Research and Community Informed Practice
Assignment 2
By Gerhard Vermeulen and Lou Reddy
Introduction to collaborative literature Review and shared research:
Gerhard Vermeulen and Lou Reddy are the two members of the PB4L app team at Wesley Intermediate school. We have been working collaboratively as shown in our action plans and blog to create this literature to research evidence to justify and shape the development of an app that we have collaborated on since the start of Mindlab course. This literature review will hopefully underpin the direction we take when start
Justification:
Together we have developed this literature review in collaboration so that we may be able to create an evidence based application for supporting behaviour management. This literature review has been underpinned by the ongoing development of a PB4L app for assignment 3 of the Digital and Collaborative learning and assignment one of the Research and community paper.The argument for using social media, digital apps and PB4L models of best practice into one platform has driven us to this point in our research journey. We would like to provide justification through this research and implement a gamified and easily accessible app to increase Pro-social Behavioural outcomes for students at Wesley Intermediate School in the third assignment.
As a team we have found that there is a lot of relevant research promoting gamified forms of digital education (Gouseti, 2014 and Kapp, 2012) which links to educational pedagogical research (Centre for Educational Research and Innovation, 2012 and Robinson, Hohepa & Llyod, 2007). It is also very clear that PB4L is well researched respectively in the context of educational research studies (Lewis & Sugai 1994) and is well implementation within New Zealand schools (Ministry of Education, 2015 and NCER, 2015).
Research Questions:
Our research has been led by a hypothesis to prove the effective implementation of a PB4L type application for students use at our school. This has largely been due to the nature of our design focus for creating a behaviour management app for our school and the necessity to research and justify the implementation of our LEAN canvas. As we have proceeded with the previous assignments the link between teaching any academic content and digital learning is clearly identifiable however there are inherent gaps in the research and the correlation between teaching pro-social behaviour through online digital platforms. Therefore our research focuses on observable outcomes in case studies, evidence based practice and also creates more focusing direction in the design brief of our application.
This research paper introduces inquiry into the correlating relationship and association in recent studies and seeks to find evidence based practices. Ultimately the end goal or outcome per se is to seek our literature which will answer our research questions and inform the testing and trialling of a application within the context of the community engagement aspect of assignment 3 for the R&C paper.
Inquiry Questions:
1. How do educators teach prosocial behaviour through digital and collaborative practices like gamification and social media and what is the impact of this on learning?
2. What behavioural education pedagogies are effective practices that can be used within a PB4L app?
Research findings
1. How do educators teach prosocial behaviour through digital and collaborative practices like gamification and social media and what is the impact of this on learning?
The first component of research that this paper is about educators being able to teach pro-social behaviour in a gamified and social media approach. In the last five years the Ministry of Education has provided a wide range of interventions and programmes for schools to implement pro-social education through a new intervention called Positive behaviour for Learning School wide or PB4L-SW (MOE, 2014). Inherent in the practice of PB4L SW educators are formally trained in the education of prosocial behaviour to students as part of regular curriculum base. Therefore as part of research this question it is also pertinent to examine what is currently in place within our school and the wider New Zealand Context. SW is one component of the PB4L programme of work currently implemented and has been in our school for the last two years.. SW is the New Zealand version of a proven international initiative called Positive Behavioral Interventions and Supports (Lewis and Sugai, 1994).
A recent study on the PB4L SW evaluation: preliminary findings by NZCER (2014) states that PB4L
“offers primary, intermediate, and secondary schools a way of building a consistent and positive school-wide climate to support learning. It is a framework of key elements which schools implement in ways that suit their context. It aims to engage the whole school community in adapting school structures, practices, and philosophies related to behaviour, and in developing systems that everyone can use in a consistent way”
The PB4L systems that makes the biggest difference to our school’s behavioural data in relationship to this evaluation has been the number of stand downs and the effective use of PB4L in schools. Other studies conducted show that without implementation of PB4L and thus only implementation of punishment as a form of behaviour management results in aggression, vandalism, truancy and dropping out (Mayer & Sulzer-Azaroff, 1990; Skiba, Peterson, & Williams, 1997). Often school teachers will resort to telling students of to decrease the likely hood of negative or anti social behaviour similarly stated by Alberto & Troutman, (2006) that
“The single most commonly used but least effective method for addressing undesirable behaviour is to verbally scold and berate a student.”
SW has three tiers. During Tier 1 schools put in place a core set of behaviour support systems and practices designed to be used consistently by all to encourage positive behaviour. Once the core elements of Tier 1 are in place schools can move to Tier 2 (developing targeted interventions for small groups of vulnerable students) and Tier 3 (developing specialised interventions for individuals who need additional support). SW began in New Zealand in 2010. Each year around 100 schools join the initiative.
The second component is about the effective use of digital and collaborative practice around developing a gamified pro-social teaching or social learning theory (Kapp, 2012) models to engage learners. A scholar in the field of gamification and learning named Kapp (2012) links gamification to the use of social learning theory (learning the school values) and also to the teaching of prosocial behaviour through gamification.
In researching pro-social behaviour and its connectedness to digital based learning like social media, an ongoing theme arises around the failure of teachers to effectively use social media to not only engage but actively build learning focused relationship through it (Gouseti, 2012 & Gouseti 2014). Thus the inquiry into this field is reflected by Johnson & Christensen (2010) statement that “By doing research, the teachers’ practices are more likely to have a positive impact for the students, families and the community. The studies conducted by Gouseti (2012), involved a range of schools in Britain and Greece and were part of the larger e-twinnings study into collaborative learning. Many participants gave feedback about learning collaboratively on procedural tasks which Gouseti (2012) negates as educators not fully utilising the opportunity for collaborative practices.
The more recent research work conducted by Gouseti (2014) highlights that schools are not using social media effectively to teach students and this has led to digital collaborative practice being dilated to procedural activities. Others scholars such as Kapp (2012) affirms the use of digital technologies to teach pro-social behaviour. In consideration of the PB4L app there is a clear theme, that the practices component of the PB4L app would need strong levels of alignment to social media and gamification as suggested by Gouseti (2014) and Kapp (2012).
Kapp mentions that it is easy to get caught up in, and consider gamification to be “badges, points and rewards.” Although this is an aspect of gamification, there are other foundational aspects that are essential in the development of a gamified process. Kapp (2012) talks about how the real power of gamification lies in the interactivity, storytelling and game based thinking.
In order to effectively teach pro-social behaviour in a gamified approach, Kapp (2012) discusses that key elements of gamification need to be embraced. Ensuring that the process of learning and teaching prosocial skills and behaviours are correctly gamified, it is essential that the platform/ app is:
- Game based- Learners engage in an abstract challenge defined by rules, where interactivity is promoted, and quantifiable results elicit emotional reactions
- Mechanics driven- Levels, badges and point systems incentivise progress
- Aesthetically attractive- User interface is engaging and intuitive
- promoting Learning- weaving a layer of interest into the engagement techniques that teachers use often (point systems, corrective feedback, encouraging collaboration
There are currently several behaviour management apps that are being utilized in classrooms around the world. ClassDojo, for instance, is very popular with teachers, students and parents (ClassDojo, 2015). There are however central foundational aspects of these apps which do not meet our needs as a school. Many of these apps are based around rewarding and discouraging behaviours in class, and focus solely on “Badges, Points and Rewards.” Although this does incorporate some elements of gamification, these apps do not enable teachers, or students to engage in teaching and learning pro-social behaviours in a gamified manner, nor does it embrace the essential interactivity or game based thinking that Kapp (2012) so heavily stresses are essential.
In the text Social Media Tools and Platforms in Learning Environments (2011), it is mentioned that social media can be harnessed to describe and implement new paradigms for communication, learning, and education. And how can social media has the capacity to authentically enhance teaching and learning experiences. The alignment of Bloom’s Taxonomy and Social Media provides learners with the ability to amplify learning experiences, and avoid the “Trivialization of learning that Kapp (2012) refers to.
(Social Media Tools and Platforms in Learning Environments, p.12, 2011)
Elements of social decision making and social collaboration align effectively with the analysing and applying thinking skills. This could be one possible method of how social media could be used to effectively teach pro-social behaviour.
When gamification and social media are used effectively to teach new content and skills, there is a major impact on the learner. Research states that:
“With the successful application of suitable gamification techniques, the delivery of the information can transform a simple or mundane task into an addictive learning process for the students (Hsin-Yuan; Soman, p.24, 2013) .”
Gamification not only adds an element of fun, but also engages a learner at a level where they are motivated into action, and develop skills and capacity to problem solve, and promote their own learning (Kapp, 2013).
Social media provides an avenue for students to collaboratively engage in learning and contribute to a global learning community. The social aspect of gamification (points, ranking and leaderboards) align well with the principles of Social Media, where students engage in Social sharing and higher order thinking skills.
2. What behavioural education pedagogies are effective practices that can be used within a PB4L app?
Effective Practice and PB4L
In regards to recent research around effective practice for educating learners one must first examine the research around positive behaviour for learning. A recent report on the PB4L school wide evaluation: preliminary findings (NZCER 2014) which summarises the initial findings from phase 1 of an evaluation of Tier 1 of Positive Behaviour for Learning (PB4L) School-Wide (SW).
The report describes the extent of implementation of SW in schools, identifies short-term shifts for schools that joined the initiative in 2010 or 2011, and discusses enablers and barriers to implementation. It outlines some big-picture trends that can then be further explored in the final 2015 report. Some evidence gleaned from the research surrounding students stand downs also further showed strong positive outcomes for PB4l implementation. The report (NZCER, 2014) states that individual research around correlation of the SET (school wide evaluation tool) measures the extent of SW implementation but not outcomes. However, you would expect that, over time, as SW becomes more embedded in a school, high scores on SET would be associated with improved outcomes for students, such as lower rates of each of the four aspects of SSEE (stand downs, expulsions etc). Therefore a direct correlation can be stated through evidence based Pb4L practice to student outcomes in relationship to behaviour.
A key piece of literature that underpins educational pedagogy is the Best Evidence Synthesis (Robinson, Hohepa, & Llyod, 2007) as it makes strong links to school leadership and student outcomes. Within the BES (Robinson, Hohepa, & Llyod, 2007) research relating to effective leadership focused around evidenced based practice such effective use of home school partnerships to increase behavioural outcomes.
The role of research within PB4L is pivotal in developing behaviour management systems as researched by Professor George Sugai and Professor Tim Lewis (1994 & 1999). Their work around behaviour management systems has led to the development of systems within New Zealand like PB4L-SW. The research from Lewis & Sugai directly relates to the way in which PB4L has been implemented at Wesley Intermediate School as shown by the following guiding principles (Lewis and Sugai, 1999):
Guiding Principles
•Focus is on academic, social & emotional success
•Is for all students, all staff and all settings
•Emphasises prevention (for social behaviours)
•Uses research-validated practices
•Is coordinated by a PB4L team
•Uses data to guide decisions
•Emphasises an instructional (teaching) approach
Furthermore in our research we encountered the following set of effective practice affirmed by other scholars such as Simonsen, Fairbanks, Briesch, Myers, & Sugai (2008) who state that the following are evidence based practices in the classroom:
1. Maximise structure and predictability
2. Establish, teach, review, monitor, evaluate and reinforce a small number of positively stated expectations
3. Maximise academic engaged time (i.e., actively engage students in observable ways)
4. Establish a continuum of strategies to acknowledge appropriate behaviour
5. Establish a continuum of strategies to discourage inappropriate behaviour
The previous two statements by Simonsen, Fairbanks, Briesch, Myers, & Sugai (2008) is further explained by Sugai as the importance of establishment of a continuum of strategies to discourage inappropriate behaviour as “Punishing students doesn’t teach them the right way to act”. As current practitioners and researchers of evidenced based practices we are affirmed in our pedagogy that PB4L systems with our school offers students a wide range of opportunities be acknowledged for appropriate behaviour and discouraged from inappropriate behaviour.
PB4L effective practice and Maori Learners
Having identified the use of strategies to acknowledge appropriate behaviour as an effective practice within the research it is also pertinent to explore links to Kaupapa Maori and aspects relating to Ka Hikitia (MOE, 2012) in raising achievement outcomes for Maori learners. In the PB4L SW Evaluation report states making PB4L practice working well for Maori learners -
“Most (79%) coaches agreed or strongly agreed that PB4L-SW approaches work well for Māori students. A focus on Māori learners was visible in core SW processes.” (NZCER, 2014 p. 47)
The PB4L SW Evaluation report (NZCER, 2014) also suggested ways in which to help improve PB4L outcomes for schools trying to cater to the learning needs for priority learners like our Maori students. The report included the following suggestions which will be added to the development of the PB4L app in the near future-
- Include Te Kotahitanga (Bishop and Mere, 2009) strategies and pedagogy into the classroom management practices
- SW Practitioners to model tikanga Maori
- Incorporate models and research from Māori; e.g., Durie, Meyer, MacFarlane
- Team with Building on Success to work alongside schools to enhance and strengthen what we do for Māori
- Work with Ministry IMER team to develop iwi links per region for community involvement (SW Practitioner survey)
Gamification and Maori Learners
One pertinent aspect of gamification that we believe could help bridge the gap of equity for Maori learners is the removal of fear of failure, that can so often cause anxiety in the psyche of the learner. Hsin-Yuan, and Soman (2013) state:
“gamification serves the purpose of minimising negative emotions that they usually encounter in traditional forms of education. It lets them approach knowledge and skills, using the learn-by-failure technique that is popular in game-like environments, without the embarrassment factor that usually forms a part of classroom education (p.24, 2013).”
They later also state:
“While the underlying objective of applying gamification to any education program is to prompt some type of behavioural change in the student, many instructors specifically look to tackle the issue of student motivation and engagement during their learning process (p.24, 2013).”
Once students are engaged and motivated to learn, and the fear of failure is overcome, the gap of equity for any learner becomes bridged.
Summary of Literature Review.
By maintaining the practices and strategies listed by the research stated in this
review, it can be inferred that schools will have similar outcomes as stated in the NZCER report (PB4L Evaluation) as schools have experienced-
- a more respectful, inclusive, and positive culture
- Ÿ fewer major behaviour incidents
- Ÿ an improved classroom environment and student engagement, with teachers spending less time managing behaviour
- Ÿ the development of an effective SW team which uses data to improve school practice
- Ÿ the building of collaborative ways of working with staff and students to improve school practice.
(NZCER, 2014 p 81)
In reviewing the extensive research surrounding PB4L- behaviour management pedagogy and its connectedness to digital learning through gamified and social context, we have found some correlation. Further study needs to be conducted in this research to provide justification of implementing an application to teach pro-social behaviour through social media and gamification. One of the main questions that keeps coming up again and again within the research is the “how?” can we connect the two aspects of teaching PB4L through social media and gaming through our app. We believe that we have covered the essential aspect of research which is the “why should we?”, which is driven from the theoretical justification in evidence based practice through this research paper. However a looming aspect of applying this research is severely hinged on design and development work with the PB4L application as stated at the beginning of this paper.
Appendix:
PB4L Lean Canvas (Lou Reddy and Gerhard Vermeulen)
Reference List:
Behaviour management and digital learning. Retrieved May 9, 2015, from http://louandgerhardsapp.blogspot.co.nz/
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Bishop, R and Mere B. (2009). "The Te Kotahitanga effective teaching profile." SET: Research Information for Teachers 2 (2009): 27-34.
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Ministry of Education. (2014, February 22). Positive Behaviour for Learning (PB4L) School-wide. Retrieved from Tki: http://nzcurriculum.tki.org.nz/System-of-support-incl.-PLD/School-initiated-supports/PB4L-School-wide
PB4L School-Wide. Retrieved May 9, 2015, from http://pb4l.tki.org.nz/pb4l-school-wide
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Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for Research to practice. Education and Treatment of Children, 31(3), pp. 351-380.
Wellbeing at School. Retrieved May 9, 2015, from http://www.nzcer.org.nz/research/wellbeing-at-school
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