Camtree Digital Library (Univ. of Cambridge)
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The use of real-life context in GCSE Maths resit lessons
Get PDFContext: This action research project was conducted at a sixth form college in Somerset, UK, involving 71 students aged 16 to 19 who had previously not achieved a grade 4 in their GCSE mathematics exam: who were then attending for resits. As government policy mandates continued study of mathematics until students achieve a pass or turn 19, the environment generally exhibits mixed levels of engagement among students who are compelled to attend.
Aims: The research aimed to enhance student outcomes and connect mathematical concepts to real-life contexts by addressing the hurdles students and teachers encounter in applying mathematics in practical scenarios. The focus was on evaluating how real-life contexts could improve student engagement and how to support teachers in adopting a narrative teaching approach to foster mathematical understanding and oracy opportunities.
Methods: The study implemented lessons designed to engage students and promote collaborative discussions through real-life applications of speed problems. Using a combination of observations, mini-interviews and pre- and post-surveys, data were collected to assess the effectiveness of the lessons. Each lesson aimed to incorporate physical experiences and discussions, aligning with Realistic Mathematics Education models, through two 1.5-hour sessions for each of four classes.
Findings: Initial results revealed students struggled with foundational speed concepts, with 75% correctly calculating distance travelled in one hour but only 30% accurately determining speed. Post-lesson assessments showed improvement, as 88% of students answered the distance travelled in one hour question correctly, and 45% answered the speed question correctly, indicating a 50% increase. Student engagement was high, with 86% rating their lesson enjoyment positively and expressing a preference for more context-based lessons, highlighting a notable shift in their perception of mathematics.
Implications: The findings suggest that transitioning from paradigmatic to narrative teaching could improve student engagement and understanding within mathematics. The successful integration of real-life contexts into lesson structures showcased the potential for increased student interaction and participation, while also indicating the need for careful lesson preparation to maintain sustainability in teaching practices. Other educators might consider similar approaches to foster deeper connections between students' experiences and mathematical concepts
Adaptive Teaching in Geography
No full textContext: This case study explores the use of adaptive teaching strategies within a junior school geography curriculum, focusing on two Year 4 pupils (age 8-9) with distinct learning needs. The study was conducted through a Lesson Study framework, enabling collaborative planning, observation and evaluation of inclusive teaching practices. The aim was to ensure accessibility and engagement for pupils with social, emotional and mental health (SEMH) needs and developmental delay.
Aims: The research aimed to investigate how the Kapow Geography curriculum could be adapted to meet the needs of learners with SEND. It sought to identify effective strategies for supporting pupils with SEMH and cognition and learning needs, ensuring they could access geographical content meaningfully and demonstrate progress.
Methods: Three geography lessons were planned and observed using the Lesson Study model. Adaptations included the use of ICT tools, flexible recording methods, sensory regulation strategies, scaffolded resources, and modified learning outcomes. Pupil voice was captured through post-lesson reflections, and ethical consent was obtained for publication.
Findings: Adaptive teaching strategies significantly improved engagement and regulation for both pupils. Pupil X benefited from sensory supports, technology, and increased autonomy, while Pupil Y responded well to visual aids, reduced cognitive load, and adult support. The study highlighted the importance of adapting quantity, time, support level, and output expectations to meet individual needs.
Implications: The findings demonstrate that adaptive teaching is essential beyond core subjects and should be embedded across the curriculum. Geography, like other humanities subjects, benefits from inclusive strategies that promote access and participation. Staff training, curriculum review and SENDCo-led observations are recommended to sustain these practices and ensure all learners, including those with SEND, are supported to thrive
Colourful Semantics in the Classroom
No full textContext: This study investigates the integration of Colourful Semantics, an intervention aimed at improving children's understanding of sentence structure, within mainstream primary classrooms.
Aims: The study's primary aim is to assess the effectiveness of Colourful Semantics as a pedagogical tool to enhance engagement and understanding in whole-class learning environments, particularly for students requiring additional support.
Methods: A Lesson Study approach was utilised, involving two teachers who collaborated over several weeks to plan, observe, and refine lessons centred on Colourful Semantics. Steps included literature reviews, identifying case study pupils, and adapting lesson plans based on initial observations and discussions concerning two selected students.
Findings: The findings indicated that Colourful Semantics, aided by various resources, provided a more personalised learning experience, which encouraged student independence and improved engagement with sentence structure. Observations showed that Pupil A transitioned effectively into whole-class learning, while Pupil B also gained significant independence. The personalised introduction of Colourful Semantics enhanced comprehension of sentence elements before students addressed more abstract whole-class content.
Implications: The study suggests that Colourful Semantics can substantially improve students' understanding of sentence construction within a personalised learning framework. Other educators may find insights in the adaptability of this approach, particularly in addressing similar learning challenges related to sentence structure and engagement. The positive outcomes emphasise potential pathways for broader application across diverse classroom contexts, promoting an inclusive learning environment
Gamification in high school computer science: enhancing engagement and critical thinking through lesson study.
No full textBackground and Purpose: Traditional teaching struggles to engage students. This study explores gamification as a strategy to boost motivation, participation, and critical thinking in high school computer science. Using Lesson Study, it integrates avatars, challenges, and teamwork to enhance learning.
Aims: This study aims to enhance student engagement and motivation through gamification, strengthen critical thinking and problem-solving skills, optimize task completion rates via interactive learning strategies, and foster collaboration through structured, team-based activities.
Methodology: This study followed a three-week Lesson Study cycle with 12 high school students (ages 15–16) at Nazarbayev Intellectual School. Gamification elements, including personalized avatars, level-based challenges, and structured argumentation tables, were integrated into computer science lessons. A mixed-methods approach combined task completion rates, time-on-task records, motivation surveys, classroom observations, and structured reflections to assess engagement and learning outcomes. Engagement was measured through participation tracking and task completion rates, while motivation was evaluated using self-reported Likert scale surveys (1-5). Observational data and teacher feedback provided qualitative insights into student collaboration, problem-solving, and analytical thinking. Data triangulation ensured the validity and reliability of the findings.
Findings: Gamification significantly enhanced student engagement, motivation, and collaboration. Engagement levels increased by 15%, with task completion rates rising from 65% to 83%. Motivation scores improved from 3.3 to 4.2 on a five-point scale, while classroom participation grew by 15%, and student satisfaction reached 85%. Observations revealed that structured argumentation tables and team-based challenges improved problem-solving abilities, fostering analytical thinking and independent learning. Students demonstrated greater autonomy in structuring arguments and applying logical reasoning in coding tasks, highlighting the effectiveness of gamification in computer science education.
Conclusions and Implications: Gamification has proven to be an effective strategy for enhancing student engagement, motivation, and critical thinking in high school computer science classes. The structured integration of game elements improved task completion rates, collaboration, and problem-solving skills. Findings suggest that gamification can serve as a scalable approach to improving learning outcomes, particularly in STEM education. Future research should explore its long-term impact across different subjects and student demographics
Improving Students’ Analytical Writing Skills Through Effective Questioning Strategies in Chemistry Lessons
Get PDFBackground and purpose: This study explores how effective questioning strategies can improve analytical writing skills among Year 11 and 12 students at Nazarbayev Intellectual School of Physics and Mathematics in Uralsk, Kazakhstan. Analytical writing is essential for success in the external summative assessment, which aligns with international CIE Cambridge A-level standards. These assessments require advanced skills in reasoning, evaluation, and writing well-structured responses, areas where students often face challenges. Given the importance of preparing students to succeed in these assessments, the study focuses on addressing skill gaps and fostering the competencies necessary for academic success.
Aims: The study specifically focuses on how effective questioning techniques can enhance students’ abilities to analyse, plan, write well-reasoned conclusions, and evaluate information effectively. The primary objective of this study is to prepare students for the demands of external summative assessments.
Study design or methodology: This study was conducted during 2023-2024 academic year with eight Year 11 students (aged 16-17), through collaboration between Chemistry and English language teachers. Lessons integrated CLIL (Content and Language Integrated Learning) strategies to build subject knowledge alongside analytical writing skills. Data collection included summative assessments, teacher observations, and student feedback to evaluate the effectiveness of questioning techniques in improving student readiness for the external summative assessment.
Findings: The findings demonstrate that effective questioning strategies significantly enhanced students' skills in planning responses, constructing conclusions, and evaluating information critically. These strategies contributed to improved performance in both short-answer and extended-response tasks, which are integral components of the external summative assessment. The approach also demonstrated potential for broader application across all year level to support long-term academic development.
Conclusions, originality, value and implications: This study highlights the importance of effective questioning strategies in preparing students for the external summative assessment. By improving essential skills such as planning, evaluation, and conclusion-writing, the study contributes to the school’s mission of fostering independent learners and critical thinkers. Future work will focus on refining these techniques and providing targeted support for struggling learners, ensuring consistent progress across all year level
Exploring the role of technology in reading comprehension
No full textContext: The research was conducted at the Armenian department of the Tsereteli Public School in the village of Tsereteli, Georgia, where resources are limited to textbooks and mobile devices. The focus was on a small class of five 15-year-old students learning English as a foreign language. Observations indicated that the students struggled with reading skills, prompting an investigation into how technology could support their learning.
Aims: The primary aim was to explore the benefits of using technology, specifically apps like Google Lens and Google Translate, to enhance the reading skills of ninth-grade students. The study sought to understand students' preferences for reading materials, their perceptions of the reading strategies taught, and the overall effectiveness of the technology in addressing their reading difficulties.
Methods: Data collection involved a multi-faceted approach, including a questionnaire with 11 questions to capture learners' opinions, a focus group discussion with the five students to delve into their reading preferences and insights about app usage, and a reflective journal maintained by the researcher to document experiences and observations regarding technology's role in the classroom.
Findings: The findings indicated that the use of technology positively impacted students' reading skills. All participants expressed enjoyment in using the apps, allowing them to translate words independently and improve their comprehension. They preferred reading easily understandable texts, such as short stories and comics, but noted challenges related to vocabulary and complex sentences. Furthermore, students found the reading strategies of skimming, scanning, and predicting to be beneficial and motivating for their skill development.
Implications: The study provides insights into the benefits of integrating technology into reading instruction, illustrating that learners appreciated the autonomy and support offered by the apps. It highlights the importance of addressing vocabulary difficulties and suggests that effective reading strategies can enhance engagement. Other educators might consider similar technological tools and strategies to support students facing challenges in reading comprehension
How can a reciprocal reading model support oracy in a Y7 art class?
Get PDFContext: This study was conducted in a Year 7 (ages 11–12) art class at an independent co- educational school, involving 22 students. The school was participating in a Close-to-Practice (CtP) partnership with Nottingham Trent University. The inquiry aimed to integrate oracy into art lessons by using reciprocal reading, which had previously been explored through staff development focused on reading across the curriculum.
Aims: The research focused on developing students' oracy skills—defined as the ability to articulate ideas and influence others—by expanding their vocabulary and confidence in speaking about art. Specifically, the goal was to understand how a reciprocal reading model could enhance students’ discussions about artworks, with a broader ambition to improve their ability to write critically about art in later years
Methods: The study used reciprocal reading, where students took on roles such as questioner, clarifier, summariser, and predictor during group discussions about Georgia O’Keeffe's art. Data was gathered through students’ journals, audio recordings, informal group discussions, and final collaborative artworks. Creative methods of data collection were inspired by a professional development session on creative research methods.
Findings: Four key themes emerged: the development of technical and reflective vocabulary, increased competency in art skills, greater confidence in expressing opinions, and enhanced skills in negotiation and persuasion. Reciprocal reading enabled students to articulate ideas more effectively, work collaboratively, and make choices regarding their art projects. Challenges included managing lively group discussions and balancing differing ideas within mixed-gender groups.
Implications: The study highlighted the benefits of reciprocal reading in promoting oracy, particularly in a subject like art. It also showed how student-led approaches could improve vocabulary use, collaboration, and creative decision-making. Future research could explore the impact of different group configurations and the application of these methods in other subjects
Development of academic English language skills among 11th grade students in written biology assignments through the use of the CLIL methodology: a Research Lesson Study
Get PDFBackground and purpose: This research aimed to explore the effectiveness of Content and Language Integrated Learning (CLIL) methodology in enhancing academic English language skills among 11th grade students, specifically in written biology assignments. The study aimed to identify effective language instruction strategies that support students' content learning and language development simultaneously.
Aims: The study investigated the effect of CLIL methodology on academic English language skills, specifically vocabulary, grammar, writing conventions, and scientific literacy in biology assignments, aiming to improve students' ability to accurately express scientific concepts.
Study design or methodology: This Research Lesson Study involved 11th grade biology students in a traditional classroom using the CLIL approach. Data was collected through observations and interviews with students, written assignments and analyzed for language proficiency and content accuracy. Teachers from two Nazarbayev Intellectual Schools created special resources to support student learning and language development as a second or third language.
Findings: The CLIL methodology significantly enhanced students' academic English language skills in written biology assignments, resulting in enhanced vocabulary usage, improved grammar, and improved scientific literacy in biology-related concepts, indicating a deeper understanding and language development.
Conclusions, originality, value and implications: The research emphasizes the importance of integrating language instruction within content subjects, enabling students to develop subject-specific knowledge and language proficiency simultaneously. The study provides a practical approach for educators to enhance language education and support students' academic achievement
How to develop Grade 7 learners’ research skills by using a story-based learning approach in English lessons?
Get PDFBackground and purpose: Nazarbayev Intellectual Schools in Kazakhstan strive to develop life skills of youngsters so that they become well-prepared for the challenges they may face when being an adult. A special attention is paid to research skills, as they comprise several crucial abilities necessary for life. This study shows the possibilities of developing students’ research skills in English lessons at a young age, when they are in grade 7.
Aims: The aim of this research is to apply story-based learning approach at the English lessons and to explore how it can help develop learners’ research skills such as making up questions, carrying out interviews, and identifying problems.
Study design or methodology: This is a lesson study research aimed to improve teaching and learning outcomes. The participants of the study were grade 7 students. There were 16 students aged 12-13 from 2 different groups. 4 English teachers observed the lessons and provided feedback. The research data were collected with the aid of surveys, interviews with students and lesson observation. Students’ feedback was also used. All the research methods helped to identify whether students liked the process, what they learned and how stories helped to develop their certain skills. The pre-research data that were collected with the help of a survey helped to identify whether it is appropriate to use the story-based learning approach with grade 7 learners.
Conclusions, originality, value and implications: Stories can be a great source for developing young learners’ research skills. Stories can be efficiently used for creating relevant questions, interviewing each other, identifying the problem and proposing solutions. Progress in language acquisition can be seen both in more able and struggling students. However, this requires a lot of effort and creativity from the teacher because he/she needs to develop activities that are targeted at developing young learners’ research skills
Vocabulary learning difficulties with primary learners
Get PDFContext: The research was conducted in a primary school located in a small village in a mountainous region of East Georgia, where the teacher observed challenges among third and fourth-grade students in learning vocabulary. These challenges were recognised as critical, considering the role of vocabulary in language acquisition and overall student motivation.
Aims: The primary aim of the research was to explore the vocabulary learning difficulties faced by primary learners and to examine the effectiveness of the teaching strategies employed. Specific research questions were formulated to investigate the amount of time learners dedicated to vocabulary study, the methods used for teaching vocabulary, the difficulties students encountered, and the mechanisms in place to ensure vocabulary retention.
Methods: A mixed-methods approach was utilised for data collection, comprising questionnaires administered to students, lesson observations conducted by a colleague, and a reflective journal maintained by the teacher. The questionnaire sought to capture students' perceptions and experiences regarding vocabulary learning, while observations focused on identifying challenges and teaching techniques. The reflective journal documented classroom events and strategies.
Findings: The findings indicated that students spent limited time on vocabulary outside of class, with half of them studying new words rarely. The lessons allocated 30 minutes for vocabulary teaching, primarily using strategies such as flashcards, audio recordings, and visual aids. Common difficulties included pronunciation, spelling, and memory retention, with many learners needing explanations in their native language. The strategies that students found most helpful involved visual aids and direct explanations from the teacher.
Implications: The study highlights valuable insights into effective vocabulary teaching strategies that resonate with young learners, particularly the importance of visual aids like flashcards. It also underscores the necessity for teachers to adapt their methods to address persistent challenges, including the integration of vocabulary recycling and revisiting previously learned words. Engaging in reflective practice and research may also enhance teachers' understanding of classroom dynamics and student needs, fostering professional development