Camtree Digital Library (Univ. of Cambridge)
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An action research project exploring ecology in Art & Design with Year 10
No full textDrawing on contemporary ecological theory, this research project explores the extent to which a six-lesson intervention with a class of Year 10 Art & Design students in a maintained secondary school in Cambridge changed their perspectives on ecology and experimentation. The paper begins with a review of the relevant literature at the intersection of art, ecology and education, followed by an outline of the research methodology implemented. The findings are then presented and critically discussed, before conclusions are drawn, with implications for future practice and research. It is argued that working with unorthodox materials and processes in the art classroom can positively affect students’ perspectives of both ecology and experimentation
Developing students’ argumentative skills in ESL lessons
No full textBackground: The rationale of the study is due to the challenge we faced in ESL classes with 8th grade. The problem was that students demonstrated poor-developed skills of reasoning struggling to develop arguments that would prove their viewpoint in speaking and writing. Further, there was little rapport between students as some of them were quite dominant compared to their shyer classmates.
Aims: We aimed to investigate how we could improve students’ argumentative skills in speaking and writing activities in the context of ESL lessons. Further, we wanted to encourage more active collaboration among our students.
Study design or methodology: The research was conducted among 8th grade students over three consecutive English lessons during the academic year. A focus group, which consisted of a group of language teachers, observed these research lessons. We used observation, interview, and survey to collect the data. As research instruments we used questionnaires, scales, check lists, and observation forms.
Findings: The results show that encouraging collaboration and active discussion among students improved their reasoning skills. Further, the class rapport became more friendly and helpful. The teachers’ observation revealed that students’ justification of their opinions became more confident and fluent, currently they analyse information faster and use stronger arguments in speaking and writing.
Conclusions and implications: Collaborative activities proved to be effective methods to improve students’ argumentative skills. Putting students with similar English levels in groups had a positive impact on their learning gains. This lesson study project helped teachers to reconsider how they work on students’ skills development and provided some useful insights on how to organise their collaboration effectively. Further study will focus on the teacher's role in promoting an active collaboration among students in the ESL context
Letting the cat out of the bag: developing and evaluating strategies to promote audiation in the Year 8 pop/rock composition classroom
No full textMany students lack confidence in composition at GCSE, stemming partly from a lack of direction in how to compose at Key Stage 3. Building on Edwin Gordon’s (1989) research, which identifies audiation – the ability to think in sound – as a foundational component of musical creativity, I developed strategies to promote audiation skills in my students and implemented them as part of a pop/rock scheme of work with a Year 8 mixed-ability Music class. There is evidence to suggest that these strategies provided my students with a clear process to follow and that they harnessed audiation as a central tool in creating their final compositions, supporting motivic development and awareness of stylistic conventions. Findings indicate that developing students’ audiation skills holds great promise in improving outcomes and enjoyment of composition at Key Stage 3 and beyond
在小学英语课堂小组讨论活动中提升学生表达技能
Get PDFContext: This study explores how expression skills set out in the Think-Talk Toolkit (TTT) could be used to improve third-grade students' participation in group discussions in an English classroom in Panshi Experimental Primary School, China, against a background of curriculum reform.
Aims: The primary goal is to improve the quality of group discussions and increase student participation in English lessons. The teacher sought to develop students' confidence, encourage the use of English in discussions, and foster critical and innovative thinking by applying TTT expression strategies such as openness and inviting students to express their viewpoints.
Methods: An action research approach was applied over five classroom sessions. The study involved progressively introducing TTT expression skills into group discussions, encouraging students to use a bilingual approach (English and Chinese) to share ideas. Data was collected through classroom observations and interviews, focusing on how students engaged with the group discussion activities and the impact of the TTT strategies on their participation.
Findings: The use of TTT expression strategies, particularly fostering openness and encouraging students to express their viewpoints, significantly increased students' participation in group discussions. Students progressed from passive participation to actively contributing ideas, with some previously very hesitant students becoming much more active. However, students’ low levels of language and lack of confidence meant that the original plan was adapted to focus on reinforcing expression skills rather than progressing to try and introduce critical thinking skills before students were able to meaningfully engage with these.
Implications: Other educators might find that using TTT expression strategies can help increase student participation in group discussions, especially for students at an early stage of learning English. Encouraging openness and active expression can help students overcome barriers like fear of making mistakes, leading to more dynamic and inclusive classroom interactions
Enhancing Communication Skills through Vertical Project Lessons: A Research Lesson Study on Life Competency Development
Get PDFContext: This study was conducted at Laude San Pedro International College, Marbella, Spain, involving a mixed-ability group of Year 3 and Year 5 students. The lesson study took place within the Vertical Project, where students design and lead their own projects, with this cycle focusing on board game creation. The primary aim was to develop students' communication skills as a life competency through structured, collaborative tasks within the project.
Aims: The main goals were to enhance students’ communication abilities, particularly in active listening, turn-taking, and collaborative discussions, as well as to foster these skills as part of a broader life competency framework. The study targeted students’ capacity to apply communication skills in teamwork, especially through specific activities and guidelines to facilitate group discussions.
Methods: The study implemented a series of three research lessons. In RL1, students discussed and created effective communication guidelines; in RL2, they applied these skills in the group design of their board games; and in RL3, they presented their projects. Observations focused on three case students with differing communication capabilities and needs. Teachers used classroom posters and role-playing demonstrations to reinforce communication guidelines. Feedback was gathered through teacher observations and student interviews.
Findings: All students showed progress in communication skills, though the extent varied by individual traits. Active listening, turn-taking, and question-asking improved across the group.. Overall, students found structured practice in communication helpful and engaging, linking it to real-life interactions.
Implications: The study highlights the value of explicitly teaching life competencies such as communication within project-based learning. Observations suggest that structured opportunities for practice, role-play, and feedback can support diverse learners in developing communication skills. Teachers may find that incorporating communication guidelines and structured activities can foster collaborative skills, especially in mixed-ability and multilingual classrooms
Enhancing middle school students' proficiency and engagement in speaking
Get PDFContext: The study was conducted at Tsalenjikha Public School No.2 in western Georgia, which serves around 350 students aged six to 17. Described as having diverse backgrounds and language proficiency levels, the focus was primarily on the speaking challenges faced by middle school students during English language lessons.
Aims: The research aimed to explore students' feelings towards speaking activities in the classroom and the teaching strategies that fostered or hindered their participation. Specifically, it sought to investigate the emotional responses of students when required to speak, the actions taken by the teacher to encourage participation, the feedback offered, and the conditions that facilitated speaking engagement.
Methods: To gather relevant data, the study utilised a mixed-methods approach. This included focus group discussions with six selected students - three high performers and three low performers - questionnaires completed by 18 students to gather quantitative data on their experiences, and lesson observations conducted by a colleague to assess classroom dynamics and teacher-student interactions during speaking activities.
Findings: The findings indicated a varied range of student experiences regarding speaking in class. While some students reported feeling comfortable and enjoyed speaking, others expressed fear, anxiety, and a lack of confidence. The support strategies employed by the teacher had mixed effects, with some students appreciating guided questions and a welcoming attitude towards mistakes, while others felt discouraged to share their thoughts. Feedback provided was acknowledged as constructive but sometimes lacking specificity.
Implications: The study highlights that understanding students' emotional experiences and the teacher's role in fostering a supportive and engaging classroom environment can significantly impact student participation in speaking activities. The findings suggest that aligning speaking tasks with students' interests, providing detailed feedback, and creating a psychologically safe classroom could enhance proficiency and engagement in language learning. Other educators might consider these insights when reflecting on their own teaching practices in similar contexts
Improving students' listening skills
No full textContext: The research is set in a rural Georgian school where students encounter considerable obstacles in learning English due to limited exposure and support. The focus is on understanding the emotional responses and challenges faced by students during listening activities, which hinder their engagement and comprehension.
Aims: The primary aim of the research is to explore the feelings, challenges, and strategies that students utilize during English listening activities. This exploratory investigation addresses three main questions: How do students feel about listening activities? What challenges do they encounter? And what strategies do they use to complete listening tasks?
Methods: A comprehensive investigation was conducted over three weeks using a mixed-methods approach. Quantitative data was gathered through a questionnaire that assessed students' feelings, challenges, and strategies concerning listening activities. Additionally, focus groups involving six students of varied listening abilities provided qualitative insights into their experiences and coping mechanisms during these tasks.
Findings: The findings indicate that students exhibit a range of emotional responses, with a significant number feeling nervous about listening tasks. Common challenges include difficulties with vocabulary, fast speech, and diverse accents, which contribute to feelings of frustration and confusion. Although students employ strategies such as note-taking and pair work, these strategies are often insufficient due to varying levels of comprehension among peers. Many students also resort to passive listening, leading to limited understanding.
Implications: The study highlights the necessity of personalised support and instructional strategies to bolster students' listening skills and confidence. It suggests that targeted vocabulary introduction and the creation of a supportive learning environment can help alleviate some of the identified challenges. Furthermore, fostering collaboration among peers may enhance engagement, indicating an avenue for future exploration and practice in the classroom
Speaking issues in primary classes
Get PDFContext: This study took place in Batumi Public School No.15, where a primary English language teacher investigated the speaking reluctance observed among her students. The school serves approximately 1,000 students from middle-class families. English is taught as a second language, with students demonstrating varying language proficiency from A1 to B1 levels.
Aims: The primary aim of the research is to understand the underlying causes of the students' reluctance to speak in English, despite their knowledge of vocabulary and grammar. The teacher formulated exploratory questions to uncover students' perceptions of speaking activities, their preferences, and the challenges they face during these tasks.
Methods: To gather data, the teacher employed a questionnaire featuring multiple-choice and open-ended questions, completed by 28 fifth-grade students. A focus group discussion provided further qualitative insights. Additionally, classroom observations were conducted over four weeks, allowing a colleague to assess students' engagement and the effectiveness of the speaking activities implemented.
Findings: The analysis revealed that most students enjoy speaking activities; 22 out of 28 expressed positive feelings towards these tasks. While students generally felt confident, some reported confusion and a lack of motivation, particularly concerning debates and discussions. The teacher's supportive feedback was largely viewed as beneficial, contributing to a positive learning environment. However, students expressed a preference for dialogues and role-plays over group discussions, where their reluctance was more pronounced.
Implications: The findings highlight the need for a differentiated approach to speaking activities that caters to students' varying interests and abilities. While dialogues and role-plays can be effective, there is a recognition that expanding the repertoire of activities is necessary for developing overall speaking skills. This study underscores the importance of individualised support and fostering an environment where all students feel encouraged to participate, which may inform best practices among other educators
AI-enhanced Maths: active metacognition and transformative assessment
Get PDFContext: This research was conducted at Saint George's School in Bogota, Colombia, a bilingual private institution emphasising a high-quality, innovative education. The study focused on the challenges faced by 10th-grade students in Mathematics, particularly regarding foundational knowledge and teaching methodologies.
Aims: The primary aim of this research was to enhance students' performance and confidence in Mathematics through the integration of active learning methodologies and artificial intelligence (AI) tools. The study sought to create a more engaging and personalised learning experience, ultimately developing students' metacognitive processes and improving assessment practices.
Methods: The research employed an action-research approach involving surveys, focused group discussions with 11th-grade students, comparative analysis of historical Maths outcomes, and classroom observations. In addition, the Metacognitive Awareness Inventory (MAI) was utilised to measure changes in students' metacognitive awareness. The implementation phase included training for the Maths teacher in using AI platforms, specifically Educo, and a technique known as feedforward to assist students in problem-solving.
Findings: The findings indicated significant improvements in students' confidence and critical thinking following the implementation of Educo. Specifically, 29% of students reported increased confidence, while 61% noted it helped them identify errors in their work. Although statistical analysis showed no significant changes in average final results, a notable 22% increase in approval percentages was observed. Additionally, skills in cognitive regulation demonstrated improvement, suggesting progress in students' metacognitive capabilities.
Implications: This study highlights the potential benefits of incorporating AI technologies into Mathematics instruction to create a more interactive and supportive educational environment. Other educators might learn from the effective use of AI for personalized feedback and metacognitive skill development, emphasizing the importance of ongoing teacher training in technology integration. The results demonstrate a need for responsive teaching practices that evolve with students' needs, particularly in Mathematics education
Finding your voice: A critical investigation, using approaches drawn from action research, into the use of dialogue and discussion to support A-Level students’ production of sophisticated academic writing
No full textBackground and purpose: A-Level Literature students’ constant use of structured scaffolding techniques had resulted in limited analysis and exploration in their academic writing.
Aims: This study investigates the use of dialogue and discussion to support A-Level Literature students’ production of sophisticated academic writing.
Methodology: My investigation draws upon approaches from action research, using McNiff’s (2016) ‘action-reflection’ model. This research consists of a two-phase enquiry, with the initial phase investigating students’ experience of the teaching of academic writing throughout secondary school, and the second phase entailing the crafting of a lesson intervention to investigate the impact of dialogic teaching strategies in the teaching of academic writing. A qualitative methodology which is underpinned by a constructivist ontology and interpretivist epistemology adheres to the personalised nature of academic writing and dialogic strategies.
Findings: The 15 Year 12 Literature students involved in the study, recalled their experiences of the teaching of academic writing throughout secondary school as involving predominantly teacher-led lessons and an overwhelming use of structured scaffolds. This influenced students’ attainment as they struggled to craft coherent arguments and explore their ideas, in addition to stifling their confidence and independence. Through the second phase of my action research investigation, promising evidence emerged that dialogue and discussion has the potential to transform students’ attitude towards academic writing. 80% of students in the research group saw their grades increase or remain within the A-A* bracket as a result of the dialogic intervention. The intervention granted students the confidence and independence needed to explore texts critically and creatively through the means of academic writing, thus creating ‘informed, personal responses’ (AQA, 2021). These findings have been summarised in ‘The Maximus Model of Academic Writing’ (Model 2).
Conclusions, originality, value and implications: This study indicated the need to move away from structured scaffolds in the teaching of academic writing, particularly in the KS5 classroom. Dialogic strategies offer a promising alternative, by inviting detailed analysis and exploration by encouraging students to share their ideas and perspectives, while considering those of their peers. This approach allows for complex thought and personalised scaffolding, thus aiding in the development of written composition