Camtree Digital Library (Univ. of Cambridge)
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Raising reading attainment through quality speaking and listening in Years 3 & 4
Get PDFAims:
The main aim of this development work was to raise reading attainment through quality speaking and listening in Years 3 & 4, by introducing a new guided reading carousel and specific speaking and listening sessions, that incorporated the key elements of reciprocal reading.
Methods:
The participants were Year 3 and 4 students, with a focus on target tracker children who are EAL. The teachers followed a lesson-study approach and the children were put in mixed-ability groups. Methods used included a lesson-study approach, a new guided reading carousel incorporating reciprocal reading strategies, high-quality teacher modelling, child-led group discussions, speaking and listening sessions, sentence stems and visual resources, and a positive reading environment.
Findings:
The main findings are that the shift to more child-led reading sessions has resulted in increased participation and motivation, better reading comprehension, improved paired and group discussion, and positive attitudes to reading.
Implications:
The findings suggest that reciprocal reading has improved reading comprehension, increased participation and motivation, and improved speaking and listening skills. Mixed-ability grouping can expose lower and middle attaining children to better language models, comprehension, and positive reading attitudes of their higher attaining peers
Increasing fruit and water consumption at Primrose Hill Primary School March-July 2015
No full textAim:
The purpose of the study was to increase fruit and water consumption at Primrose Hill Primary School by training the school council to be healthy eating advocates and evaluating the impact of the program.
Methods:
The participants were the school council members of Primrose Hill Primary School, aged between 8-11, who were trained to become MHCs to deliver healthy eating messages to their peers. The MHC programme used a peer-led approach to create a shift in pupils' knowledge, attitudes and behaviours. Activities, group work and problem solving were used to teach the school council about healthy eating and to plan strategies to create behaviour change.
Findings:
The MHC programme had a positive impact on fruit and water consumption at morning break, increasing from 3% to 66% for fruit and from 53% to 73% for water.
Implications:
The findings suggest that a programme involving peer-led approaches had a positive impact on fruit and water consumption at morning break and knowledge about healthy eating
Mile a Day
Get PDFAim:
The purpose of the study was to improve the physical, emotional and social health and wellbeing of Year 2 pupils through a free and simple activity, encouraging them to become more active and track their progress.
Methods:
56 Year 2 pupils, teaching staff, and parents participated in the Mile a Day project to improve physical, emotional, and social health. The Mile a Day project involved pupils running, jogging or walking around a marked out area of the school playground for 15 minutes each day. Stopwatches were used to time and record progress, and staff joined in to encourage pupils.
Findings:
Mile a Day has improved pupils' physical, emotional and social health and wellbeing, increased their fitness and concentration in lessons, and resulted in enthusiastic feedback from pupils, parents and staff. The majority of pupils' running becasme faster.
Implications:
'Mile a Day' has exceeded expectations. It has had a positive impact on pupil learning and teaching, with improved fitness, concentration, and relationships between pupils and staff. It has also supported teaching and learning in science and maths and linked to other learning about health and healthy behaviours
How speaking frames can support pupils’ critical analysis in art and design
Get PDFAim: The main aim of this development work was to explore how pupils' art and design language and ability to evaluate and critique could be developed, leading to increased self-esteem and the use of specific art and design vocabulary.
Methods: The participants were 30 Year 4 pupils who were asked to observe a painting and use appropriate art and design vocabulary to describe it. Through explicit teacher modelling, the pupils were able to broaden their vocabulary and demonstrate a greater use of art and design terminology when making observations. Methods used included explicit teacher modelling, introducing key vocabulary and modelling it in context, guided sessions, written scaffolds, and filming sessions to assess pupil responses. Pupils were also asked a series of questions to encourage them to demonstrate their understanding of terminology.
Findings: Pupils demonstrated a greater use of art and design vocabulary when making observations, with more focused and richer responses. Through explicit teacher modelling, pupils were able to broaden their vocabulary and confidently articulate their responses. Filmed sessions showed increased enthusiasm and confidence when discussing art works.
Implications: The findings suggest that explicit teacher modelling and focusing on key vocabulary can help pupils to broaden their art and design vocabulary and become more confident in articulating their observations. This has been supported by filmed sessions and written reflections
Increasing physical activity and improving physical education at St Joseph’s Primary
No full textAim:
The aim was to improve fitness levels, increase motivation towards fitness, promote physical wellbeing, upskill staff members, reduce behaviour incidents, and ensure effective use of PE Premium funding.
Methods:
The participants in this development work are pupils, teachers, teaching assistants, external coaches, and parents. Methods used include: external coaches teaching alongside class teachers, progression maps, PE planning, 5-a-day physical activity programme, Wake up Shake Up, YMCA extra-curricular sports club, zoned playground, new equipment, and skills audit of teachers.
Findings:
Increased physical activity, new equipment and zoned activities have improved pupil motivation, enjoyment, behaviour and physical skills, as evidenced by log books, feedback and fitness testing.
Implications:
The findings suggest that increased a programm of physical activity, improved teacher subject knowledge, and provision of new equipment leads to improved teaching and learning, motivation, enjoyment, and behaviour
Why don't my students speak in English?
Get PDFContext: In Calama, Chile, a secondary school teacher observed 9th-grade students (15-year-olds) from diverse socio-economic backgrounds showing reluctance to speak English, despite having studied the language for at least two years.
Aims: The study aimed to uncover why students were hesitant to speak English, their preferences regarding speaking activities, and the opportunities provided for speaking practice within the classroom.
Methods: The teacher employed questionnaires for students, consulted colleagues, and invited a peer to observe her teaching methods to gather insights on students' speaking practices and preferences.
Findings: Students preferred dialogues and role-plays for speaking activities, expressing a desire to interact more with peers. They felt nervous about speaking in front of the class, indicating a need for more frequent and varied speaking opportunities.
Implications: The research emphasizes the importance of providing diverse speaking activities, such as dialogues and role-plays, to encourage student interaction and reduce speaking anxiety. Increasing the frequency of speaking tasks and diversifying groupings can also enhance student engagement and confidence in speaking English
Implementing strategies for efficient and impactful peer feedback and improvement in Year 1
No full textAim:
The main aim was to improve the use of peer and self assessment in Year 1, developing verbal feedback skills and a growth mindset in order to increase assessment literacy.
Methods:
The participants are 31 Year 1 children who have been taught to give and receive feedback, and to use it to improve their work. They are now more resilient and open to feedback, and more assessment literate than previous cohorts. Methods used included using Ron Berger's Story of Austin's Butterfly to teach critique and feedback, speaking frames, visualiser for showing work to class, and a feedback prompt sheet with categories for presentation and content of writing.
Findings:
The use of feedback and improvement has greatly improved in the classroom, with children now able to give and receive specific verbal feedback, understand the purpose of feedback, and acknowledge success as well as areas for development.
Implications:
Feedback and improvement strategies has had a positive impact on pupil learning and teaching. Children are now more resilient and open to feedback, more assessment literate, and able to give and receive specific verbal feedback. This will benefit their learning in the future
Contemplative practices in the Reception classroom: the perceptions of seven pupils on a series of PSHE inputs.
No full textImproved psychological wellbeing has been reported for adults and older children (aged eight to eighteen years) undertaking various programmes of ‘mindfulness’ and ‘contemplative practice’ (e.g. Irving, Dobkin & Park, 2009). This research explores younger children’s views on a series of short breathing exercises that were adapted from Snel, (2014) on Mindfulness- based Cognitive Therapy. Mixed methods - drawings and semi-structured post-input interviews - were used in order to assess the impact of the breathing exercises on a group of (7) children aged between four and five years. Placing perception centre-stage highlighted a range of positive results on these individuals’ affective states. Recurrent themes included: relaxation, happiness, focus and (increased) memory and self-awareness. These findings tentatively support the integration of contemplative practices into early years Personal Social Health and Economic Education (PSHE) programmes, in order to pre-emptively address childhood anxieties that might otherwise negatively impact learning (Grills-Taquechel, Fletcher, Vaughn & Stuebing, 2012)
How scaffolds can effectively support children in their development of spoken reasoning in maths
Get PDFAims:
The main aim is to develop children's ability to articulate their reasoning in maths through the use of scaffolds, language support, and modelling of writing techniques.
Methods:
The participants in this development work were the maths coordinator, year 5 class, and other adults who work within the class. The focus was on improving children's ability to articulate their reasoning in maths. Methods used include pre-planned scaffolds, Number Talks, oral rehearsal, emphasis on process over solution, modelled and shared writing techniques, Dear Chloe's, and pink and green marking.
Findings:
Scaffolds developed spoken reasoning in maths, resulting in improved attitudes, confidence and quality of talk and written reflections.
Implications:
The findings suggest that scaffolds can effectively support children in developing their spoken reasoning in maths, leading to improved attitudes, confidence, and quality of talk and written reflections
Improving listening skills
No full textContext: In Osorno, Chile, a secondary school teacher noticed that Grade 9 students (15-17-year-olds) from low socio-economic backgrounds exhibited poor listening skills during English lessons.
Aims: The study aimed to improve students' listening skills by identifying the most effective types of listening activities and addressing the challenges students faced during these activities.
Methods: The teacher used questionnaires, focus groups, and classroom observations to collect data on students' preferences and challenges regarding listening activities. The interventions targeted making listening tasks more engaging and manageable.
Findings: Students found long audio recordings led to frustration and disengagement. Implementing shorter, more engaging listening tasks such as songs improved students' participation and comprehension.
Implications: Listening skills can be enhanced through incorporation of a variety of short, interactive listening activities that cater to students' interests and attention spans. Adjusting the difficulty and length of listening materials can lead to increased engagement and better listening comprehension