Camtree Digital Library (Univ. of Cambridge)
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人工智能与新技术在《计算机建筑制图》课程中的应用与实践 Applications of artificial intelligence and new technologies in a computer-aided architectural drawing course
Get PDFContext: The study explores the integration of artificial intelligence (AI) and emerging technologies in the Computer-Aided Architectural Drawing course for undergraduate students specializing in architectural heritage at the School of Archaeology and Museology. Traditional methods, focused on software tools, have become outdated due to rapid technological advancements. The course reform addresses the need for updated teaching methods and content to better align with modern industry demands, particularly in heritage preservation and architectural archaeology.
Aims: The primary aim is to enhance the teaching content and methods by incorporating AI and technologies such as VR (Virtual Reality), 3D printing, panoramic photography, and visualization tools. Specific goals include improving teaching efficiency, increasing student engagement, and connecting course content to practical applications in real-world projects, such as heritage protection and architectural design.
Methods: The revised course design adds new components alongside traditional software training. Key technologies include Twinmotion for architectural visualization, VR for immersive learning, photography-based 3D modelling, panoramic photography, and Stable Diffusion for AI-generated graphics. Teaching combines lectures, hands-on practice, VR lab sessions, and practical applications like 3D printing. Hardware and software upgrades ensured compatibility with the new tools.
Findings: The implementation showed significant improvements in teaching outcomes. Students developed practical skills in architectural visualization, 3D modelling, and AI-assisted drawing, applying their knowledge to real-life projects such as campus heritage preservation. Engagement levels increased, with some students investing in personal hardware for independent learning. The cross-application of technologies, such as VR and 3D printing, enriched students' understanding and interest in modern tools, fostering proactive exploration of new technologies.
Implications: The study demonstrates that integrating AI and emerging technologies can transform technical courses, enhancing student engagement and aligning learning with practical applications. Teachers in similar fields might find value in incorporating interactive tools like VR and AI to create immersive and future-ready learning environments
Assessment for Thinking: Fostering Critical Thinking through Formative Assessment
No full textContext: This study investigates the potential of formative assessments (FA) to develop 21st- century critical thinking skills in learners. Conducted at an urban school in India, the research focused on Grade 12 students transitioning from a national to an international curriculum. The context highlighted a pedagogical shift required for fostering learner attributes like autonomy, reflective thinking, and intellectual courage, often constrained by traditional teaching methods and assessment practices.
Aims: The inquiry aimed to explore how FA, viewed as "Assessment for Learning," could promote critical thinking by embedding it in teaching and feedback practices. The research sought to challenge prevailing perceptions of FA as merely evaluative and instead position it as an integral process to cultivate autonomy and higher-order thinking skills among students.
Methods: The research employed a structured lesson using the RSQC2 model (Recall, Summarise, Question, Connect, Comment) to engage learners critically with a poem by Maya Angelou. Data collection included qualitative analysis of student work samples, a feedback form, focus group discussions, and observations. Intellectual traits and reasoning elements from the Paul-Elder framework were used as indicators of critical thinking, alongside student self- assessments and peer feedback.
Findings: FA embedded within the lesson effectively fostered intellectual traits such as autonomy and humility, with structured and unstructured feedback cycles enhancing metacognitive awareness. Variations in critical thinking skills were noted across ability levels, and while tasks like framing questions and peer evaluations supported deep learning, some students required more scaffolding. The study revealed that task design and expectations significantly influenced learner engagement and critical thinking development.
Implications: The findings suggest that integrating FA as part of classroom practice can nurture critical thinking skills by shifting focus from product-oriented assessments to process-level feedback. Educators may benefit from creating more opportunities for short-cycle feedback and fostering collaborative and reflective learning environments. Insights from this study emphasize the importance of aligning task design with intellectual traits to promote learner autonomy and self-directed inquiry
A Three-Stage Application of the "Agreement" Strategy: Transformation of Teacher and Student Roles in a 10th Grade Physics Classroom
Get PDFContext: This study focuses on the teaching of physics concepts related to energy in a Year 10 classroom, highlighting the challenges students face in understanding these abstract concepts. The classroom environment is structured to encourage group collaboration, allowing students to engage freely with their peers. The teacher adopts a discussion-oriented teaching style, providing ample time for students to work through problems on tablets, facilitating deep engagement and dialogue.
Aims: The research aims to explore how the implementation of the 'agree' strategy can enhance students' understanding of abstract concepts in physics. It is specifically interested in analysis of student interactions in the classroom to determine how these strategies can foster a more inquiry-based, student-centred learning environment, ultimately shifting the role of both students and teachers in the dialogue process.
Methods: The study employs qualitative observation methods, capturing classroom dialogues, conducting follow-up interviews with students, and assessing student performance through test questions. A coding system is used to categorize various types of interactions that occur during the lessons, such as teacher questions, student-to-student queries, and instances of agreement or disagreement among participants.
Findings: Over the course of four lessons, the findings indicate an evolution in student interactions. Initially reliant on teacher-led dialogues, students gradually develop the ability to engage with one another in agreeing on concepts using the implemented strategies. By the third lesson, discussions became more peer-driven, with students actively questioning and affirming each other's insights, revealing a marked shift from passive responses to independent inquiry and verification.
Implications: The study illustrates the potential of the 'agree' strategy within physics education, highlighting methods that resulted in enhanced critical thinking and collaborative discussions among students. This research contributes to understanding how structured dialogue frameworks can transform student-teacher dynamics and encourage deeper comprehension of complex subjects, paving the way for further inquiries into similar pedagogical methods in the teaching of other scientific topics
Speech, Language and Communication: Universal and targeted approach
Get PDFContext: This action research project was conducted in an alternative provision secondary school to address the needs of students with speech, language, and communication needs (SLCN). Recognising the high prevalence of SLCN in the setting, the study aimed to implement a whole-school universal approach, supported by a targeted referral pathway for more complex needs.
Aims: The primary aim of this action research is to develop and evaluate a structured approach to support students with SLCN. This involves refining a research question through iterative cycles of planning and review, ultimately leading to improved strategies and processes in the school environment for both staff and students with SLCN.
Methods: The research employs an action research cycle methodology, which includes continuous cycles of planning, implementation, and review. Ethical consent has been obtained to ensure anonymity for participant data. Staff training and questionnaires were utilised to assess confidence levels in SLCN strategies, gather training needs, and evaluate the perceived effectiveness of training initiatives.
Findings: Staff confidence in identifying and supporting SLCN improved, with 86% attending training and 70% reporting confidence in planning for SLCN. However, inconsistencies in practice and a lack of resources remained challenges. Staff valued practical training and requested more targeted support, especially for teaching assistants. The introduction of learning maps, a referral pathway, and a whole-school checklist helped embed consistent strategies.
Implications: The findings suggest that a consistent whole-school approach, including effective resource sharing and dedicated support for SLCN, may enhance the educational experience for these students. The study also highlights the importance of ongoing training for staff and the need for strategies that promote a vocabulary-rich environment. Other educators may consider similar structured frameworks to address SLCN in their contexts while remaining cognizant of the unique challenges presented in identifying and supporting these need
Teacher Feedback
Get PDFContext: The research focuses on enhancing the effectiveness of feedback for learners with special educational needs and disabilities (SEND) within an inclusive educational framework. This action research project was conducted in a specialist secondary school for pupils with autism and moderate learning disabilities (MLD), many of whom also have social, emotional, and mental health (SEMH) needs. All pupils have Education, Health and Care Plans (EHCPs).
Aims: The primary aim of the action research is to develop a more structured approach to student feedback, emphasising the necessity of allocating time for feedback, modelling responses, and ensuring discussions are centred around learning objectives. The iterative project focussed on how feedback practices could be adapted to improve pupil engagement, confidence, and academic outcomes.
Methods: The research was organised into two action research cycles, with an evolving research question based on insights gained from initial study phases. Ethical consent was secured from all participants for the anonymised dissemination of data. The first cycle involved planning, implementing, and reviewing components of the feedback process, while the second cycle further explored and adapted strategies based on earlier findings.
Findings: The findings indicate that effective feedback for learners requires careful consideration of how responses are communicated and the involvement of students in discussions about their learning. It was noted that structured feedback sessions, which allocate dedicated time for engagement and modelling, can enhance the overall learning experience for these learners.
Implications: The study provides valuable insights into the specific strategies that may improve feedback for students with SEND. Other educators working with similar populations might learn from the collaborative approaches and structured feedback mechanisms developed in this research, potentially enabling them to adapt their own practices to better serve diverse learners in their classrooms
Transition: For young children with autism
Get PDFContext: The study examines the transition process for young children with autism, specifically within the context of a mainstream primary school. It highlights the significance of understanding the multi-faceted nature of transition, which can be seen as moving in, moving through, and moving on, to effectively address the inclusion of children with special educational needs and disabilities (ISEND).
Aims: The primary aim of the research is to investigate how the theory of transition can serve as a framework for planning the educational journey of young children with autism. By exploring the different stages of transition, the study seeks to enhance the understanding and implementation of effective transition strategies tailored for this demographic.
Methods: The research adopts an action research approach, which involves cycles of planning, acting, observing, and reflecting. The study is divided into two cycles, each focusing on incremental refinements of the research question and methodologies based on previous findings. Ethical consent was obtained from participants to ensure anonymity in the data presentation.
Findings: The pupil responded positively to structured activities, including visual aids and one-to-one sessions. These interventions helped the child express concerns, build relationships, and feel safe in the new environment. The transition was smooth, and the pupil demonstrated increased confidence and engagement. The study also highlighted the importance of early planning, parental involvement, and staff collaboration.
Implications: The insights generated from this research may inform practitioners about the relevance of structured transition frameworks in supporting young children with autism. Other educators might consider exploring similar frameworks for planning transitions, as the study illustrates the potential benefits of carefully planned approaches tailored to individual needs. The systematic analysis could encourage further exploration and adaptation of transition practices in various educational contexts for children with special educational needs and disabilities
School Council Advocacy
Get PDFContext: The study focuses on the implementation of School Councils in a mainstream primary educational setting, specifically addressing the necessity for proportional representation of children on the Special Educational Needs and Disability (SEND) register. It highlights the importance of advocacy training for all children involved in the School Council, suggesting that the decision-making process is more critical than the decisions themselves.
Aims: The research aims to understand and enhance the engagement of children with SEND in School Councils. It seeks to refine the decision-making process and empower these children through advocacy, ultimately contributing to a more inclusive educational environment.
Methods: The research adopts an action research approach divided into two cycles. The first cycle includes the formulation of a research question after reviewing pertinent literature and planning for implementation. Each participant's ethical consent was obtained for anonymous data publication. This cycle is followed by a review phase to evaluate outcomes. The second cycle builds upon the first, incorporating insights gained and applying them to further refine methods and practices.
Findings: The findings indicate that effective advocacy training and proper representation in School Councils can significantly impact the involvement of children with SEND. The study reveals that enhanced decision-making skills among these children lead to more meaningful participation in school governance, thereby fostering an inclusive school climate.
Implications: Other educators may consider how inclusive practices in School Councils can empower children with SEND, facilitating their active involvement. The insights from this study underscore the value of advocacy training and proportional representation, which could inspire similar initiatives in different educational contexts to enhance inclusivity and empower all students
Person-Centred Planning: A focus on physical impairment (Talking Mats)
Get PDFContext: This case study, conducted in a primary school setting, focuses on the use of a Pupil Voice tool, specifically Talking Mats, aimed at enhancing the participation and communication of children with physical disabilities during person-centred reviews related to their immediate and lifelong activities. Ethical considerations were prioritised throughout the research process, with measures taken to ensure anonymous publication of participant data.
Aims: The primary aim of the research is to investigate how Pupil Voice tools can facilitate improved communication and self-expression among children with physical impairments. The study emphasises the importance of person-centred planning in educational reviews, with a particular focus on the lives and needs of students with disabilities.
Methods: The action research was structured in cycles, beginning with an initial phase where literature reviews informed the development and refinement of the research question. Subsequent steps involved planning and implementing the use of Talking Mats in individual reviews, collecting data, and analysing the conversations that emerged. Ethical consent for participation and data use was obtained from all participants involved.
Findings: The research results indicate that the use of Talking Mats significantly enhances the ability of children with physical disabilities to articulate their thoughts and preferences during person-centred reviews. The findings suggest that this tool allows for deeper engagement and a more accurate representation of the children's perspectives regarding their activities and future aspirations.
Implications: The findings of this study may offer insights for educators and school staff working with children with special educational needs and disabilities. The use of Pupil Voice tools like Talking Mats could promote a more inclusive educational environment, allowing for better communication and understanding of students' needs. Other educators may consider adopting similar strategies to foster an inclusive approach in their practice, potentially leading to enhanced student empowerment and participation in their educational journeys
Empowering Self-Leadership and Social-Emotional Growth Through Drama: A Life Competencies-Focused Lesson Study in a Bilingual Grade 7 Curriculum
Get PDFContext: This lesson study was conducted at Mile Bilingual School in Milan, Italy, focusing on developing life competencies among a Grade 7 class of 20 bilingual students during drama lessons. It was part of a broader initiative by ISP to integrate essential life competencies into the curriculum.
Aims: The primary goal was to foster self-leadership and interpersonal skills within the curriculum, allowing students to enhance their well-being, build confidence, and develop social-emotional skills. The project originally planned for three lessons ultimately required more sessions to fully address the complexities of the themes involved.
Methods: Ground rules for respectful dialogue were established to create a supportive learning environment. A diverse array of teaching methodologies was implemented, including discussions, debates, reflective activities, and role-play exercises, as a part of a sequence of research lessons.
Findings: The lesson study revealed that students engaged positively in discussions and role-plays, showcasing their understanding of well-being and leadership. Case students displayed varying levels of confidence and capability in articulating their learning, with insights gained from group interactions indicating personal growth. Reflective practices including post-lesson interviews confirmed that the activities helped students develop applicable life skills and fostered an enjoyable learning atmosphere.
Implications: The outcomes suggest that integrating life skills such as self-leadership and interpersonal dynamics into the curriculum can enhance student engagement and personal development. Future projects may benefit from extended time for exploration and reflection, emphasizing the intertwined nature of life competencies and subject knowledge. The study highlights the potential for enriching students' academic experiences through innovative teaching approaches that address both academic and personal growth
Integrating Differentiated Instruction with Multiple Intelligences
Get PDFContext: The research was conducted at an international school in India utilizing the International Baccalaureate curriculum, which prioritizes inquiry-based learning and critical thinking. The diverse learner population comprises individuals from various cultural and academic backgrounds, necessitating differentiated instruction to cater to their unique strengths and challenges. The focus was on Grade 7 Mathematics assessments which require learners to apply and communicate mathematical concepts effectively.
Aims: This inquiry aimed to discover how to enhance learning by integrating Differentiated Instruction with Gardner’s model of Multiple Intelligences. The primary objective was to create educational pathways that accommodated the diverse needs of learners, fostering deep conceptual understanding and preparing them adequately for forthcoming assessments.
Methods: The study employed various instructional strategies, including the RAFT (Role, Audience, Format, Topic) technique, and was underpinned by prominent educational theories such as Piaget's cognitive constructivism and Gardner's Multiple Intelligences. Classroom observations, mentor feedback, student feedback forms, and collaborative discussions were used to evaluate the effectiveness of implemented strategies.
Findings: Key findings revealed that the integration of Multiple Intelligences facilitated engagement and learning, with learners actively applying mathematical concepts in real-world contexts. The RAFT technique was particularly effective. Class activity results indicated that students were more engaged when given choices in assignments aligned with their strengths. Using structured observation and feedback, it was noted that some students still struggled with participation due to hesitance in sharing their thought processes, indicating the continued need for tailored support.
Implications: The inquiry illustrates the potential of reflective practice in refining teaching strategies. Other educators may find value in using differentiated approaches based on learners' strengths and interests, as well as leveraging multiple feedback methods to enhance student engagement and academic performance. It highlights the importance of continuous professional development and collaborative reflection among educators for effective teaching