Camtree Digital Library (Univ. of Cambridge)
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Can whole class discussion effectively prompt self-reflection on personal opinions? A T-SEDA inquiry in Québec
No full textBackground and purpose: Trial research was conducted to address the need for professional development in dialogic practices among teachers and to explore the implementation of the T-SEDA toolkit in the French-Canadian context, aiming to improve educational dialogue and enhance students' critical thinking skills through dialogue.
Aims: The objective of this research had a dual purpose: first, to improve educational dialogue in Contemporary World classes in Québec, and second, to investigate how the implementation of educational dialogue, supported by the T-SEDA toolkit, could enhance students' critical thinking skills, particularly in the context of taking a position on contemporary world issues in secondary schools.
Study design or methodology: The trial research aimed to study the T-SEDA toolkit's impact on dialogic teaching practices among secondary school teachers in Quebec. Three teachers, selected for their interest in discussion-based activities, willingly participated after being approached by their professional development leader. This paper presents a practitioner study focused on improving critical thinking in Contemporary World classes. Approximately 120 secondary 5 students from a public school north of Montreal participated. The teaching sequence comprised six 75-minute lessons, designed for whole-class discussion and gathering evidence of students' thoughtful consideration of alternative perspectives and potential opinion revision. A worksheet tracked students' initial opinions, interesting discussion points, changes in opinion, and self-reflection, emphasizing the use of T-SEDA's sentence stems.
Findings: While there were no formal metrics in place to assess the effects, the teacher's impressions and recollections point towards improvements in both the quantity and quality of student contributions, as well as their effective use of dialogue. Based on the evidence from student worksheets, it appeared that most students engaged in reflection on the subject, lending support to the potential benefits of educational dialogue in stimulating a reconsideration of their opinions. Students expressed satisfaction with the opportunity to re-evaluate their perspectives and amend their arguments following the discussion.
Conclusions, originality, value and implications: Students found the activity enjoyable and meaningful, leading the practitioner to consider incorporating more whole-class dialogue. Students' engagement and proper use targeted talk moves indicate that dialogue can be taught and can contribute to fostering critical thinking and perspective-taking among students. The adoption of a dialogic approach in the Quebec school system holds potential for substantial benefits and warrants greater acknowledgement and endorsement
The Mini Mind Project 2023-2024
No full textThis poster was presented at UKRI PSF/PRI Event 'Sharing Learning and Success', 17 Jul 2024, University of Sunderland.
Context: The Mini Mind Project, initiated in 2023-2024 and conducted at the University of Sunderland, aims to address the growing need for self-regulation strategies among children, particularly in the aftermath of the pandemic. Recognizing the importance of integrating cognitive, social, and emotional resources into education, the project leverages participatory action research (PAR) to empower teachers and engage school communities.
Aims: The project sought to create a collaborative framework for teachers and schools to develop and implement the Mini Mind approach, which emphasizes positive psychology within the classroom. By involving multiple schools and teachers in PAR, the project aimed to enhance their research skills and facilitate impactful curriculum design that prioritises student well-being.
Methods: The initiative involved training nine teachers from four schools, including a multi-academy trust, in the Mini Mind approach. Teachers received classroom resources, including sets of Mini Mind booklets, and engaged in a structured cycle of planning, action, observation, and reflection typical of action research methodologies. The project also encouraged communication and engagement through dissemination at conferences and publication opportunities.
Findings: The implementation of the Mini Mind approach has resulted in notable improvements in students' self-awareness and communication. Children began using positive psychology language both in and outside classrooms, which has fostered better relationships. Participating teachers have exhibited a heightened awareness of research-related issues in curriculum planning and have started to adopt a research-oriented mindset.
Implications: The findings illustrate that participatory action research is an effective method for engaging schools in addressing their self-identified needs while enhancing teachers' research capabilities. The project underscores the role of funding as a catalyst for enabling schools to derive solutions tailored to their contexts. Moreover, as teachers become more involved in research, they adopt an inquisitive perspective that can lead to further developments in educational methodologies
Unifying school culture through a shared vision: effectiveness of continuous professional development for newly hired teachers
Get PDFContext: The study was conducted in a private international school located in New Cairo, Egypt, established in 2016. It accommodates around 1500 pupils from diverse backgrounds and faces the challenge of creating a unified school culture, particularly for newly hired teachers. The focus is on aligning staff around a shared vision to positively influence pupil outcomes concerning their learning, well-being, and sense of belonging.
Aims: The primary aim of the research is to assess the effectiveness of a Continuous Professional Development (CPD) program, specifically focused on Social Emotional Learning (SEL), in establishing a unified school culture and enhancing the learning environment. The program intends to foster a cohesive vision among newly hired and returning teachers, thereby promoting a supportive atmosphere for the pupils.
Methods: A multi-method research approach was employed, which included informal conversations, surveys of recently hired teachers and pupils, classroom observations, and interviews with other schools' leaders to explore their CPD practices. The sample involved 10-15 newly hired teachers and 20-30 pupils. The data collection emphasized securing participant consent and ensuring privacy throughout the process.
Findings: The research findings indicate that the CPD sessions conducted during the Induction Week were effective in promoting an understanding of the school's culture among new teachers. Feedback from both staff and pupils suggested that integrating SEL into daily school life is essential for fostering better relationships and a supportive learning environment. However, it was noted that heavy workloads could impede sustained engagement with the culture.
Implications: The study demonstrates that a tailored CPD program encompassing all staff members may significantly contribute to a unified school culture. The findings suggest that adopting a multi-level CPD approach addressing staff backgrounds is essential for fostering inclusion and empathy in the school environment. Future actions may include enhancing resource allocation for SEL implementation and establishing Professional Learning Communities to sustain teacher collaboration and growth
以情景剧翻转课堂融入教育管理学的教学实践案例 (A teaching practice case of integrating educational management into the flipped classroom with a sitcom)
No full textBackground: This study aimed to solve teaching problems of the course "Educational Management" for undergraduates majoring in primary education in a university in China. The course content is abstract, and the students' basic knowledge was weak, resulting in low enthusiasm and poor learning outcomes.
Objective: The purpose of this study was to combine the flipped classroom model with the teaching of situational comedy, integrate it into the teaching of Educational Management, realize the diversification of teaching forms, and stimulate students' initiative and interest in learning.
Method: The research subjects were 103 undergraduates from three classes of the 2023 grade of primary education major. The course content was centred on Chapter 5 "School Management" of the textbook "Modern Education Management". Students were divided into groups to write scripts, rehearse and perform scenes related to topics in education management. This study evaluates the teaching effect through classroom observation and anonymous questionnaire survey.
Findings: The teaching of sitcoms effectively condensed complex theoretical knowledge and promoted the improvement of students' innovative thinking and comprehensive quality. There was an increase in student engagement, they were able to take the initiative to learn, and they said that sitcoms made abstract content more lively and interesting. According to the questionnaire survey, more than 90% of students think that sitcom-based teaching was helpful for learning.
Implications: Incorporating sitcom-based teaching into higher education courses such as Education Management is a beneficial practice that helps to stimulate students' interest in learning and improve learning outcomes. This approach can inspire other educators to adopt innovative teaching methods that are tailored to the characteristics of their students. At the same time, in order to ensure the teaching evaluation standards and subsequent learning outcomes, teaching design and practice need to be further improved and investigated
工科基础理论课程教学中学生积极性提升和科研兴趣培养案例 (Students' enthusiasm and scientific research interest in the teaching of basic engineering theory courses)
Get PDFBackground: Theoretical courses in engineering in higher education serve as the basis for professional learning. The content plays an obvious fundamental role. However, in actual classroom teaching, because the course itself is highly theoretical and the content is difficult, it is difficult to mobilize students' enthusiasm, they have low interest in learning, and insufficient attention span, which seriously affects the effectiveness of classroom learning.
Aims: In response to the above problems, Bloom's goal classification theory was used to carry out reform of teaching to address course objectives and motivate students.
Methods: Diversified goals were set and multiple types of challenges and multi-level assignments implemented in the course to engage and motivate students. These included presenting real-world examples, setting practical problems, using learning technologies, and relating the course content to the broader curriculum.
Findings: Students' achievement of course objectives, classroom participation and co-operation activities have been improved, while at the same time, classroom knowledge is further transferred and diffused to stimulate problematic thinking, solve real-world problems by applying relevant knowledge and principles, and exercise multi-dimensional abilities such as application, research, and innovation.
Implications: Classroom teaching reform based on practical applications while addressing academic foundations is an effective way to mobilize students' enthusiasm and stimulate their interest in learning in the teaching of basic engineering theory courses
Why are some students reluctant speakers of English?
Get PDFContext: The research was conducted at LEPL Khashuri Municipality Davit Kakiashvili Public School No.2, which accommodates 363 students from elementary to secondary levels. The school promotes inclusive education and aims to create a safe learning environment. The focus of the research was on understanding the reluctance of sixth-grade students to engage in English speaking activities.
Aims: The primary aim of the study was to explore students' reluctance to speak English during class to identify ways to motivate them and enhance their confidence in participating in speaking activities. Key questions included students' feelings about speaking, the types of activities employed, and the contexts in which they felt comfortable using English.
Methods: Data was collected through a student questionnaire comprising multiple-choice and open-ended questions, classroom observations conducted by colleagues and the school principal, and focus group discussions in Georgian. A total of twelve students participated in the focus groups to provide insights into their speaking difficulties and perceptions.
Findings: The research found diverse emotional responses among students towards speaking English, with most expressing insecurity and shyness. Activities that encouraged peer interaction, such as picture descriptions and dialogues, contributed to a more comfortable speaking environment. Observations indicated that students engaged more actively in small groups and pair activities. While they enjoyed interactive tasks, some reverted to their native language when discussing more complex subjects.
Implications: Insights from this research suggest that structuring lessons with dynamic warm-ups, introducing vocabulary, and utilising cooperative learning techniques can enhance students' speaking engagement. Other educators may learn about the effectiveness of creating a supportive atmosphere that encourages student interaction and confidence. The strategies employed in this study indicate how tailored activities can alleviate anxiety and promote language use among learners
Developing Time-Management Skills with Grade 9 Students
Get PDFContext: The study was conducted at the International St Jude School in San José, Costa Rica, focusing on a group of 16 Grade 9 students aged 15–16, preparing for International Baccalaureate (IB) applications. The students faced challenges with time management and sleep routines. To address this, gamification, collaborative learning, and reflective practices were employed to foster time management and self-leadership skills.
Aims: The research aimed to develop students' abilities to identify and address procrastination, balance time across life domains, and apply effective time management strategies. The specific goals were for students to recognize their time use, create action plans, execute them, and evaluate outcomes, ensuring preparedness for both academic and personal responsibilities.
Methods: Three research lessons were implemented, each with distinct objectives. The first analysed students' time allocation across various life areas using data from Habilmind assessments. The second introduced and explored the procrastination cycle, focusing on its stages. The third session emphasized goal setting (short-, medium-, and long-term), creating schedules, and avoiding procrastination through practical tips. Selected case students with diverse behaviours were monitored for detailed insights.
Findings: Students gained awareness of their time management habits and the procrastination cycle. They identified areas for improvement, established personal deadlines, and reflected on strategies to avoid procrastination. While progress varied among individuals, most students achieved better planning and task completion. Insights revealed that collaboration-heavy projects were more prone to delays, and students lacked intrinsic motivation in some subjects.
Implications: The study suggests that teachers may benefit from modelling time management behaviours and providing explicit instruction on planning and prioritization. Tools like agendas, timers, and goal-setting exercises can be integrated into teaching to support students' self-leadership development. Future lesson designs could further incorporate reflective and applied exercises to enhance internalization of strategies
What can a study of gender enable pupils to see? A theory-seeking case study investigating what kinds of historical learning occur when Year 7 pupils use gender as an analytical lens for understanding the medieval period
No full textThis paper explores the possibilities and challenges of introducing gender history in the classroom. Whilst in recent years, history teachers have pushed for the inclusion of women’s history in the curriculum, very little has been written on gender history. Drawing on works by Olivey (2019,2022) and Benger (2020) on historical perspective, this paper considers how gender as an analytical lens for a historical period might be introduced in the classroom. It also considers what assumptions students have about gender roles in past societies, particularly surrounding the role of women. This case study centered around a four-lesson enquiry, focusing on the lives of two extraordinary women who challenged students’ initial assumptions about gender roles in the medieval period. This paper argues that students had deep misconceptions about medieval gender roles, and that for some, being introduced to these complex historical figures helped nuance their understanding of the medieval world
Developing Collaboration Skills in a Year 10 English Literature Class
Get PDFContext: This study was conducted with a Year 10 high-ability English Literature class at Tenby International School, Setia Eco Hill, Malaysia. It aimed to incorporate interpersonal skills, specifically collaboration, into the curriculum through poetry study, enhancing students' collaborative skills and literary understanding.
Aims: The main goal of the lesson study was to foster collaboration skills in a structured academic setting, enabling students to develop essential life skills while deepening their understanding of literary texts. By embedding collaboration into the study of poetry, the study sought to create a participatory learning environment where students could achieve educational outcomes through cooperative analysis and interpretation.
Methods: Three research lessons (RLs) were conducted with increasing autonomy in collaborative tasks. In RL1, students used a scaffold to guide collaboration, planning a multimedia presentation on To Kill a Mockingbird characters. In RL2, scaffolding was removed to encourage initiative, focusing on poetic techniques and analysis. RL3 involved regrouping students by ability, emphasizing independent collaborative engagement. Student observations and feedback informed adjustments after each lesson.
Findings: The study found that explicit scaffolding was necessary for fostering effective collaboration, as simply assigning group work did not guarantee successful teamwork. Students benefited from guided collaboration tools, as these provided a clear framework that structured their engagement with both the curriculum and collaborative tasks. When scaffolded instructions were removed, higher-performing students exhibited more initiative, while others struggled with effective group interaction, highlighting the varied impact of collaborative frameworks across different student profiles.
Implications: Insights from the study suggest that structured guidance is valuable for teaching collaboration skills, especially in tasks requiring collective problem-solving. Teachers might learn that incorporating frameworks to model collaboration can help students of varied abilities navigate group dynamics more effectively. The findings also indicate that repeated use of these frameworks could gradually foster independent collaboration in students over time
Exploring whether implementing strategies that promote the value of DT increases the uptake at GCSE
No full textIterative research was conducted to establish factors which have contributed to the dramatic decline in the number of pupils selecting GCSE Design and Technology- “a decrease of over 50% since 2011” (Joint Council for Qualifications 2018). The literature review and data collection indicated many factors that may have resulted in the decline of entries within GCSE DT, such as the lack of creativity and real-world problem-solving in Design and Technology projects and the implementation of the EBacc in 2011, which promotes some subjects as more valuable than others. The study intended to address if a ‘values-driven intervention’ would encourage more pupils to study GCSE Design and Technology. The values driven intervention increased willingness to take D&T at GCSE, with a 100% increase in the number of pupils wanting to study DT GCSE