t on h o t d a y s , d o n ' t y o u . I t ' s n o t
j u s t som eth in g t h a t you w ant. Pardon?
S t.
You j u s t d o n ' t s i t in a
T.
No. But w hat happens i f i t was a h o t d ay and we had a l l our
food i n o u r h o u s e and i t w as s o h o t , w h a t w o u ld h a p p en t o
th e food?
S t.
I t would m e lt .
T.
So do you th in k we need
S t.
NO.
T.
What would we do t o keep them c o o l?
S t.
Put them on th e f i r e .
T.
A f i r e d o e s n 't keep i t c o o l. You're b e in g s i l l y now, a r e n 't
you?
S t.
The w in d .
T.
And i f i t ' s a v e r y h o t d a y w i t h no w in d , w h a t w o u ld y o u d o
t o keep th e food c o o l? Dean?
S t.
Put i t under th e f a n .
T.
T h a t's a good id e a , b ut c o u ld you p u t b u t t e r u n d ern eath th e
fan ? What would land on i t , and make i t f u l l o f d i s e a s e ?
S t.
A n ts .
T.
And vAiat e l s e g o e s b u z z , b u z z ,b u z z ? Dean?
S t.
F lie s .
427
In A lbany
you d o .
freezer.
a f r id g e ?
T.
F l i e s . F r id g e s keep f l i e s o u t t o o d o n 't th e y ? A l r ig h t , I'm
g o in g t o p u t t h i s g l a s s o f F anta in th e ' n o ' s i d e .
S t.
T h a t's n o t g o t any sugar in ?
T.
F anta? W hat w as t h a t , T r i c i a ? Do y o u t h i n k F a n ta s h o u ld
go in th e 'n o' s id e or th e ' y e s ' s id e "
S t.
Y es. . .
S t.
N o .. .
T.
Hands up i f y o u t h in k i t s h o u ld g o i n t h e 'n o' s i d e . Hands
up i f y o u t h i n k i t s h o u ld g o i n t h e ' y e s ' s i d e . R ig h t .
N a t a lia s a y s t h i n g s t h a t g o i n t h e ' y e s ' s i d e a r e t h i n g s
t h a t we r e a l l y n e e d . Do we n e e d F a n ta ? Or d o we j u s t w a n t
Fanta?
S t.
We need F a n ta . I f we had no w a ter t o d r in k w e'd need F a n ta .
T.
Good b o y , y o u s a i d t h e m a g ic w o r d . We n e e d w a t e r b u t t h i s
i s n ' t w a t e r , rem em b er. T h is i s F a n ta o r a n g e d r i n k . T h a t's
r i g h t . So d o we o n l y j u s t w a n t i t ' c o s w e l i k e i t , o r d o we
h ave t o have i t ?
S t.
Have t o have i t to d r in k .
T.
But i f we d i d n ' t have i t , W:iat c o u ld we d r in k in s te a d ?
S t.
W ater.
T.
R ig h t. Can you s e e th e d i f f e r e n c e , b oys and g i r l s ?
L is t e n .
The t h i n g s on t h e 'no' s i d e a r e t h e t h i n g s
we j u s t w a n t
'c o s we l i k e them . I t d o e s n 't m a tte r i f we d o n 't
have them .
I t d o e s n 't m a tte r i f we d o n 't have a p a c k e t o f c i g a r e t t e s w e 'r e n o t g o in g t o d i e . I t d o e s n 't m a tte r i f we h a v e n 't g o t
a d o l l y b e c a u s e a d o l l y d o e s n ' t m ake u s w e l l o r d o e s n ' t
make u s s i c k . I t d o e s n ' t m a t t e r i f w e h a v e n ' t g o t a d r in k
o f F a n t a , b e c a u s e we c a n h a v e a d r i n k o f s o m e t h in g e l s e ,
b u t w hen y o u g e t o v e r t o t h e ' y e s ' s i d e - i f we d o n ' t h a v e
a h o u s e , v ^ a t would happen t o y o u , Jonathan?
S t.
You'd c a tc h a c o ld .
T.
Y es, w ith n o th in g t o s h e l t e r
S t.
You c o u ld go cam ping.
T.
You c o u l d g o c a m p in g , c o u l d n ' t y o u ? Do y o u n e e d a f a m i l y ,
b oys and g i r l s ?
S t.
Y es. . .
S t.
N o ...
T.
Luke s a y ' s 'n o '. What h a p p e n s i f y o u d i d n ' t h a v e a f a m i l y ,
Luke?
S t.
You w o u ld n 't g e t l o s t . You'd s t a y w ith your f r i e n d s .
428
you.
T.
R ig h t. W e l l , w e 'v e g o t f r i e n d s dow n h e r e , w i t h t h e p e o p l e .
Do you need a lig h t - h o u s e ?
S t.
Y e s ...
S t.
N o ...
T.
What happens i f we d i d n ' t have a l i g h t - h o u s e . Dean?
S t.
The b o a ts would bang in t o th e r o c k s .
T.
R ig h t. In w i n t e r , when i t
som eth in g t o keep you warm?
S t.
Y es.
T.
When y o u 'r e a baby and you c a n 't w alk and you c a n 't c r a w l,
do you need a c a r s e a t to keep y o u ..........
S t.
Y es.
429
g e ts
v ery c o ld ,
do you need
LESSON FOUR - CONCEPT ATTAINMENT
TEACHER; BG
T .*
The n e x t p a r t o f t h i s game i s w here you d e c id e
w here t o p u t
i t , and I w l l s a y ' y e s ' or 'n o '. Come and t e l l me w h e r e
we
p u t m o n ey . L e e . P u t som e g l u e on i t and y o u t e l l u s w h e r e
y o u 'd p u t i t .
S t .* * I n t h e ' y e s ' .
T.
Does e v e ry o n e a g ree?
S t.
Y e s.............. n o .
T.
A l r ig h t , p u t i t in t h e 'y e s ' s i d e , L e e . M ost p e o p l e a g r e e .
R ig h t. Come and t e l l me w here w e're g o in g t o p u t t h i s f r e s h
r a in w a t e r . J o n a t h a n , w h er e a r e w e g o i n g t o p u t f r e s h r a i n
w a ter?
S.
On t h e 'y e s ' s i d e .
T.
Why?
S t.
B eca u se we need w ater t o d r in k .
T.
R ig h t. And t h i s i s where we p u t . . . .
S t.
And t h e r e ' s f i s h in th e r e and we need f i s h t o e a t .
T.
OK. P u t i t i n . We a l l a g r e e w i t h t h a t ?
W hat a b o u t a c a r ?
R ig h t, K e v in . Do we n e e d a c a r ? D o e s e v e r y o n e a g r e e t h a t
we d o n e e d a c a r ?
I f y o u d o n ' t h a v e a c a r y o u 'd h a v e
p ro b lem s, i s t h a t r i g h t ?
L i s t e n t o W ade, p l e a s e . O ff yo u
go Wade.
S t.
I f you d i d n ' t have a ca r you c o u ld w a lk .
T.
T h a t's r i g h t , s o p e r h a p s W ade, d o y o u t h i n k
it's ju st
som eth in g t h a t we o n ly want? I s t h e r e anyone
in t h i s c l a s s
who d o e s n ' t have a c a r in t h e i r f a m ily a t a l l ?
S t.
R ichard d o e s n ' t .
You do s o .
T.
S o , hands up,
S t.
I f y o u d i d n ' t h a v e a c a r y o u c o u l d w a lk , b u t i t w o u ld t a k e
a lo n g e r tim e , and yo u 'd g e t
i n t o t r o u b le b y your b o s s .
T.
Oh, I s e e , a l r i g h t . What a b o u t t o o t h p a s t e . Now l e t S h an e
have a l i t t l e t a l k , b e c a u s e S h an e h a s n ' t had a g o y e t .
Where w o u ld y o u p u t t o o t h p a s t e ?
W ould y o u p u t i t in
som eth in g t h a t we d e f i n i t e l y n e e d , o r s o m e t h in g t h a t we
j u s t w a n t. I c a n ' t h ear Shane.
S t.
Y es.
T*: T e a ch e r.
S t* * : S t u d e n t.
430
T.
In t h e ' y e s ' p a r t . A l r i g h t . What a b o u t p i n e a p p l e s ? Joh n ?
Do we n e e d p i n e a p p l e o r o n l y j u s t w a n t i t b e c a u s e we l i k e
it?
S t.
We need i t .
T.
I f we d id n 't have p in e a p p le w ould so m e th in g happen
What would happen t o us? P a u l.
S t.
D ie .
T.
t o us?
I f w e d i d n ' t e v e r e a t p i n e a p p l e we w o u ld d i e w o u ld w e?
F ra n cin e?
S t.
No, i t ' s o n ly a f r u i t .
T.
Y es, i t ' s o n l y f r u i t . We c o u ld h a v e s o m e t h in g e l s e i s t e a d
c o u l d n ' t w e? S o , t h i s i s j u s t s o m e t h in g we w a n t ' c o s we
l i k e , s o w here do you th in k w e ' ll p u t i t , L ee-an n e?
In th e
'no' s i d e - r i g h t .
T h is i s a p i c t u r e o f what? P e te r ?
S t.
T e e th .
T.
T e e th . Do we
S t.
Y e s .............. n o .
T.
Luke?
need t o have
t e e t h in our mouth?
S t.
No, 'c o s vAien y o u 'r e a baby
you d i d n ' t have t e e t h .
T.
And what happened then?
S t.
And you c o u ld s t i l l e a t .
S t.
You d o n 't e a t when y o u 'r e born .
S t.
Yes you d o .
S t.
No you d o n ' t .
( n o is e - n o is e - n o i s e ) .
T.
A l r ig h t , y o u d e c i d e .
You t e l l M rs. G regg
d o n ' t know w hat t o do.
S t.
Y e s .............. No.
T.
How a r e we g o in g t o t e l l w h ether we sh o u ld
p u t i t i n t o th e
'y e s ' o r 'no' s i d e . Shannon? What sh o u ld we do? How a r e we
g o in g t o d e c id e , John?
S t.
I f you have no t e e t h , you
S t.
Y es, you can j u s t sw a llo w and th e n h ave a d r in k .
S t.
NO, you w ould c h o k e.
T.
Yes T r i c i a ?
431
w hat to d o.
can su ck on i t .
I
S t.
You c a n j u s t h a v e a d r i n k .
T.
Boys and g i r l s , w e 'r e n o t t a l k i n g a b o u t w hen we w e r e
b a b ie s . W e're t a k i n g ab ou t now. Now. Do we need t e e t h ?
S t.
Y es.
S t.
NO.
S t.
You g e t t h in g s mashed up th e n .
T.
And d o y o u t h i n k i t ' s g ood f o r y o u j u s t t o e a t m ash ed up
t h in g s a l l th e tim e?
S t.
NO.
T.
R ig h t, l e t ' s h a v e a v o t e , p e o p le who t h i n k t e e t h s h o u ld g o
in t h e 'no' c o lu m n s , we d o n 't r e a l l y n e e d t e e t h . Oh, o n l y
one p e r s o n ? H ands dow n. H ands up i f y o u t h i n k i t s h o u ld
g o i n t h e 'y e s ' s i d e ?
One, t w o , t h r e e , f o u r , f i v e , s i x ,
seven , e i g h t , n in e , t e n , e l e v e n , t w e l v e , t h i r t e e n ,
fo u r te e n , f i f t e e n , s i x t e e n , s e v e n t e e n , e ig h t e e n p e o p le .
Where s h a l l i t g o , everyon e?
S t.
'Y e s '.
T.
R ig h t. NOW w e've p la y ed t h a t game w e've worked o u t some o f
t h e t h i n g s t h a t we do n eed and so m e o f t h e t h i n g s t h a t we
d o n ' t n e e d . The t h i n g s t h a t we d o n ' t n e e d a r e t h i n g s t h a t
we s i m p l y w a n t ' c o s w e l i k e t h e m . Who c a n t h i n k o f
som eth in g t h a t t h e y c a n t h in k a l l b y t h e m s e l v e s t h a t we
j u s t w a n t?
S o m e th in g t h a t we d o n ' t h a v e t o h a v e , b u t we
j u s t w an t.
S t.
We have t o have c l o t h e s .
T.
Good b o y , K e v in . B u t I'm a s k in g y o u w h a t 's s o m e t h in g t h a t
we j u s t want 'c o s we l i k e i t . K evin?
,S t.
T o y s.
T.
R ig h t, t o y s . Toys would go in what s id e ?
S t.
' Y e s '.
T.
'No' s i d e , b e c a u s e y o u d o n 't h a v e t o h a v e t o y s . R ig h t
L eeanne. You s a id th e m agic word. You s a id you w an ted them,
and N a t a l i e t o l d u s t h a t t h i s s i d e i s 'w a n t' and t h a t s i d e
i s 'n e e d '. R ig h t?
So i t c a n g o i n t h i s s i d e . T h in k o f
scxnething e l s e t h a t w i l l g o i n t h i s s i d e . A l r i g h t , t h e n
p erh a p s someone e l s e would sa y i t . J o n a th a n .
S t.
R acing t r a c k . You d o n 't need a r a c in g t r a c k .
T.
T h a t's t r u e . D o es e v e r y o n e a g r e e w i t h t h a t ?
a r a c in g t r a c k .
S t.
Yes you d o .
432
You d o n ' t n e e d
T.
Why?
S t.
F o r when you r a c e .
St.
YOU don't have to race.
S t.
Yes you d o .
T.
Would som eth in g happen to you
S t.
Y es, y o u 'd be bored s t i f f .
T.
But - what w ere you g o in g t o s a y , Leeanne?
S t.
You c o u ld d o o t h e r s p o r t s ,
Running r a c e s .................
T.
Y es, Dean?
S t.
You d o n ' t need t r a c k s ...........
T.
No, t h a t ' s j u s t som eth in g you w a n t, s o w hat s i d e would t h a t
go on?
S t.
Y e s.
S t.
No.
T.
OK, b o y s and g i r l s , b e f o r e w e g o on t o o u r p a i n t i n g , l e t ' s
h a v e a t a l k a b o u t w h at we j u s t d i d t h e n . We d i d a ' y e s / n o '
g u e s s in g game and we l e a r n t - w hat d id we le a r n from th a t?
F ran cin e?
S t.
T h in gs t h a t a r e good and t h in g s t h a t a r e b ad .
T.
R ig h t, we le a r n t th e th in g s t h a t we w ant and th e t h in g s we
n e e d , we l e a r n t b y t h i n k i n g and g u e s s i n g . W ade, d o y o u
t h in k t h a t ' s a g o o d w ay o f l e a r n i n g , b y t h i n k i n g and
g u e s s in g ?
S t.
Y e s.
S t.
NO.
T.
Who s a i d no? L e e , why d o n 't y o u t h i n k i t ' s a g o o d w ay? Why
d o n 't y o u t h in k i t ' s a go o d w ay o f p l a y i n g a gam e l i k e
t h i s , and le a r n in g th in g s ?
S t.
I t ' s to o b o r in g .
T.
I t ' s b o r i n g . You d i d n ' t l i k e t h i s g a m e , L ee? R i g h t , why
d i d n ' t you l i k e i t , why do you th in k i t was b o rin g ?
S t.
(in a u d ib le ).
T.
Y e s, b u t you l i k e d o in g t h i n g s , do you?
S t.
You n e e d t o l e a r n
y o u d o n ' t n e e d t o l e a r n t h e 'no' you d o n 't know t h in g s when you grow up.
433
i f you d i d n ' t r a c e , Luke?
you d o n 't
have
to do
th a t.
K evin?
T.
S t.
T.
But y o u l e a r n t j u s t t h e n , d i d n ' t y o u ?
le a r n ?
Who h e lp e d y o u t o
YOU.
I d id n 't t e l l you th e an sw ers th o u g h , d id I?
t h e an sw ers F ran cin e?
Who t o ld you
S t.
The k i d s .
T.
The k i d s . Do y ou t h in k t h a t ' s a g o o d id e a F r a n c i n e ,
som etim es you can le a r n o f f o th e r k id s ?
S t.
Y es.
T.
Y e s, I th in k i t ' s good t o o . Jonathan?
S t.
On th e A u s t r a lia n
on.
T.
You c e r t a i n l y w ould, b e c a u se A u s t r a lia i s an i s l a n d , a f t e r
a l l . B r e tt?
p la c e t h e r e , you'd need an is la n d
th a t
to l i v e
S t.
T h e y 'r e on th e d e s k .
T.
They a r e on t h e d e s k . I'm l e t t i n g th e m , ' c o s t h e y ' r e
t e l l i n g me w h e th e r t h e y l i k e d p l a y i n g t h i s gam e. Wade —
b ig v o i c e .
S t.
You d o n ' t n e e d s a n d w ic h e s f o r l u n c h , y o u d o n ' t e v e n n e e d a
b ig s a la d , you d o n 't need a d r in k or do a n y th in g .
S t.
You d o , you need fo o d .
( n o is e - n o is e - n o i s e .)
T.
OK, b o y s and g i r l s . W e've d e c i d e d t h a t w e 'v e com e t o a
c o n c lu s io n t h a t we know w hat we need now, and we knowwhat
we j u s t w a n t. And we know how t o t e l l t h e d i f f e r e n c e . Who
h e lp e d u s work t h a t o u t j u s t th en ? L ee-an n e?
S t.
The k i d s .
T.
R ig h t, s o t h a t means t h a t t h i s t im e y o u 'v e p la y e d t h e gam e,
Mrs. G regg d i d n ' t h a v e t o t e l l y o u w h a t w as r i g h t o r w rong
- you d e c i d e d y o u r s e l f . Do y o u t h i n k t h a t ' s a g o o d i d e a ,
d e c id in g y o u r s e lf N a ta lie ?
S t.
You d o n ' t c a l l c h ild r e n k i d s ,
T.
T h a t's r i g h t . Very t r u e .
S t.
T h e y 'r e c u b s .
T.
A l r ig h t . OK, s i t t i n g up v e r y n i c e l y p l e a s e .
'c o s baby g o a t s a r e k i d s .
No, t h e y 'r e n o t .
434
Working w ith te a c h e r s : th e im p lem en ta tio n and e v a lu a tio n o f an
innovative in -s e r v ic e programme.
JOHN WILLIAMSON
ABSTRACT
T h is t h e s i s i s c o n cern ed w ith t h e d e v e lo p m e n t and e v a lu a t i o n o f
a new approach t o h e lp in g t e a c h e r s ch an ge t h e i r c la s s r o o m p r a c t i c e .
The m odel a d o p ted com b ined e le m e n ts from t h e a c t io n - r e s e a r c h m odel
and t h e ' c o a c h i n g ' m o d e l , and f i n d i n g s f r o m t h e c u r r i c u l u m
im p le m e n ta tio n s t u d i e s .
G overnm ents a r e c o n c e r n e d i n c r e a s i n g l y t o i n t r o d u c e new
c e n t r a l i s e d c u r r i c u l a i n r e s p o n s e t o s o c i a l c h a n g e s o r e c o n o m ic
p r e s s u r e s . In t h e com m unity t h e r e a r e c a l l s f o r w id e sp r e a d refo rm o f
s c h o o li n g a t a l l l e v e l s . A ls o , w it h c h a n g e s i n t h e i r c a r e e r p a t t e r n s
i t i s i m p e r a t i v e t h a t t e a c h e r s , who a r e l i k e l y t o b e t e a c h i n g f o r
t h i r t y o r f o r t y y e a r s , h a v e a v a i l a b l e a s u s t a i n e d p ro g ra m m e o f
p r o f e s s i o n a l d e v e lo p m e n t. R e g a r d le ss o f t h e o r i g i n s o f t h e c a l l s f o r
c h a n g e , t o b e s u c c e s s f u l t h e i n t r o d u c t i o n o f a new s c h o o l p r a c t i c e
m ust b e accom p an ied b y a c o r o l l a r y program m e o f t e a c h e r e d u c a tio n .
T y p ic a l ly , h o w e v e r , i n - s e r v i c e e d u c a t io n h a s la c k e d d i r e c t i o n , b een
in a p p r o p r ia te and been" p o o r ly e x e c u te d .
W h ile t h e f o c u s o f t h e t h e s i s i s u p o n t h e f i d e l i t y o f
im p le m e n ta tio n o f t h e new te a c h in g s t r a t e g y , i t a l s o r e p o r t s on t h e
t e a c h e r s ' u n d e r s ta n d in g s o f t h e c la s s r o o m d y n a m ic s, t h e i r f e e l i n g s
o f s e l f - c o n f i d e n c e and p e r c e p t i o n s o f h i s o r h e r P r i n c i p a l a s a
s u p p o r te r o f c la s s r o o m in n o v a tio n .
In t h e p r e s e n t e c o n o m ic and p o l i t i c a l c li m a t e ju d g e m e n ts m ust
b e made a b o u t t h e w o r th o f p a r t ic u l a r i n - s e r v i c e program m es. S e v e r a l
im p o r ta n t d im e n s io n s o f an i n - s e r v i c e programme w ere u sed t o com pare
t h e in n o v a t iv e m odel w it h an a c t io n - r e s e a r c h m odel and a ' t y p i c a l '
i n - s e r v i c e m o d e l. On t h e c r i t e r i a c o n s i d e r e d t h e i n n o v a t i v e m o d e l
f a r e d b e t t e r th an t h e o th e r tw o m o d e ls.
R ecen t c h a n g e s t o i n - s e r v i c e e d u c a t i o n i n t h e U.K., a n n o u n c e d
i n DES C ir c u la r 6 / 8 6 , h ave m eant a h ig h d e g r e e o f s i m i l a r i t y in t h e
e sp o u s e d p u r p o s e s and p r o c e d u r e s o f t h e B r i t i s h and A u s t r a l i a n
G overnm ents. The i n - s e r v i c e programme o u t li n e d h e r e i s w e l l - s u i t e d
t o t h e new i n - s e r v i c e p o l i c i e s and f i n a n c i a l a r r a n g e m e n ts in b o th
c o u n tr ie s .