Camtree Digital Library (Univ. of Cambridge)
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601 research outputs found
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Using the Growth Mind-set approach to narrow the gap
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The aim of the projec was to narrow the attainment gap between two groups of learners by using a growth mind-set approach to encourage effort, hard work, taking risks and learning from others.
Methods:
The participants are teachers, teaching assistants, parents, and students of all ages and abilities. They are all working together to develop a growth mindset and take risks in learning in order to achieve success. Methods used include praising effort, brain science lessons, no ability grouping, three levels of challenge, learning stops, peer assessment, growth mind-set displays, research time for staff, and assemblies exploring role models.
Findings:
Using a growth mind-set approach has had a positive impact on pupil learning and teaching, with 100% of teaching judged good or outstanding, and the attainment gap narrowing. Children have developed a positive learning attitude, putting in more effort and practice, and results for all children are high.
Implications:
The findings suggest that a growth mindset approach can help narrow the attainment gap, by encouraging children to take risks in their learning, and by providing them with the opportunity to develop their intelligence and talent through effort and practice
Singing from the same song sheet
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The main aim of this development work was to create a shared vision of outstanding Parli learning, teaching, and parenting, and to integrate this vision into all aspects of school improvement.
Methods:
The participants included the Senior Leadership Team, middle leaders, students, governors, parents, trainees, and teachers. The SLT created a vision of outstanding Parli learning and teaching, shared it with middle leaders, students, governors and parents to refine the competencies, and disseminated the final version to teaching staff in various forums.
Findings: The main findings of this development work were that the models of outstanding Parli learning and teaching were shared with the school community, inspiring students, teachers, and parents to strive for excellence. The models were used to support individual learning plans and to discuss growth mindset and resilience. Teachers who were new to the School found the models particularly useful.
Implications:
The findings suggest that the models have been successful in helping to create a shared vision of outstanding teaching and learning, inspiring students, teachers, parents and carers, and helping to develop a growth mindset and resilience in G&T students
Vertical Tutoring at Regent High School
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The main aim of vertical tutoring was to raise achievement and attainment, reduce bullying, improve community cohesion, and build capacity and upskill all members of staff through the implementation of vertical tutoring at Regent High School.
Methods:
The participants in the vertical tutoring development work included the headteacher, Peter Barnard, the Senior Leadership Team, all staff, students, governors, parents, and Sir Ian McKellan from Stonewall. Staff CPD, stakeholder consultation, tutor/tutee introduction, tutor training, target-setting day, and parent meetings were used to implement vertical tutoring. All staff were involved and empowered.
Findings:
Vertical tutoring has improved student outcomes, reduced bullying, improved attendance, and increased community cohesion. Value-added scores have risen from 1000.7 in 2011 to 1013.6 in 2014.
Implications:
The implementation of vertical tutoring has resulted in improved student outcomes, reduced bullying, increased parent involvement, and improved community cohesion. It has also upskilled staff and improved relationships between tutors and tutees
Moving into compact methods of calculation – procedure versus conceptual understanding.
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The purpose of the study was to explore how and whether it was possible to have more children working securely with compact methods of calculation, specifically in multiplication, in order to meet the new mathematics curriculum requirements.
Methods:
The participants were 30 Year 5 students who were not secure in multiplication methodology, but had an understanding of partitioning and place value and fluent recall of times tables. They expressed a preference for the grid method. The methods used included Lesson Study, parrot on the shoulder coaching, Variation Theory, spot the mistake modelling, re-grouping, and purposeful practice of worked examples. Intelligent practice was used to focus on small changes that reinforced the concept, and calculations were presented horizontally to encourage conceptual understanding.
Findings:
The main findings were that children preferred the grid method due to its visual and structured nature, which allowed them to stay focused and identify errors quickly. With the compact method, place value was implicit and it was harder to stay on track.
Implications:
The findings suggest that children are more successful with compact methods of calculation when they are supported with a highly structured and visual approach. This approach allows them to focus and identify errors quickly, leading to increased confidence and understanding
Camden Cultural Commissioning Project: GCSE Art at Camden Centre for Learning
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The main aim of the Camden Cultural Commissioning Project was to provide access to the arts for students at the Camden Centre for Learning and to increase engagement in art, aspirations, and attainment in art GCSE, by pairing with Central St Martin's College and creating an art project to meet the school's needs.
Methods:
The participants were three KS4 GCSE students, two in Year 10 and one in Year 11, and a Central St Martin's College tutor and student ambassador. The students were given high expectations and encouraged to take risks with their art. The project used weekly visits from a Central St Martin's tutor and student ambassador, presentations, and open-ended tasks to inspire and challenge the students to take risks and develop their thinking.
Findings:
The project enabled students to take risks with their art, develop their thinking, and gain exposure to professional art practices. It resulted in increased engagement in art, improved GCSE results, and increased aspirations for successful future art school entry.
Implications:
The project had a positive impact on pupil learning and teaching, with increased engagement in art, improved attainment in GCSE art, and increased aspirations for successful future art school entry. The tutor's high expectations and open-ended teaching approach encouraged students to take risks and develop their thinking
A case study of the use of the mathematical register by Year 8 students: a critical analysis of teaching strategies that can be employed to encourage this use.
No full textThe quality and variety of mathematical language that pupils hear are identified in the new curriculum as key factors towards developing their mathematical vocabulary. This project explores, using a case study methodology, the concept of mathematical language and specifically the mode of speech we use when we talk mathematically. The participants were a class of higher-attainment 12-13 year olds in a UK comprehensive school.
A case study methodology was used to examine pupils’ prior attitudes to mathematical talk and to analyse strategies for improving it. This study involved a combination of pupil and teacher interviews, lesson observation, and analysis of learner product from these lessons. The key finding was that student attitudes towards mathematical talk (and their acceptance of it as a valid mode of discourse for them) are a key factor in their ability to use mathematical talk well
Personal Finance Education for schools: Welcome to the Town of Edith Neville
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The main aim of the development work was to give children a first-hand learning experience of basic concepts about work, money, and how the economy works, such as taxes, gross and net salary, and how to make value decisions.
Methods:
The participants were children aged from Early Years to Year 6 who learned about personal finance, enterprise, the value of money, and making value decisions. They also donated money to a Nepal charity. The school used resources from the Personal Finance Education Group and their own budget to create a two-day 'Town' experience. Children learned about money management, critical consumerism, risks, emotions, and the value of money. They also learned about enterprise and making decisions.
Findings:
The main findings are that children have developed an appreciation of the economy, the value of money, and the importance of making sensible decisions when it comes to spending and saving. They have also learned about enterprise and budgeting.
Implications:
The findings suggest that personal finance education has been successful in teaching children about taxes, salaries, and budgeting. They have also learned to make value decisions and evaluate their own decisions, as evidenced by their donations to the Nepal charity
Exploring the introduction and teaching of algebra using Lesson Study
No full textAim:
The main aim of this research project was to improve pupil progress and attainment in algebra, boosting attainment and progress in mathematics, by exploring the best way to introduce algebra to lower-attaining students.
Methods:
The participants in this development work were Camden, a Mathematics Leading Professional, two teacher-researchers from a primary school, and three Year 4 case study pupils. The methods used included videoing pre-lesson discussions, lesson observations and notes, interviews with case study pupils, photographs of children's work, and post-lesson discussions. Manipulatives such as a balance scale and Numicon were used to emphasize the meaning of the equals sign. Money was used to reinforce the meaning of the equals sign.
Findings: The main findings of the lesson study were that children had different strengths and weaknesses in different areas of mathematics, and that with the right environment and appropriate scaffolding, they were capable of solving equations which they would not normally be introduced to for at least another three years. The importance of embedding the meaning of the equals sign from early years was also highlighted.
Implications:
The findings suggest that the meaning of the equals sign needs to be embedded from early years, and that parents need to be informed of this to avoid using "equals-means-answer" with their children. Differentiated questions and the use of manipulatives and resources can help lower-attaining children to solve equations they would not normally be introduced to for several years
Creative learning walks in schools
No full textAim:
The main aim of Creative Learning Walks in Schools is to facilitate better access to schools with a commitment to high standards of arts and cultural provision, enabling cultural partners to gain insight and understanding of school facilities and resources, and to share best practice around incorporating creativity into curricula.
Methods:
Participants included school and cultural partners, local authority officers, teachers, students, and cultural organisations. They exchanged ideas, shared best practice, and gained insight into school facilities and resources. Learning walks were developed as an opportunity for school and cultural organisations to exchange ideas, open up access to the school environment and share best practice. Participants were invited to attend a Learning Walk at a school, with tours of classrooms and facilities, an introduction to the school's priorities, and a Q&A session.
Findings:
The Learning Walks enabled cultural partners to gain insight into school facilities and resources, share best practice, and support successful collaborations between the education and cultural sectors. Participants reported gaining new knowledge and making new connections.
Implications:
The findings suggest that Learning Walks can be a valuable tool for schools and cultural organisations to exchange ideas, share best practices, and facilitate successful collaborations between the education and cultural sectors
Number fluency
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The aim of this development work was to improve number fluency in Year 6 higher ability maths set, with the goal of achieving at least level 5 in Maths KS2 at the end of the year.
Methods:
The participants were 19 Year 6 pupils with higher ability in maths. They participated in activities such as collaborative group work, investigations, and a times tables challenge. Resources used included counting stick, times tables, Kenken, and Nrich ideas and resources, collaborative group work, investigations, and a times tables challenge to develop number fluency.
Findings:
Daily practice of number fluency activities such as doubling, halving, number bonds, times tables, and problem-solving had a significant impact on pupil learning and achievement.
Implications:
The findings suggest that daily practice of number fluency can have a significant and quick impact on pupil learning and teaching. It can help pupils develop good number fluency, improve problem-solving skills, and increase their achievement in mathematics