Camtree Digital Library (Univ. of Cambridge)
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The impact of interdisciplinary purpose-driven lessons using the Nazca Lines as the subject of students’ learning
No full textBackground and purpose: Many students experience difficulty engaging with abstract mathematical concepts such as ratio, often perceiving them as disconnected from meaningful activity. Connecting learning with purpose, curiosity, and the meaning of learning may help address this challenge. This study explores how a purpose-driven and culturally rich context can foster students’ engagement and enjoyment of learning, using ratio and enlargement as the mathematical content through which these experiences were examined.
Aims: The aim was not primarily to measure improvement in computational understanding of ratio, but to explore whether students could enjoy engaging with ratio as an abstract concept, experience its usefulness through application, and participate actively in learning activities.
Design or methodology: This case study involved about 30 Year 4 students (aged 9–10) in an elementary school. Four lessons were co-designed and delivered by teachers, graduate students, and university students. Students practiced enlarging figures on paper, then drew large-scale Nazca-style shapes in the schoolyard. Data were gathered from questionnaires (5-point scale and open responses), observations, student work, and reflections.
Findings: Students rated the activities as very enjoyable (average 4.9/5) and showed strong enthusiasm and collaboration. Their reflections revealed curiosity, a sense of achievement, and increased engagement, suggesting that learning became more meaningful through participation in the activities.
Conclusions, originality, value and implications: Purpose-driven, interdisciplinary lessons can support student motivation and promote deeper learning. This project demonstrates how integrating various themes can foster both understanding and engagement. It could be adapted to other subjects and grade levels to create opportunities for students to discover "why" they learn - through the process of learning itself
Enhancing Teacher Engagement in School Research
Get PDFContext: Teacher engagement in research is identified as a critical yet often low-involvement area within educational practices. Many educators perceive participation in research as time-consuming and complex, leading to reluctance in engaging with action research despite its potential benefits for pedagogical practice. The SHARE project in Kazakhstan seeks to enhance this engagement by exploring the integration of collaborative research and reflective practices.
Aims: The primary aim of the study is to identify measures that can increase teacher engagement within the SHARE project. By examining teachers' experiences and motivations, the research attempts to understand how to facilitate deeper involvement in the action research process.
Methods: A qualitative case study approach was employed to collect data from ten teachers involved in the SHARE project. Data collection methods included surveys, lesson observations, and focus group discussions. Participants were encouraged to choose their research topics, which allowed for a personalized investigation into their teaching practices and professional development.
Findings: The findings indicate that while teachers could choose their topics, various external factors such as time constraints and lack of experience still hindered full engagement. The study highlighted the importance of collaboration among teachers, positive feedback from peers, and support from school leadership in fostering confidence and motivation. Participants reported improvements in their teaching practices and student engagement as they embraced a culture of reflective learning and collaborative inquiry.
Implications: The study suggests that enhancing teacher engagement in research involves fostering a supportive culture that promotes continuous reflection, collaborative problem-solving, and the autonomy to pursue individual research topics. Insights gained from this research can inform future initiatives aimed at embedding action research into daily pedagogical practices, thus contributing to sustained professional development and improved teaching outcomes within broader educational contexts
Adaptive Teaching: Pause, plan, produce
Get PDFContext: This study presents an exploration of adaptive teaching strategies aimed at inclusive education for students with special educational needs and disabilities (SEND) within a mainstream secondary school context. The focus is on employing a 'pause, plan, and produce' methodology initially developed in the Geography curriculum, which is later shared with the English faculty to enhance learning outcomes for students with special educational needs.
Aims: The primary aim is to investigate the effectiveness of adaptive strategies in removing barriers to learning for selected case study students in the Geography setting and to assess how these strategies can be integrated into different subject areas, specifically English. The study emphasises the importance of collaborative approaches among teachers to foster an inclusive learning environment.
Methods: Over a 12-week lesson study cycle, data were collected through observations, parental consent, and student feedback. The cycles included planning meetings, observations of teaching practices, and discussions among teachers regarding the implementation of adaptive strategies, focussing specifically on supporting literacy development in relation to the 'pause' and 'plan' methods.
Findings: The results indicated that various combinatory strategies significantly improved the two case study pupils' access to Geography lessons. Successful techniques included the provision of key vocabulary, structured planning approaches, and opportunities for verbal expression of their understanding. Both pupils demonstrated enhanced engagement and comprehension during lessons and successfully utilised provided key terms within their written work.
Implications: The findings suggest that adaptive teaching strategies can have a profound impact on student engagement and learning, particularly for those with SEND. Other educators may observe that implementing structured approaches such as the 'pause and plan' method can facilitate improved student outcomes in diverse curricular areas. This study underscores the importance of continuous collaboration between teaching teams to share effective practices that support inclusivity
Teaching emotional regulation
Get PDFContext: The research focuses on developing emotional self-regulation skills in children within a mainstream primary education setting. The investigation highlights the role of a trusted process, as opposed to reliance on a trusted adult, in facilitating emotional regulation among students with Special Educational Needs and Disabilities (ISEND). Piloted initially in a Year 3 class (children aged 7-8), the aim was to develop a structured, school-wide approach to emotion coaching.
Aims: The primary aim is to explore effective strategies and frameworks that can be employed to foster emotional self-regulation in children, particularly those with emotional dysregulation due to disabilities or other barriers to learning.
Methods: The research employs an action research methodology conducted over two cycles. Each cycle consists of planning, execution, and review phases, with ethical consent sought from participants to protect anonymity. The study is informed by relevant literature that shapes the understanding of emotional regulation and learning processes.
Findings: Children responded positively to visual aids and structured emotion coaching strategies, showing improved emotional regulation and stronger relationships with staff. Over time, pupils internalised the process, reducing reliance on specific adults. Staff reported increased confidence in applying emotion coaching techniques, and pupils demonstrated greater emotional awareness and resilience. Boxall Profile comparisons indicated developmental progress.
Implications: Other educators might explore the outcomes of implementing consistent strategies focused on emotional self-regulation. By examining how structured processes can support children with their emotional regulation, teachers may gain insights into ways that enhance children's independence. Further investigation into the specific practices that foster these skills might also contribute to ongoing discourse surrounding effective interventions in the inclusive educational landscape
Reading Technology: A focus on the arts and culture
Get PDFContext: This study explores the use of digital reading technology to enhance engagement among post-16 learners identified as having special educational needs and disabilities (SEND) in a Further Education College. The intervention focused on integrating arts and culture into literacy activities using QR codes and the Dolphin EasyReader app, aiming to promote inclusive and meaningful learning experiences.
Aims: The primary aim was to investigate how technology, specifically QR-linked reading resources, could improve reading engagement and confidence among learners with SEND. The study also sought to understand the broader impact of arts-based literacy on learners' motivation, social interaction, and connection to their local cultural community.
Methods: The research followed an action research methodology across two cycles. Data collection included interviews with learners, teachers and caregivers, classroom observations, and usage tracking via the Dolphin EasyReader app. Learners engaged with QR codes linked to arts and cultural content during scheduled college sessions. Ethical consent was obtained from all participants.
Findings: The intervention led to increased engagement with reading tasks, improved confidence, and enhanced social interaction among learners. Learners showed greater interest in cultural topics and expressed a desire to attend local arts events. The use of QR codes and culturally relevant content made reading more accessible and enjoyable, with sustained motivation observed across both cycles.
Implications: The findings suggest that embedding literacy in real-world, culturally relevant contexts, supported by digital tools, can significantly enhance engagement for learners with SEND. Educators may consider using QR codes, arts-based content, and learner choice to foster inclusive literacy development. The study also highlights the potential for arts-integrated approaches to promote community involvement and lifelong learning
Thinking Moves: Science
Get PDFContext: In a special secondary school setting, research was conducted to explore the integration of eight Thinking Moves in science lessons. This initiative aimed to enhance students' comprehension of scientific processes, specifically focusing on skills such as sequencing and vocabulary development, including the recognition of synonyms.
Aims: The primary objective of the research was to determine the impact of Thinking Moves on students' understanding of science. By facilitating a deeper exploration of scientific vocabulary and processes, the research aimed to enhance inclusive educational practices for students with special educational needs and disabilities (SEND).
Methods: The research was structured around two action research cycles. During each cycle, planning and implementation phases were undertaken, allowing the research question to evolve based on findings from preceding steps. Ethical considerations were paramount, with consent obtained from all participants to ensure the data could be published anonymously.
Findings: The introduction of Thinking Moves positively affected students' understanding of sequencing and science concepts. Participants demonstrated an improved ability to engage with scientific vocabulary, indicating that the strategy effectively supported their learning processes. The iterative nature of the research allowed for ongoing reflection and adjustment, contributing to a deeper understanding of the methods employed.
Implications: The study illustrates the potential benefits of structured frameworks like Thinking Moves in fostering inclusivity within science education for students with SEND. Other educators may take from this research the value of intentional vocabulary exploration and sequencing in lesson design, as well as the importance of iterative research practices in refining teaching strategies to meet diverse student needs. The ethical considerations highlighted within the research may also serve as a model for future studies involving vulnerable populations, ensuring respect for participant confidentiality and consent
Exploring distributed leadership among teachers
Get PDFContext: The study explores distributed leadership among teachers at Leeds International School in Sri Lanka, which has been providing English-medium education since 1999, addressing educational disparities in regions lacking access to commercial cities. The school emphasizes multicultural engagement, sports, and leadership development, and aims to establish high educational standards across its 15 branches.
Aims: The primary aim of the research is to investigate the effects of distributed leadership on teacher professional development, classroom management, and collaboration among educators. The study seeks to gather feedback from both teachers and school administrators to understand the impact of distributed leadership initiatives within the school environment.
Methods: A mixed-method approach is employed, incorporating qualitative and quantitative techniques. Data is gathered through focus group discussions involving five teachers and two sectional heads, questionnaires administered to 30 teachers and 20 school leaders, and reflective journals documenting educators' experiences. The sampling method is stratified to ensure a balanced representation, although the research is limited to one branch, potentially affecting generalizability.
Findings: The study reveals that mentoring significantly enhances new teachers' confidence and professional growth, with 82% of mentees reporting improvements in teaching strategies. Participants indicate that distributed leadership fosters collaboration and improves classroom management. However, challenges such as limited knowledge sharing and resources hinder progress. Administrators express expectations that distributed leadership will enhance teacher autonomy and overall school performance.
Implications: Other educators may learn from the study's implementation of a structured mentor-mentee program, which has proven effective in supporting newly appointed teachers. The findings suggest that ongoing mentorship fosters an environment conducive to professional growth and collaboration, while also highlighting areas requiring attention to maintain consistency and effectiveness in mentorship practices. Access to resources and structured collaboration efforts are essential for maximizing the impact of distributed leadership initiatives in educational settings
Use of Mind Maps and PRES Techniques in Teaching Mathematics and Computer Science
Get PDFBackground and purpose: This study investigates the effectiveness of mind maps and the PRES (Point, Reason, Example, Summary) formula in improving student performance in Computer Science and Mathematics. Assessment analysis showed students relied heavily on rote memorization, struggling with conceptual understanding and higher-order thinking. To address this, teachers introduced Buzan’s Mind Mapping technique to enhance information retention and connections between concepts. Additionally, the PRES formula was used to help students structure their responses logically, improving articulation and reasoning. These strategies aimed to foster deeper learning, critical thinking, and problem-solving skills, addressing challenges observed in both formative and summative assessments.
Aims: The primary goal was to explore how mind maps could improve students' interpretation and analysis skills. Research questions: 1) How can mind maps help to improve students' interpretation skills? 2) How can the use of PRES formula improve students’ analysis skills?
Study design or methodology: The study was conducted using Lesson Study, as described by Dudley (2011), focusing on enhancing students’ knowledge and skills in key subjects by studying and improving teaching practice. The research involved co-planning, conducting a cycle of lessons, analysing, and summarizing the results. Two computer science teachers and one mathematics teacher participated, implementing three lessons using mind maps and the PRES formula. Each lesson involved 16 students aged 15-16, with all focal students participating in every lesson.
Findings: The findings indicated a notable improvement in both student engagement and comprehension. Students demonstrated a deeper understanding of the material, improved their ability to connect ideas across different topics, and exhibited greater confidence in problem-solving tasks. For instance, some students’ summative assessment results increased, reflecting enhanced retention and application of knowledge. Qualitative observations also highlighted that students were more actively participating in discussions, asking higher-order questions, and demonstrating improved critical thinking skills. These results suggest that the combination of mind mapping and the PRES formula contributed to more effective learning strategies, leading to measurable academic growth.
Conclusions, originality, value and implications: The study demonstrated that mind maps and the PRES formula effectively improve not only students' interpretation and analytical skills but also enhance teachers' professional growth. Teachers developed deeper collaboration, embraced active learning methods, and integrated mathematics and computer science more creatively. Future research will focus on the implementation of the PRES and mind mapping strategies as tools for differentiated instruction, aimed at supporting the diverse needs of learners, including both gifted and struggling students
Girls with autism: Addressing self-harm
Get PDFContext: This action research case study was conducted in a mainstream primary school to address self-harming behaviours among girls with autism. The research focused on developing a collaborative, personalised approach to emotional regulation, involving a 'Team Around the Child' and integrating home-school partnerships.
Aims: The study aimed to explore how a collaborative approach between home and school could empower pupils to regulate their emotions and reduce self-harming. It sought to identify triggers, understand pupil perspectives, and implement strategies that promote emotional well-being and self-help.
Methods: The research employed an action research framework, primarily centred on a series of planned cycles that allowed the investigation and refinement of practices based on ongoing findings. A significant strategy identified was the creation of a'Hope Box', a personalised resource developed collaboratively with the students to support their emotional well-being. Ethical consent for the anonymous publication of data was secured from all participants involved in the study.
Findings: The research found that self-harming incidents were often linked to specific times, relationships, and transitions. The Hope Box, in particular, proved effective in initiating reflective conversations and promoting positive emotional connections. Structured support, consistent scripts, and co-regulation strategies led to improved emotional regulation and a reduction in incidents. A classroom move for one pupil significantly reduced self-harming. Staff noted increased pupil independence in choosing self-help strategies.
Implications: Other educators may gain insights from the methodologies applied in this study, especially regarding the collaborative creation of personalised emotional support tools. The approach emphasises the importance of context-specific strategies and continuous reflection in supporting students with autism and self-harming behaviours, highlighting the potential of collective team efforts in fostering emotional well-being. Such practices could inform further developments in inclusive educational settings, offering a framework that is adaptable across varying contexts
PSHE: Using technology to support group work skills
Get PDFContext: This Lesson Study was conducted in a mainstream primary school and focused on supporting children with autism to develop group work and social interaction skills. The study explored the use of Cosmo Explore, an interactive learning technology, to facilitate collaboration and turn-taking among Key Stage 2 (age 7-11).
Aims: The research aimed to investigate how technology can encourage positive social interactions for children with autism. Specifically, it sought to determine whether Cosmo Explore could support pupils in developing turn-taking, sharing, and collaborative behaviours in both small and larger group settings.
Methods: The study followed a three-cycle Lesson Study approach. Two pupils with EHCPs participated in structured sessions using Cosmo Explore. In each cycle, the level of group interaction increased - from paired work to small group collaboration. Teachers observed without intervening, allowing for authentic, child-led learning. Pupil voice was gathered after each session to inform planning and reflection.
Findings: Both pupils demonstrated improved group work skills. Pupil A developed turn-taking behaviours and contributed without dominating. Pupil B showed increased willingness to collaborate, though he found larger group settings more challenging. Teachers noted the value of stepping back to observe genuine interactions and highlighted the importance of pupil voice in shaping future planning.
Implications: Insights from this study highlight the potential of integrating technology like Cosmo Explore to promote inclusivity in group work settings. The findings suggest that effective lesson planning should incorporate student feedback to address the diverse needs of learners, particularly in enhancing participation among students with Autism. The exploration of different methodologies and tools indicates that future applications can be tailored to encourage collaborative skills and bolster educational outcomes for all students