Camtree Digital Library (Univ. of Cambridge)
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A case study of a Hong Kong primary school's online after school pull-out intervention for 'cross-boundary' students
No full textThe Covid-19 pandemic impacted on schools around the world in different ways. In this school, students who are required to cross the border between Hong Kong and Mainland China daily to attend school, known as 'cross-boundary students' were no longer able to do so due to stringent Covid-19 measures and the adoption of Mainland China's 'Zero-Covid policy'. A pragmatic solution to this was the provision of an after-school pull-out intervention for targeted 'cross-boundary' students. Through the case study research, it became clear that the intervention was effective in dealing with students' academic needs, but that very little was done to address their non-academic needs during this time of online classes. The intervention promoted good opportunities for assessment and feedback and interaction opportunities between teachers and students, but less so for student to student interactions
To what extent does the use of metacognitive strategies support Year 12 physics students’ learning of thermal physics?
No full textThermal physics is well-known for presenting conceptual challenges that prove highly resistant to traditional teaching and learning. These challenges often stem from students only developing a surface-level understanding of phenomena, without forming deeper generalisations between concepts. This investigation explores whether the use of metacognitive strategies in lessons (specifically, concept mapping and prompted planning and evaluation of problem solving) may promote Year 12 students to consciously examine their own understanding of concepts and, in turn, develop more coherent and valid knowledge schemata. Results show that, during a five-lesson intervention, students displayed subtle signs of increased use of metacognitive skills, particularly those relating to planning and to linking concepts with prior knowledge. This paper argues that such strategies therefore warrant consideration for inclusion in teachers’ classroom practice, but that significant further work would be needed to prove a causal link to improved student understanding
A critical analysis of the benefits and problems of shifting in and out of mathematical register in a Year 9 class
No full textThis case study examines the differences between mathematical and everyday language, the need for both kinds of speech in the classroom, as well as some of the problems that can occur. Lesson observations, written work and interviews were conducted with the students and teachers of a Year 9 middle-attaining set in a UK comprehensive school. This data is used to explore how teachers switch between registers, the benefits and drawbacks of different translations between registers and ambiguity created by the different meanings of the word “regular”. The study concludes that, while two registers are in play, the boundaries between mathematical and everyday speech are often blurred. This creates a specific set of problems around how to interpret speech in the classroom and how to encourage students’ use of mathematical register
Encouraging creative composition through use of extra-musical stimuli: A critical evaluation of a Year 7 class making programmatic music on GarageBand
No full textDespite its importance in music education, there is a lack of clarity surrounding definitions of creativity and how it can be taught, learnt, and assessed through composition. This investigation follows a case study of Year 7 class at a comprehensive school in Eastern England taking part in virtual and non-virtual lessons. It looks to KS3 to consider how students are creative and compose ahead of their GCSE ventures, and how this is facilitated, with a hope to influence further research and good practice. Findings suggest that the use of extra-musical stimuli is a helpful strategy for encouraging creative composition in the secondary school music classroom, if stimuli are carefully selected and the pedagogical strategies used to help students utilise the stimuli are thoughtfully planned and flexible. Creative process models are evaluated and investigated, with a focus on inspirational moments, but further research is required in this domai
Learning The World As Well As The Story: Applying ‘Worldmaking’ to the study of Greek Literature. A case study with an examination class in a boys’ grammar school
No full textThis study investigates how a teacher might purposefully use historical context to enhance GCSE Classical Greek or Latin students’ first reading experience with classical literature in the original language. I argue that students’ observed tendencies to use whatever pre-existing knowledge they have to comprehend a new text makes it expedient for a teacher to carefully plan what contextual knowledge students should bring to the text. When given the chance to apply a Meaningful Historical Context to their reading, students in this study showed an improved ability to respond to the text’s content and explain how it fitted into its genre
The impact of implementing collaborative learning as means of creating an interactive student-centred learning environment in a Year 10 chemistry classroom in Egypt
No full textThis action research, conducted in a Year 10 chemistry classroom at a British international school in Egypt over three cycles aimed to improve the researcher's own skills and knowledge in creating a student-centred learning environment by introducing more collaborative learning activities. The research was needed because the researcher noticed the detachment of pupils at several points in the lesson: the sessions were becoming similar, with students seeming bored even though the researcher tried to make sure they stay engaged and that different parts of the syllabus are covered using sufficient differentiation. Two new strategies were implemented: think-pair-share and peer assessment. The researcher found the think-pair-share strategy to be useful with the covering new material and peer assessment strategy useful during the revision period
How to use orality as a method/tool/support for formative assessment in station work
No full textBackground: The study focused on the use of stations around which students rotate as a teaching method. The teacher-researchers aimed to explore the effectiveness of this approach in promoting student oracy, engagement, self-regulation, and learning outcomes.
Aims: The primary aim was to investigate the impact of station work on student engagement, learning outcomes and the development of oral skills. They also wanted to examine the effects of different station activities, such as filming and group discussions, on student learning. They sought to understand the role of oral assessments, undertaken in the learning station environment, in promoting student competence and independence. They aimed to gather student feedback on the station work method and assess its impact on motivation and social learning.
Methods: The teacher-researchers conducted a series of research lessons using the station work method. They observed student behaviour, focussing on a group of focal students who were observed and also collected data through surveys and assessment of student work.
Findings: The study found that students expressed positive feedback and enjoyment of the station work method. They reported increased motivation and engagement when their work was assessed. Group discussions and role-playing activities were identified as the most effective stations for learning, while reading and drawing activities were perceived as less beneficial. The teacher- researchers also found that clear frameworks and preparation were crucial for effective station work. They noted the importance of incorporating oral assessments and providing external motivation for students. The study highlighted the need for ongoing reflection and adaptation of station activities to optimize learning outcomes.
Implications: The findings suggest that the station work method can be a valuable approach for promoting student engagement and learning. Teachers can benefit from incorporating oral evaluations and clear frameworks into their classroom practices. The study also emphasizes the importance of preparing students for station work and providing alternative options for those without access to specific technology. The teacher-researchers propose further exploration of orality and mid-term assessments as effective teaching strategies
Developing speaking through song-based activities
Get PDFContext: This study was conducted at La Normal de Los Reyes Acaquilpan, a teacher training school in La Paz, State of Mexico. The participants, aged 18 to 20, were first-year students preparing to teach at elementary schools. Despite the Mexican National English Strategy aiming for bilingual graduates, these students had poor speaking skills due to traditional teaching methods focused on grammar and repetition. Nervousness and fear of ridicule further hindered their willingness to participate in speaking activities.
Aims: The project aimed to improve students' confidence and participation in speaking activities by implementing song-based strategies. The objectives included reducing nervousness, increasing motivation, and encouraging greater participation through controlled and freer speaking practice in pairs and small groups.
Methods: Data were collected through written reflection notes, video recordings, questionnaires, and focus group discussions. The exploratory phase investigated students' attitudes toward speaking, preferred activities, and barriers to participation. The action plan, implemented over six lessons, included pre-teaching vocabulary and pronunciation using phonetic symbols, integrating controlled and freer speaking tasks based on songs, and promoting pairwork and small group interactions.
Findings: Results showed that song-based activities reduced students' nervousness and improved their confidence. Pre-teaching vocabulary with phonetic symbols enhanced pronunciation and familiarity with key sounds. Controlled tasks, such as singing along and discussing song stories, helped students feel comfortable speaking English. Students particularly appreciated using modern pop songs, which they found relevant and engaging. Pair and small group work reduced fear of ridicule, fostered peer correction in a supportive environment, and increased participation. Overall, students reported greater motivation and enjoyment of speaking activities.
Implications: This study highlights the importance of using engaging, student-centred activities, such as songs, to develop speaking skills. Teachers might consider incorporating modern songs to connect with students' interests and designing pair or group activities to create a non-threatening environment. Pre-teaching pronunciation patterns can also build confidence and address specific language challenges for learners
How can I promote meaningful writing?
Get PDFContext: This study took place at Zumpango's Escuela Normal, an urban teacher training college in Mexico. The participants were 20 students, predominantly female, in their late teens and early twenties working towards CEFR A2 level. The focus was on improving their writing skills, an area where students demonstrated struggles, particularly with lexis and auxiliary verbs. Given the importance of making writing meaningful and relevant, the teacher aimed to explore approaches to promote more effective and engaging writing tasks.
Aims: The study aimed to understand what constitutes "meaningful writing" and how it can be promoted in the classroom. Specifically, it sought to identify students' challenges, attitudes, and preferences regarding writing tasks, while also examining the teacher's role in supporting structured, student-centred writing processes.
Methods: Data were collected through student questionnaires, focus group discussions, reflective journal entries, and peer observations. These tools provided insights into students' writing challenges, preferred activities, and feedback on newly implemented strategies. An action plan was developed, including pre-writing activities with explicit grammar and vocabulary focus, individually structured while-writing tasks, and post-writing peer evaluations.
Findings: The findings revealed that pre-writing activities, especially those involving vocabulary and grammar, reduced student frustration and improved their ability to express ideas. Students appreciated being actively involved in task design and the opportunity to present their work to peers. Collaborative peer evaluation increased motivation, although some still preferred group work over individual writing. Challenges included overwhelming vocabulary in pre-writing activities and a preference for familiar writing formats. Students highlighted the value of displaying their work for validation and feedback.
Implications: This study underscores the importance of balancing teacher guidance with student agency in writing tasks. Teachers might consider providing explicit grammar and vocabulary support while gradually encouraging students to design and structure their own writing projects. Displaying students' work and integrating peer evaluation can enhance motivation, engagement, and a sense of accomplishment in the writing process
Addressing issues with grammar
No full textContext: This study took place at the Escuela Normal de Santiago Tianguistenco, a teacher training institution in the State of Mexico. The participants were 25 second-grade students aged 19 to 21, with an English level of A1-A2. The teacher aimed to help students reach B1 level by the end of their program. The focus emerged from difficulties students experienced with grammar, particularly understanding its structure despite using it effectively in practice.
Aims: The research aimed to explore the mismatch between students' ability to use grammar in communicative tasks and their confusion when grammar was formally analysed. Specific objectives included identifying the types of activities used in grammar teaching, understanding students' opinions about grammar instruction, and evaluating their perceptions of the teacher's explanations.
Methods: Data was collected through peer observations, a focus group, and a teacher reflection journal. Peer observation allowed two colleagues to provide feedback on teaching strategies and student responses. The focus group, conducted in Spanish, gathered student opinions on grammar instruction. The journal served to record the teacher's reflections on lesson activities, language use, and classroom dynamics.
Findings: The findings revealed a lack of variety in grammar activities, as the teacher often followed a fixed pattern: example writing, student practice, and group tasks. Students expressed a desire for more diverse activities, authentic materials, and opportunities to recycle knowledge. Group work was beneficial but sometimes hindered weaker students' independence. The intervention incorporated Task-Based Learning (TBL) principles, using authentic tasks, pre-task vocabulary activation, assigned group roles, and self-evaluation rubrics. Students responded positively, appreciating the challenging tasks and connection to real-world contexts. Peer observations confirmed improved participation and understanding.
Implications: This study highlights the importance of learner-centred grammar instruction that encourages active knowledge construction rather than passive rule memorisation. Teachers may benefit from introducing diverse, authentic tasks that link grammar to meaningful contexts while addressing students' prior knowledge. Structured group roles and self-evaluation can foster independence and confidence among learners