Camtree Digital Library (Univ. of Cambridge)
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Confidence vs Correctness: a study of how assessment for learning (AFL) impacts confidence and attainment in a Year 10 chemistry class studying Collision Theory
No full textThe interrelationship between secondary school student confidence and attainment in science is a phenomenon that has been well documented by the science education community. The purpose of this action research intervention was to acquire an in depth knowledge of the relationship between self-confidence and academic attainment, and to explore the impact that a confidence based assessment for learning (AFL) could have on student self-confidence and attainment in science. The study was implemented during a five lesson sequence on Collision Theory with a representative top-set Year 10 class. A review of the literature indicated that a significant correlation exists between assessment, student self-confidence and attainment. The analysis of the results of the impact of confidence based AFL showed that the confidence of each of the students in the science classroom is significantly increased, yet altogether each student’s attainment remains similar. Further analysis using a questionnaire suggested that students with the lowest confidence levels in science could in fact experience the greatest increase in their self-confidence in assessments through the use of regular confidence based AFL
Complementing and supplementing the Learning Management System (LMS)
Get PDFContext: This study was conducted at Escuela Normal de Atlacomulco in the State of Mexico with a group of 17 students aged 18-20 years at CEFR B1 level. The students aimed to achieve B2 certification. They worked with a Learning Management System (LMS) integrated with their textbook for self-study. While students were motivated and adept with technology, they struggled to complete LMS activities independently, leading to reliance on the teacher for support during sessions.
Aims: The research aimed to explore how to complement and supplement the LMS to enhance its effectiveness in consolidating classroom learning. Gabriel sought to address student difficulties, improve their confidence and engagement, and provide meaningful support before, during, and after using the LMS.
Methods: The teacher used a student questionnaire, a focus group, and a reflective journal to gather data. The questionnaire assessed student experiences and challenges with the LMS. The focus group offered deeper insights into their perceptions and needs, while the journal allowed Gabriel to document his reflections on the process.
Findings: Students found the LMS useful for receptive skills but lacked sufficient practice in productive skills and vocabulary. They mostly used the LMS only during supervised sessions. The teacher observed that his students required more support to manage the platform effectively, particularly for grammar and vocabulary.
Implications: The teacher implemented strategies including brief reviews before LMS sessions, incorporating online forums for productive skills practice, and introducing personalised vocabulary banks. These actions improved student performance and confidence. However, conducting both forums and oral discussions in a single session was found to be overly demanding. Teachers might learn from this example to balance LMS use with supplementary activities that address specific learning gaps and to provide targeted pre- and post-session support
Using worksheets to teach vocabulary
Get PDFContext: The study took place in a poorly resourced primary school in Hermosillo, Sonora, Mexico, where an English teacher explored the use of worksheets to teach vocabulary to a mixed-age class of 18 first graders. Many students faced interruptions in education due to personal challenges, and the class met three times a week. Despite limited literacy and English skills, students were eager to learn.
Aims: The research sought to investigate the effectiveness of worksheets in supporting vocabulary learning. Four guiding questions explored the teacher's objectives in using worksheets, students' perceptions of them, the activities included, and the effectiveness of the worksheets in complementing the textbook.
Methods: The teacher used lesson plan analysis, a reflective journal, and informal student interviews. Lesson plans were reviewed with colour-coded annotations, journaling was used to capture immediate post-lesson reflections, and 12 students were individually interviewed in Spanish to ensure honest feedback.
Findings: The teacher discovered that worksheets primarily served to teach vocabulary rather than the anticipated focus on writing or speaking. Students enjoyed the worksheets but had varying understandings of their purpose, with some associating them with colouring and drawing. Common activities included cutting, gluing, colouring, and tracing. Adjustments to worksheets, such as adding images and simplifying formats, helped students learn between three and five new words per lesson. Students favoured hands-on activities like cutting and gluing, although some struggled with matching tasks due to literacy challenges.
Implications: This study highlights the value of reflective teaching and incorporating student feedback. Other educators might consider focusing on the alignment between worksheet activities and learning objectives, simplifying tasks to support varying literacy levels, and using consistent formats to save time. Encouraging student input can also guide refinements in teaching materials
How do physics students respond to a more dialogic approach?
Get PDFBackground and purpose: Physics is a subject where many groups are under-represented, and is rarely taught in a way that allows students to engage with collaborative, creative problem-solving. Many programmes, including interventions I run, have been developed to address the first issue. However, they have little emphasis on the underlying critical and analytical skills needed to engage with complex, novel ideas.
Aims: This inquiry focused on the ideas of educational dialogue and collaborative learning highlighted in the T-SEDA pack. I focused on the categories “Build on ideas”, “Challenge”, and “Make reasoning explicit” as these are missing in many Physics lessons. I aimed to encourage Exploratory Talk, defined as a challenge occurring which leads to further discussion, which would show students were engaging with others’ ideas.
Study design or methodology: Eight Year-11s from a state-school in Northwest England took part in two remotely-run discussion activities around novel topics. Being able to identify constructive dialogue between students, with little prompting, would show students had engaged in exploratory talk. To measure this, I coded the transcript using T- SEDA guidelines and gave a follow-up interview.
Findings: Students’ engagement was good; during 41.5mins and 168 turns of discussion, students spoke for 21.3mins over 77 turns, there were 28 counts of making reasoning explicit, and 10 counts of building on ideas. In the interview, students were unanimously positive and their feedback suggests they understood the session aims and felt they supported their learning.
Conclusions, originality, value and implications: This inquiry suggests students targeted by our Outreach activities view a more dialogic approach positively and benefit from it. To develop this, a larger number of students will take part in similar sessions to determine whether this is more generally true. Sessions will be structured with the aim of teachers continuing elements of this in their own practice
Exploring teaching strategies to promote mathematical resilience in a Year 10 set 4 mathematics class
No full textMany students experience the phenomenon of mathematical anxiety when approaching mathematics inside and outside the classroom. Literature suggests that mathematical anxiety may be reduced through the development of mathematical resilience. However, few studies have considered how to develop such a characteristic. This piece of action research suggests that mathematical resilience can be developed through the introduction of teaching strategies which encourage student discussion and collaborative work. Several strategies were introduced and evaluated whilst teaching a middle-set Year 10 mathematics class at an all-girls school. This study has shown that mini whiteboard work, question tickets, matching activities and confidence-building starters are particularly useful tools. The success of such teaching strategies being applied elsewhere will rely upon the presence of a positive learning environment as well as the regular recognition of what it means to be mathematically resilient
Using rubrics to peer evaluate oral production
Get PDFContext: This study took place in Toluca, State of Mexico, in a sixth-grade English class with 35 students aged 12, at CEFR A2 level. The students participated actively and were attentive during two weekly 50-minute English lessons. The teacher focused on improving the use of rubrics for peer evaluation of oral production tasks.
Aims: The research aimed to explore the effectiveness of rubrics for peer evaluation of oral tasks. Specifically, the teacher sought to understand the importance of rubrics, students'perceptions of the rubric format, and their opinions on using rubrics for peer evaluation.
Methods: Data were collected through a student questionnaire, reflective journaling, and material analysis. The questionnaire, administered in Spanish and anonymously, gauged student opinions and feelings. The journal captured the teacher's observations and reflections on peer evaluation processes. Material analysis assessed the completeness and accuracy of rubric use by students.
Findings: Most students felt comfortable or confident using rubrics, attributing this to their clear format and simplicity, though some initially found the criteria confusing. Students overwhelmingly considered rubrics important and effective for evaluating oral tasks, with a preference for the redesigned version, which featured clear instructions, eight criteria, and a scoring system using faces and numbers. The new format resulted in more complete evaluations, greater student independence, and improved confidence during peer assessment.
Implications: The findings underscore the benefits of involving students in evaluation processes and refining tools based on their feedback. Teachers might learn from this approach to simplify evaluation criteria, provide clear instructions, and design formats that enhance engagement. This study illustrates how peer evaluation, when well-structured, can foster active participation and meaningful feedback in language learning
Culturally based activities in the English classroom
No full textContext: This study was conducted in a semi-rural secondary school in Cuencamé, Durango, Mexico, focusing on a second-grade group of 38 students aged 13-14 with a beginner level of English. The teacher aimed to explore the impact of culturally based activities, which she had been incorporating into her lessons to introduce English-speaking cultures and enhance language learning. Students were motivated but had limited exposure to diverse cultures due to socioeconomic constraints.
Aims: The research sought to understand how culturally based activities could involve students in learning English while introducing cultural aspects. The teacher also aimed to assess the effectiveness of these activities in teaching vocabulary and expressions, promoting engagement, and addressing students' perceived disconnection from the language.
Methods: The study employed a student questionnaire, a digital journal, a recorded lesson observation, and lesson plan analysis. These tools gathered feedback on students' perceptions, documented the teacher's reflections, analysed classroom interactions, and evaluated the integration of cultural content.
Findings: The study revealed that students found culturally based activities engaging, describing them as "pleasant" and "interesting." Students appreciated learning common phrases and cultural facts but felt they needed more vocabulary and extended time for activities. Observations highlighted the relevance of everyday expressions and students' active participation. Challenges included insufficient vocabulary support and limited time to consolidate learning.
Implications: The teacher implemented changes, including dedicating entire lessons to cultural content, increasing vocabulary from 5-7 to 8-10 items per lesson, and using flashcards for reinforcement. These adjustments improved student confidence and participation while making activities more effective and enjoyable. Teachers might learn from this approach to integrate cultural content into the curriculum while focusing on vocabulary and practical expressions to enhance engagement and comprehension
Closing activities
Get PDFContext: This study took place in a rural elementary school in Buenavista, Jilotepec, Mexico. The teacher focused on her sixth-grade class of 20 students aged 11-12 with a basic level of English. Students attended English lessons three times a week for 45 minutes. The teacher aimed to address her students'difficulty in retaining knowledge from previous lessons and her struggles with low engagement during closing activities.
Aims: The research aimed to explore and improve the effectiveness of closing activities in helping students reflect on and retain their learning. Specifically, it sought to understand the objectives of these activities, how they promoted reflection, and students' perceptions and engagement during this part of the lesson.
Methods: The teacher used a student questionnaire, peer observations, and a reflective journal. The questionnaire, administered in Spanish, explored students' feelings, preferences, and perceptions of closing activities. Peer observations provided external insights into classroom behaviour, and the journal captured the teacher's reflections on the activities and students' responses.
Findings: The research revealed that students viewed closing activities as primarily for setting homework, with little connection to reflection or learning consolidation. Many students found these activities either boring or confusing. A majority expressed a preference for games and pair work, while others valued opportunities to write notes. The teacher discovered that her methods often excluded many students from reflecting and that her own objectives for closing activities lacked clarity.
Implications: The teacher implemented two strategies: a 'thinking dice' activity for pair-based reflection and learning journals for individual writing. Both tools successfully engaged students, promoted reflection, and catered to different learning preferences. Teachers might learn from this example to design closing activities that combine interactive and introspective elements, allowing students to consolidate learning effectively within a short timeframe
Investigating the Effect of Using Modern Language Vocabulary Teaching Strategies on the Recall and Application of Scientific Vocabulary with a Year 7 Class: A Case Study Proposal
No full textVocabulary is essential to understanding and participating in scientific discourse and is therefore integral to learning science. Science teaching,however, has a notable lack of explicit vocabulary teaching. Scientific teaching may benefit from using the vocabulary teaching strategies that can often be observed in modern language teaching. Strategies observed in the modern language classroom have been adapted for scientific vocabulary teaching in this case study proposal. Improvements in the recall and application of scientific vocabulary following the intervention would suggest that the strategies are beneficial to scientific learning. Such results would encourage further research that could investigate whether the strategies could help to close the attainment gap that exists between the socially advantaged and disadvantaged. Further research would be shaped by considering students’ perceptions of vocabulary learning
Using my own videos to teach vocabulary and grammar
No full textContext: This study was conducted at a public secondary school in Tlapanaloya, Tequixquiac, State of Mexico. An English teacher focused on his Grade 1A class, which included 36 students aged 11-12 at CEFR A1 level. Students were enthusiastic learners, attending three one-hour English lessons per week. He explored the use of his own instructional videos for teaching vocabulary and grammar.
Aims: The research aimed to evaluate the effectiveness of the teacher's self-created videos for enhancing student understanding of vocabulary and grammar. It sought to determine students' perceptions of the videos, their usefulness in learning, and areas for improvement.
Methods: The teacher used a student questionnaire, a video journal, and video analysis. The questionnaire, written in Spanish, gathered feedback on video content, clarity, and presentation style. The video journal captured the teacher's reflections on his goals and teaching process, while video analysis evaluated specific features like visuals and pacing.
Findings: Students appreciated the videos, finding them interesting and helpful for understanding and retaining vocabulary and grammar. They suggested improvements, including using more visuals, speaking more slowly, and incorporating more Spanish explanations.The teacher implemented these suggestions by creating new videos with detailed outlines, additional images, slower pacing, and clearer bilingual explanations. Students responded positively to the changes, noting improved clarity and usefulness. Video analysis confirmed the successful integration of these modifications.
Implications: This study highlights the potential of teacher-created videos as an engaging tool for language instruction. Teachers might learn from this approach to actively seek student feedback and adapt content accordingly. Incorporating bilingual explanations and pacing adjustments can cater to students' varying language levels, while using visuals enhances comprehension