Camtree Digital Library (Univ. of Cambridge)
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Mindfulness – A whole school approach, Rhyl Primary
No full textAim:
The main aim of the development work was to extend the offer of mindfulness sessions to more pupils, staff and parents/carers, to help them learn tools to feel happier, calmer and more positive.
Methods:
The participants included Rhyl Primary School staff, students from Nursery to Year 5, and professionals from other Camden schools. Mindfulness sessions were facilitated by a trained teacher and included concentration practices, emotional self-soothing, calming techniques, kindness and gratitude practices and awareness. A Mindfulness Course and Drop In were offered to staff, and a Colouring Club was offered to KS2 students.
Findings:
The main findings from the Mindfulness Afternoon were that 75% of pupils enjoyed Mindfulness lessons, 85% liked practicing daily, and 30% said it had helped them feel happier at school and home. Staff feedback was 100% positive, reporting improved stress and anxiety.
Implications:
The findings suggest that Mindfulness has had a positive impact on pupils, staff, and parents, helping them to reduce stress and anxiety, feel happier, and be more in the moment. It has also helped them to better manage their emotions and get to sleep
Using Transitions Effectively To Maximise Learning Time
Get PDFAim:
The purpose of the study was to use transition times effectively to maximise learning time and improve the rapid recall of basic number facts in Year 2 children, such as number bonds to 10 and 20 and times tables.
Methods:
The participants were Year 2 students who were taught number bonds to 10 and 20, and times tables of 2, 5 and 10, using chants and rhymes during transition times. The impact of this was measured through tests and informal assessment. The teacher used rhyme and repetition to help the children learn number bonds to 10 and 20, and times tables. They chanted during transition times and took tests to measure progress. The results showed an increase in confidence and accuracy.
Findings:
The main findings of this case study are that using transition times effectively to maximise learning time has had a positive impact on pupil learning and teaching. The children are now able to recall number bonds to 10 and 20 and times tables with rapid recall, and fewer classroom incidents have been recorded.
Implications:
The findings suggest that using transition times effectively can have a positive impact on pupil learning and behaviour
Wrapping up classes
Get PDFContext: In Iquique, Chile, a study was conducted by an English teacher at a large secondary school with over 1700 students, focusing on 11th grade students (15-year-olds). The research explored the effectiveness of wrapping up (closure) activities in English lessons to enhance student learning and retention.
Aims: To investigate the impact of different wrapping-up activities on students' ability to recall and understand the lesson content, aiming to improve the closing stages of the lessons.
Methods: The teacher observed classroom activities, collected student feedback through written exercises in Spanish, and experimented with four different wrapping-up activities: mind mapping, mini-whiteboards, traffic lights, and a learning quiz.
Findings: Mind mapping and mini-whiteboards were the most effective, improving students' recall and understanding of lesson content. The traffic lights and magic bag activities were less effective according to student feedback.
Implications: The study suggests that engaging and interactive wrapping-up activities, such as mind mapping and mini-whiteboards, can enhance students' learning experience and content retention, and that incorporating varied and student-centered closure activities can support effective learning outcomes
Upgrading writing skills
Get PDFContext: In Puente Alto, Santiago, Chile, a teacher addresses writing skills challenges among 9th-grade students (14- to 15-year-olds) from mixed socio-economic backgrounds.
Aims: To explore students' writing difficulties, their perceptions of writing tasks, and to identify strategies for improving their writing skills.
Methods: The teacher conducted informal discussions with other subject teachers, devised student questionnaires, and used classroom observations to collect insights on teaching writing and student engagement.
Findings: A key finding was that while teachers of Spanish and English explicitly taught writing, teachers of other subjects did not do so. Students reported writing topics as uninteresting or irrelevant, feeling rushed through content, and lacking support in vocabulary and expression. Tasks were often not age-appropriate. They expressed a need for more practice and feedback.
Implications: To enhance students' writing skills, it can be important to select age-appropriate and engaging topics, provide scaffolded support, allow ample opportunities for practice and feedback, and adjust the pace of lessons to accommodate students' different learning speeds
Careers Event at Christ Church, NW3
Get PDFAim:
The event aimed to give children the opportunity to learn about a range of careers and gain experience and knowledge to move forward in their areas of interest.
Methods:
The participants were year 5 and 6 children and 25 professionals from a range of local businesses. The event used a range of resources such as PowerPoints, objects, and problem-solving activities to engage the children. Speakers were asked to share their knowledge and experiences, and the children were asked to rank their interests and write down questions.
Findings:
Pupils enjoyed learning about a range of careers and found the interactive activities stimulating. They appreciated the opportunity to engage with professionals and gain insight into the various career paths available to them.
Implications:
The Careers Event had a positive impact on the pupils, as they gained knowledge of a range of career opportunities, asked questions, and interacted with professionals. They also developed their understanding of commitment, focus and drive needed to succeed
Mixing it up': an investigation into the impact of a CLIL approach on the attitudes and attainment of a low-attaining Year 9 Spanish class
No full textThe effects of Content and Language Integrated Learning on lower-attaining students have remained relatively unexplored in the literature, with many studies on CLIL admitting to basing results on students who have been selected in some way. The aim of this paper, therefore, is to look at the effects of a CLIL approach on the attitudes and written attainment of a class of demotivated low-attaining year 9 students of Spanish. A Scheme of work was created, comprising 6 lessons which incorporated aspects of the students’ Geography curriculum; concretely the topic of Latin America. The results showed an almost unanimous improvement in written achievement from before the CLIL intervention to after. In terms of attitudes, there was evidence that some students enjoyed the CLIL lessons, however for the majority, the difficulty of this approach hindered their interest and thus their motivation for Spanish remained unchanged
Improving participation and inclusion
No full textContext:The study is set in a school on Chiloé Island, Chile, focusing on students from grades 5 to 8 (10 to 14 years old) who are part of the Programa de Integracion Escolar (PIE), which aims to enhance inclusion and participation of students with special educational needs.
Aims: To investigate the participation and inclusion of PIE students in English classes, aiming to improve their motivation and engagement through various strategies.
Methods: The teacher employed questionnaires for students and teachers, and reflective journals, focusing on PIE students' perceptions of English classes, their participation, and motivation.
Findings: PIE students felt nervous and preferred group activities that involved hands-on or creative work. They felt awkward when singled out for answers in class. Interventions included more interactive activities and restructured group seating, which led to increased happiness, motivation, and participation among students.
Implications: The research highlights the importance of inclusive practices that consider the feelings and preferences of students with special educational needs. Activities that promote group interaction and minimize spotlighting individual students can enhance their learning experience and sense of belonging
Motivation for self-confidence in English
No full textContext: In Santiago, Chile, an English teacher engages with adult students aged 16 to 60 at a municipal school, addressing their challenges in learning English due to previous educational gaps.
Aims: The study aims to improve students' self-confidence and motivation in learning English, focusing on overcoming fears related to speaking and understanding the language.
Methods: Through questionnaires, reflective teaching practices, and innovative classroom activities like making signs, the teacher sought to identify and mitigate students' apprehensions towards English learning.
Findings: Initial student feedback highlighted significant nervousness and frustration with learning English, particularly concerning pronunciation. Intervention strategies, such as relatable classroom activities and positive reinforcement, led to increased confidence, motivation, and participation among students.
Implications: The study underscores the importance of tailoring English language teaching strategies to adult learners' specific needs, fostering a supportive learning environment, and employing practical, real-life activities to enhance engagement and confidence in language learning
English communication in the classroom
Get PDFContext: In a municipal school in Santiago, Chile, a study was conducted with 24 Grade 7 learners (13-year-olds) focusing on improving English communication skills. These students, having studied English since Grade 5, demonstrated a very low proficiency level.
Aims: To raise students' English proficiency closer to the expected standard set by the Ministry of Education (Mineduc), focusing on listening comprehension, writing, and speaking skills.
Methods: The research employed input-based instruction (IBI), incorporating enhanced and structured input techniques. Activities included enhanced input examples and structured input demonstrations to facilitate both oral and written language development.
Findings: Initial tests showed students' proficiency far below Mineduc standards. However, after implementing IBI strategies, a noticeable improvement was observed in students' ability to express themselves, both in written and oral English. The average score improved from 35 out of 70 to 56 out of 70 in a subsequent test.
Implications: The study underscores the effectiveness of input-based instructional strategies in enhancing English language proficiency among low-level learners.Via ample input and focus on form, even learners with minimal language exposure can improve their speaking and writing skills
Seating arrangements and groupings
Get PDFContext: This study, conducted in a municipal secondary school in Valparaíso, Chile, focuses on 9th and 10th-grade students (15- to 16-year-olds) from backgrounds with limited access to technology and English. It explores the effects of seating arrangements and group work on student learning and engagement.
Aims: To determine how different seating arrangements and groupings impact student behavior, preferences for individual or collaborative work, and their performance in English class.
Methods: The teacher employed classroom observations, questionnaires, and a reflective journal to collect data from two classes. Observations were made during lessons with different seating arrangements: individual, pairs, and groups.
Findings: Students showed a preference for working in pairs over individual or group work, citing better focus and comfort with chosen partners. Pair work contributed to improved engagement, receptiveness to teaching, and notable exam success.
Implications: The findings suggest that seating arrangements can affect student engagement and learning outcomes. Pair work, in particular, fostered a more productive and supportive learning environment, indicating the value of flexibility in seating arrangements to accommodate students' preferences and enhance learning