Week 21

Define your community(ies)

Who will be involved? Why have you chosen to engage with them?

 Year 10 students. I have chosen to specifically target this year group level as it is the one I have the most students in and is also recognised as a hard year level to engage due to them transitioning into a young adult.

 Supervisors- mum, dad, aunty, or other family members
How will you engage with your community? 

 My engagement is going to be through ClassDojo, emailing, phone calls and face-to-face visits.

What is the context for the communities? 

Majority of students have been expelled or alienated from their previous school and the majority of the families are beneficiaries. All year 10 students do have a laptop available and parents do have a smart phone so are able to download the ClassDojo App.

Defining the key terms in your inquiry questions

To what extent does gamification impact on behavioural engagement for Year 9 distance learners?

 Gamification is 'defined as the use of game mechanics, dynamics and frameworks to promote desired behaviours,' (Muntean, 2011, p.325).

 ClassDojo-connects teachers with students and parents to build amazing classroom communities

 Behavioural engagement- is crucial for students education. Behaviourally engaged students reach higher achievement than disengaged students' 'Five dimensions were distinguished: participation, following instructions, withdrawal, disruptive behaviour and absenteeism' (Hospel, Galand & Janosz, 2016, p.37).

Hospel, V., Galand, B., & Janosz, M. (2016). Multidimensionality of behavioural engagement: Empirical support and implications. International Journal of Educational Research, 77, 37-49. doi:10.1016/j.ijer.2016.02.007

 https://ac-els-cdn-com.libproxy.unitec.ac.nz/S0883035515304080/1-s2.0-S0883035515304080-main.pdf?_tid=eadf5c6b-aeb5-48d2-8a48-cf011e5f1652&acdnat=1546160529_ae15713587d6a0f15e1e275a309dec6c

Your actions and timeframe


 Inquiry question: To what extent does gamification impact on behavioural engagement for Year 9 distance learners?
ActionsTimeframe
Inform the relevant communities (students and their supervisors)
Will organise a face to face visit either at their homes or in the office to make sure supervisors all have the apps ready to go and that the students have access to ClassDojo saved on their laptop.		Week 1
Collect student baseline data about ClassDojo and from My Te Kura portal
Survey sent out to collect student and supervisor voice and tally data of who logs in and engages the first week back (7th February)

Week 1 or week 2
Describe specific teaching and learning activities related to ClassDojoWeek 2,3,4,5.
Collect endpoint dataWeek 5
Analyse dataWeek 6

Logic Model

Inputs: Resources
Outputs: Actions with others
Outcomes: Impact- Soon, Later, Future

Integrating the Principles of Kaupapa Māori into your Teacher Inquiry

To what extent will the students’ whānau be involved in the inquiry?
My students whānau will be heavily involved with the ClassDojo app, as it gives them a direct, easy to use link that lets them know how their student is engaging and what they have been up to that week. This is helping to address the many concerns that I have had from supervisors asking me and wanting to know what their student has been doing as our Te Kura portal has no access to it for them to be able to see, it relies on the student communicating with them.

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