Camtree Digital Library (Univ. of Cambridge)
Not a member yet
601 research outputs found
Sort by
Encouraging students to speak in English
Get PDFContext: This research took place in a rural school in the Bío Bío Region, Chile, involving 7th grade (13-year-old) students from diverse socio-economic backgrounds. It focused on the reluctance of students to speak English, addressing the broader issue of confidence and motivation in second language acquisition.
Aims: The study explored the reasons behind students' reluctance to speak English, assessing their feelings about speaking in class, and identifying strategies to encourage active participation.
Methods: Through observation, questionnaires, and a reflective journal, the researcher investigated students' attitudes towards speaking English and the effectiveness of various classroom activities designed to promote oral skills.
Findings: Students were found to be nervous and insecure about speaking English, fearing ridicule for making mistakes. Interventions such as group discussions, role-plays, and the strategic selection of activities improved their confidence and willingness to speak.
Implications: Encouraging a supportive classroom environment and incorporating interactive, student-centered activities can enhance students' confidence in speaking English. A teacher can foster respect and empathy among students to reduce fear of embarrassment and promote language practice
Embedding formative assessment through a Teacher Learning Community
Get PDFAim:
The main aim was to improve the quality of feedback by using a Teacher Learning Community to embed formative assessment in order to help pupils take more ownership of their learning.
Methods:
The participants in the Teacher Learning Community were teachers from the school who trialled different formative assessment approaches and strategies in their lessons to assess pupils. They shared ideas and resources to embed formative assessment in their practice. Methods used include mini-whiteboards, exit tickets, post-its, lolly sticks, traffic lights, success criteria, green pens, highlighters, and SMARTs. Teachers use these to assess pupils formatively and adapt their teaching within lessons.
Findings:
The findings suggest that the use of formative assessment strategies has had a positive impact on pupil learning and teaching. Pupils are more engaged and taking ownership of their learning, while teachers are adapting their teaching to meet the needs of learners and providing more effective feedback.
Implications:
The Teacher Learning Community has had a positive impact on pupil learning and teaching, with pupils taking more ownership of their learning and teachers having the confidence to adapt their teaching
Child led learning beyond the Early Years Foundation Stage :Year 3 pupils’ perspectives on the ‘Learning Zone’.
No full textThis case study focuses on the use of the ‘Learning Zone’ in Key Stage 1 of a particular school, and pupils’ perspectives on whether or not this should be continued into higher years. It explores the ideas of play, independence and choice in this context, and the potential benefits of these beyond the Early Years, by which time it is phased out in many schools. Ethics and methodology are also considered. Using both questionnaires and interviews, it is shown that pupils vary widely in their opinions, with extremes on both sides. This highlights the importance of consulting asmany pupils as possible with regards to proposed changes within the school. Finally, a review of implications for future practice is given
One-to-one iPads – embedding IT across all teaching and learning
Get PDFAim:
The aim was to embed IT across all teaching and learning to prepare children for the future, develop writing, give them real life skills, and improve home/school links.
Methods:
The participants were KS2 pupils (Y3-Y6) and their teachers, who used iPads and apps to develop IT skills, presentational skills, and creative teaching and learning. The methods used include providing all KS2 pupils with a long-term loan of a school iPad, using Apple apps and other apps, sharing teacher content via email or content sharing apps, and using the iPads for teaching and learning.
Findings:
The main findings were that the use of iPads and apps has led to increased confidence in writing and researching, higher IT skills, higher presentational skills, and improved home/school links through learning. It also led to higher attainment in reading, writing and mathematics.
Implications:
The use of iPads and apps can improve pupils' IT skills, confidence in writing and researching, and engagement in learning. Ofsted in 2015 noted that pupils were exceptionally confident and capable in using ICT
Wake up, Shake up! An active start to the school day
Get PDFAim:
The aim was to improve punctuality and increase physical activity by introducing a morning dance routine to energise children and encourage them to arrive to school on time.
Methods:
The participants in this development work were the senior leadership team, school leaders, PE co-ordinators, two members of staff, and the children in the school. Two members of staff chose and taught routines, with help from older students. Resources from 'Wake up, Shakeup' were used, and the same two staff led the routine each morning until older students took over.
Findings:
Introducing a morning dance routine energised children, encouraged good punctuality and attendance, and created an enthusiastic atmosphere in the school.
Implications:
The initiative has had a positive impact on punctuality and motivation, with pupils arriving to school energised and enthusiastic. This has been reflected in the school's Ofsted report
Analytical Writing in year 10 Media Studies
Get PDFAim:
The main aim was to develop students' analytical thinking and language to enable them to write an extended essay, comparing and contrasting two media texts, and achieve their target grade.
Methods:
Year 10 Media Studies students, learning to develop analytical thinking and language to express it, with the support of the teacher and a pyramid resource. Methods used: Pyramid resource to model deconstruction of scene, discussion to develop analysis, and independent writing to achieve target grade.
Findings:
Students achieved higher grades in their extended essay due to improved analytical thinking and language skills, enabled by a pyramid resource and facilitated by the teacher.
Implications:
The findings suggest that providing students with the tools to independently develop their analytical thinking and language can lead to improved outcomes in their extended essays
Kinect computer game for developing number concepts: personalising technology for improved learning
Get PDFAim:
The main aim of this development work is to use Kinect to help children with learning difficulties in mathematics aged 8 to 13 to learn the concept of estimation and apply it in other situations.
Methods:
The participants in the project are four classes of children aged 8-13 with learning difficulties in mathematics, their teachers, an in-house programmer, and an advisory professor from UCL with a specialism in dyscalculia. The team used a lesson study approach to observe learners and analyse their needs. A Kinect program was developed to enable learners to respond with their whole body. The program was adapted and refined over time with the help of an in-house programmer.
Findings:
Using Kinect to develop estimation concepts in number has had a positive impact on engagement and learning for learners with learning difficulties in mathematics. The lesson study approach has enabled greater insights into learning and the development of a bespoke app and a code library to personalise technology for improved learning.
Implications:
The lesson study methodology has enabled the development of approaches and apps to fit individual learners' needs, leading to improved engagement and learning. The project has also generated a reusable code library which can be used to develop personalised technology for learners in future
A case study investigation into the impact of a task-based language approach on the cultural learning of four year 8 students in a high attaining French class
No full textThis project seeks to increase cultural knowledge, somewhat neglected in British mainstream schools, through a task-based language learning approach (TBLT), an alternative pedagogy to teaching and learning. This encourages pupils to take ownership of their linguistic and cultural learning and sets out to improve low levels of motivation in a high ability class. The discussion focuses mainly on pupils’ perceptions of their own linguistic competence, of French culture and language as well as of group work. Although positive impact was exhibited on cultural knowledge, enjoyment of French and motivation, no conclusion could be drawn as to whether these were a result of TBLT or cultural learning. Nevertheless, this study serves as a springboard for further inquiry in this field
A critical investigation into how Year 8 students’ learning about ‘travel writing’ can be developed through films and photographs
No full text‘Travel writing’ is a popular topic to teach to Key Stage Three English classes,and yet it is surprisingly under-represented in recent research literature. This report identifies three main reasons that the genre can prove challenging to teach and challenging to approach as a young student, and investigates the efficacy of using still and moving images to provide a stimulus for this particular, slippery type of creative writing. My research explores whether the first of these problems could be addressed by supplying some sort of ‘experience’ of travel through still and moving images, to students with an otherwise limited experience of the types of places that are typically subjects of ‘travel writing’. I conclude that there remains more investigation to be done on both the teaching of travel writing and the use of still and moving images as stimuli for creative writing in schools
Student co-planners
No full textAim:
The main aim of the Student Co-planners project is to empower students to provide teachers with constructive feedback and help them plan interactive, differentiated, and engaging learning experiences.
Methods:
The participants of the Student Co-planners project are students from the High Learning Potential register, students with Special Educational Needs, and students for whom English is an additional language. They are trained to provide teachers with constructive feedback and help plan interactive, differentiated, engaging learning. The Student Co-planners project used carefully selected students from the High Learning Potential register who were interviewed and trained to co-plan lessons with teachers. Training included identifying what makes a great lesson, qualities and behaviours of a great co-planner, and how to communicate constructively.
Findings:
The Student Co-planners project has been successful in raising achievement, increasing student confidence, and providing teachers with valuable feedback.
Implications:
The findings suggest that co-planning with students has a positive impact on pupil learning and teaching, leading to increased engagement, improved lesson plans, and increased confidence in students. Students and teachers have reported positive experiences and the project has been recommended to other schools