Camtree Digital Library (Univ. of Cambridge)
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思维-对话”的反思技能对小学生科学思维深度培养的实践研究 — 以 《船的研究》为例
No full textContext: The study explores the role of reflection skills developed through "thinking-dialogue" in enhancing primary school students' scientific thinking. Conducted in a public school in Changchun, China, the research involved three experienced teachers and 48 fifth-grade students. The students exhibited strong logical thinking and communication skills. The study focused on a unit titled "Research on Ships," where students engaged in engineering practice and iterative reflection to improve their boat designs.
Aims: The research aimed to address the limited emphasis on reflection in current science curricula, which often lack structured reflective teaching models. It sought to examine how applying reflection skills within thinking-dialogue could deepen students' scientific thinking. The study investigated how reflection impacts students' ability to refine their designs and develop critical thinking, emphasizing the role of dialogue in prompting deeper learning.
Methods: The project followed an inquiry-based approach adapted from the fifth-grade science curriculum. Students initially explored fundamental knowledge about ships, designed and built small boats, and then engaged in iterative reflection based on real-world testing. Teachers facilitated reflection through guided questioning and structured dialogue. Students documented their reflections, identified design flaws, and proposed improvements. Classroom discussions and teacher observations provided qualitative insights into students' evolving thought processes.
Findings: Students demonstrated increased depth in scientific thinking through repeated reflection and dialogue. Initially, students struggled with structured reflection, but over time, they learned to articulate challenges and propose solutions. Thinking- dialogue strategies, particularly teacher-led questioning, helped students overcome cognitive obstacles and refine their reasoning. The collaborative aspect of reflection also expanded students’ perspectives, as they learned from their peers' insights. The process fostered critical thinking and iterative problem-solving, leading to improved design outcomes.
Implications: The findings suggest that structured reflection within thinking-dialogue can be a valuable tool for enhancing students' scientific reasoning. Teachers facilitating guided reflection can help students develop deeper analytical skills and a more iterative approach to problem-solving. The study highlights the importance of creating open learning environments where students feel encouraged to engage in reflective dialogue. Additionally, sustained reflection appears to foster greater independence in students' critical thinking and collaborative inquiry
Videoing Lessons: Noticing and building on micro-progress
Get PDFContext: The study was conducted in a secondary school setting focused on the inclusion of students with Special Educational Needs and Disabilities (SEN), particularly examining the micro-progress of two case study pupils during a Lesson Study framework. The researchers aimed to leverage video recordings of lessons to enhance understanding of the learning process and document subtle changes in student behaviour and engagement.
Aims: The primary aim was to identify and analyse the micro-progress made by two students, James and Leo, as a result of employing dual coding and explicit instructional methods during the lessons. Additionally, the research sought to explore how these methods contributed to the students' metacognitive development and engagement in learning activities.
Methods: Researchers implemented a Lesson Study approach, which included creating detailed observations of each lesson recorded on video. They focused on the students' interactions, responses, and engagement levels throughout the sessions. The methodological framework encouraged collaborative reflection among the research team, allowing for an in-depth analysis of student behaviours and progress across multiple lessons.
Findings: The analysis revealed that the students demonstrated increased fluency and confidence when engaging with dual coding resources throughout the study. Notably, they developed stronger interpersonal interactions, with improved tolerance towards each other. James exhibited a decrease in self-harm behaviours, while Leo took more initiative in his learning. Consequently, by the end of the study, both students showed progress in metacognition, independence, and confidence as they worked towards life skills, such as milkshake making.
Implications: This study presents valuable insights for teachers working with students with severe learning disabilities regarding the efficacy of dual coding and explicit instruction in fostering engagement and learning progression. Moreover, the collaborative nature of Lesson Study is highlighted as a beneficial framework for professional development, potentially leading to enhanced instructional strategies across the school setting. The findings suggest the importance of meticulous observation and documentation of micro-progress to inform future teaching practices
All the school's a stage: Improving attainment through drama as pedagogy and reflective marking
No full textContext: The International British School in Kuwait, characterized by a rapidly growing and diverse student population, aims to enhance academic achievement while fostering a supportive learning environment. This action research addresses challenges related to students' underperformance in English, particularly among those for whom the language is an additional challenge, and explores pedagogical strategies like drama to address these issues.
Aims: The research aims to investigate factors contributing to English underperformance and to enhance students' overall English attainment and academic performance. A focus is placed on creating opportunities for self-reflection and personal accountability in learning, particularly among students facing language barriers.
Methods: Data collection involved analyzing the performance of Key Stage 3 students in English through baseline assessments, conducting surveys of students' perceptions of their academic performance, and interviewing staff to gain insights into underperformance. The methodology included drama-based activities integrated into various subjects, along with a revised marking policy intended to improve feedback on English usage across the curriculum.
Findings: The implementation of drama activities resulted in increased student participation and engagement, with 65% of students noting that they acquired new skills through drama. Half of the respondents displayed self-reflection abilities, indicating greater ownership over their learning. Staff recognized challenges, such as language barriers and limited exposure to English outside school, affecting student performance. The findings also highlighted some constraints, like a decreased student cohort over time and a lower response rate in student surveys.
Implications: This study suggests that employing drama as a pedagogical tool can enhance language skills and engagement among students, particularly those facing linguistic challenges. The updates to the marking policy could facilitate better understanding and support for students' learning needs. Insights gained may benefit other educators seeking to address similar issues while promoting inclusive learning environments aimed at improving academic outcomes for diverse student populations. Further exploration of the relationship between drama activities and written English performance is recommended in upcoming assessments
Transition: Autumn term parent partnership
Get PDFContext: This action research was conducted in a mainstream junior school (ages 7-11) to enhance the transition experience for Year 2 pupils with special educational needs and disabilities (SEND) entering Year 3 (age 7). The focus was on strengthening early parent/carer partnerships to support a smoother start to the academic year.
Aims: The research aimed to identify additional, simple-to-implement activities that could improve the transition process for children with SEND and foster stronger relationships with parents/carers during the early stages of school entry.
Methods: Two action research cycles were conducted. In Cycle 1, the school piloted three new activities: an INSET Day classroom visit (Sneak Peek) for children and parents/carers, early phone calls home from the SENCO, and a parent/carer questionnaire. The second cycle follows a similar structure, incorporating insights gained from the initial cycle into new planning and execution steps. Cycle 2 extended the phone call strategy to all Year 3 families. Ethical consent has been obtained from participants to share data anonymously.
Findings: The 'Sneak Peek' visit on an INSET Day and phone calls were highly effective in reducing anxiety and building trust with parents/carers of children with SEND. Parents/carers appreciated early contact and felt reassured that provisions were in place from day one. Feedback also highlighted areas for further development, including additional classroom visits, translated communication, and opportunities for children to share their views post-transition. Due to the success of the phone call home, it was then extended to all parents/carers of children in Year 3.
Implications: The study highlights the importance of parental engagement in supporting inclusive education practices. Other educators may learn the value of implementing structured transition activities to facilitate stronger partnerships with families, particularly for students with special educational needs. The development of practice, first for children with SEND and then into universal practice, shows the way that SEND practice can develop into inclusive practice
Colourful Semantics and AAC
Get PDFContext: This case study explores the use of Colourful Semantics and Augmentative and Alternative Communication (AAC) tools to support literacy development in a special school setting. The study focused on two pupils with autism, aiming to increase engagement and comprehension during shared reading through interest-based stories and visual communication strategies.
Aims: The research aimed to investigate how AAC tools, including TD Snap and Colourful Semantics, could be used to enhance participation and understanding in literacy activities. It sought to explore how these approaches could be embedded into shared reading to support expressive language and sentence structure development for non-speaking pupils.
Methods: Using a Lesson Study model, the team planned and delivered three shared reading sessions tailored to each pupil's interests. Observations focused on engagement, comprehension and use of AAC. Laminated Colourful Semantics symbols and TD Snap page sets were used to support sentence construction and character identification. Ethical consent was obtained for anonymised publication.
Findings: Both pupils showed increased engagement and comprehension. Pupil A responded well to Colourful Semantics prompts and began answering 'who' and 'what doing' questions. Pupil B used TD Snap to identify characters and allowed adult modelling on a second device, marking a shift in his AAC use. Interest-based texts and visual supports were key to sustaining attention and promoting interaction.
Implications: The study highlights the value of embedding Colourful Semantics and AAC into literacy teaching for pupils with complex communication needs. Staff training in adapted resources and AAC modelling is essential. Lesson Study proved an effective model for collaborative professional development, and the approach is recommended for wider dissemination across the curriculum to support inclusive literacy practices
Fitzwilliam Museum: Reimagining
No full textContext: Reimagining, conducted from April to May 2024, expanded on the foundations of Look, Imagine, Move, project which was initiated in 2021 in collaboration with Meridian Primary Care Network as part of the University of Cambridge Museum’s Age Well programme. It focused on enhancing physical and emotional resilience in adults suffering from chronic pain, musculoskeletal conditions, and stroke survivors through creative engagement.
Aims: The primary goal of Reimagining was to explore how creative practices can foster a more inclusive and healthier museum environment. Additionally, it sought to inform future programming and research initiatives within the museum. This included the co-development of participatory workshops that invited diverse participant experiences, to address health inequalities and create social cohesions.
Methods: Reimagining involved four participatory workshops that paired creativity with reflective evaluation, facilitated by local dance artist Filipa Pereira-Stubbs and Dr Emily Bradfield (Practitioner Research Associate). The workshops were conducted in two series to increase accessibility, providing a morning and afternoon offer. Participants engaged in dance-based activities in gallery spaces, followed by discussions to evaluate experiences using Creative Health Quality Principles and Evaluation Principles.
Findings: Participants reported transformative experiences, describing the museum as a "safe space" that encouraged emotional openness and social connection. Themes developed included moving away from traditional medical models of disability and ill-health to a focus on improving subjective wellbeing. Practitioner reflections focused on the need for a person-centred, flexible approach to ensure every individual’s needs can be met. The evaluation showed that participants felt empowered and valued within the museum community, leading to connections beyond the project.
Implications: Insights gained from Reimagining contributed to the development of a set of principles for inclusive practice in museums. The findings suggest that creative engagement not only enhances individual wellbeing but can also serve as a catalyst for forming supportive communities within museum spaces. This model may guide other practitioners in designing similar inclusive programs across different cultural institutions
English, Phonics: PMLD
No full textContext: This study was conducted within a Special Hospital School, focusing on a 17-year-old pupil with profound and multiple learning disabilities (PMLD) who had limited prior experience in phonics and reading. Ethical consent was obtained to publish the findings anonymously, reflecting the programme's sensitivity towards the participants' backgrounds and needs.
Aims: The primary aim of the lesson study was to investigate effective methods for teaching systematic synthetic phonics to the pupil, taking into account his unique educational background and learning difficulties. The goal was to identify strategies that would facilitate his engagement and progress in learning to read, particularly in the context of his previous limited exposure to reading instruction.
Methods: The lesson study was structured over nine weeks, during which multiple planning and review meetings were held among the research team, including the lead researcher, high-level teaching assistant, and the pupil's mother. Initial weeks involved familiarisation with the pupil's educational history through his Education, Health and Care Plan (EHCP), followed by sessions aimed at assessing his prerequisite skills for phonics. Important steps included engaging with the pupil to establish communication and observational assessments during the sessions.
Findings: The study indicated that the pupil had some prior exposure to phonics, specifically letters 's, a, t, p', but this learning was interrupted due to health issues. The research found that engagement improved over the sessions, suggesting meaningful interactions occurred during instruction. Additionally, the study pointed out the significance of familial involvement, specifically the mother's role, in supporting the pupil's literacy journey. It highlighted the distinction between conventional literacy and emerging literacy practices, advocating for a tailored approach based on individual cognitive abilities.
Implications: This study underscored the necessity to explore a variety of literacy approaches to accommodate unique learning trajectories, particularly for students with PMLD. It suggests that structures within educational frameworks, such as the Nexus/Teach Us Too Curriculum Framework, could benefit from incorporating findings from this study. Future research could involve expanding the scope to include a greater number of students with similar needs to enhance understanding and strategies in teaching phonics effectively
Continuing Professional Development: Adaptive Teaching
No full textContext: The document concerns a case study conducted in a mainstream primary school focusing on action research related to Inclusion and Special Educational Needs and Disability (ISEND). It emphasises the role of continuing professional development, particularly through adaptive teaching practices, and highlights the importance of enabling teachers to observe one another in the classroom.
Aims: The primary aim of the study is to develop and implement a whole-school approach to adaptive teaching by facilitating collaborative observation among teachers. This environment is intended to enhance inclusivity and teaching strategies for addressing the needs of students with special educational needs and disabilities.
Methods: The research is structured around two action research cycles. The first cycle involves initial planning, which includes refining the research question based on key literature in the field. Ethical consent is obtained from participants for the anonymous publication of data. Subsequent steps include executing the plan and conducting reviews based on findings from the implementation of the adaptive teaching strategies.
Findings: The findings from the first action research cycle indicate that observing colleagues in a teaching setting is a valuable strategy for professional development. This practice allows teachers to gain insights into adaptive teaching methods and helps in refining their own approaches. The teachers found that modelling, flexible groupings, scaffolding, peer mentoring and pre-teaching were particularly effective strategies.
Implications: The study suggests that collaborative observation among teachers can serve as an effective foundation for professional growth in implementing adaptive teaching strategies. Other educators may find that facilitating peer observations fosters a culture of shared learning and potentially enhances their capability to support students with varying educational needs
Transition (reintegration) out from hospital school
No full textContext: This action research study explores the transition process of students moving from a hospital school to mainstream or specialised educational settings. Both staff and parents/carers have emphasised that the mindset of students and their guardians significantly influences reintegration.
Aims: The primary objective of the research is to identify factors that affect the reintegration of students discharged from the hospital school to other educational institutions. The study aims to gather insights from both staff and parents/carers to inform a deeper understanding of these influencing factors.
Methods: The study employs an action research framework, consisting of two cycles. Each cycle includes planning, execution, and review phases. Surveys and questionnaires were administered to staff and parents/carers to collect qualitative and quantitative data regarding their perspectives on the reintegration process and the effectiveness of support provided during this transition.
Findings: Initial findings indicate that perceptions of readiness for reintegration vary among stakeholders. The current 18-week review process has been questioned for its adequacy in preparing students for mainstream settings. Both staff and parents/carers noted that a lack of available alternative placements could hinder successful transitions. Additionally, the age at which a student begins their time at the hospital school was highlighted as a potentially influential factor.
Implications: The study suggests that educators and policymakers may gain valuable insights into the intricate dynamics influencing school reintegration for students with special educational needs and disabilities. The findings highlight the need for improved collaboration between hospital schools, families, and mainstream settings. Future efforts should focus on fostering positive mindsets, strengthening relationships, and enhancing mainstream school readiness. Further research involving receiving schools and student voices is recommended to inform inclusive reintegration practices
Thinking Moves: PSHE
Get PDFContext: The study investigates the integration of Thinking Moves within the context of Personal, Social, Health and Economic (PSHE) education in a special secondary school setting. The focus is on how this pedagogical approach can facilitate discussions around equality and enhance students' interpersonal skills related to inclusion and Special Educational Needs and Disability (ISEND).
Aims: The primary aim of the research is to evaluate the effectiveness of Thinking Moves as a tool for fostering engagement with PSHE. Additionally, the study seeks to contribute to the understanding of how such methods can impact the development of interpersonal skills in an inclusive educational environment.
Methods: The research is situated within an action research framework, encompassing two cycles of inquiry. The first cycle involved refining the research questions and planning the implementation of Thinking Moves. Ethical considerations were addressed through the obtaining of consent from participants for anonymous data publication. The study relies on systematic reviews of literature that inform the interventions and reflections on the outcomes of the applied strategies.
Findings: Students quickly adopted the Thinking Moves vocabulary and demonstrated improved listening, questioning, and collaborative thinking. Discussions evolved from simple games to complex topics such as racism, stigma, and identity. Students reported increased confidence in articulating thoughts and valued the opportunity to explore challenging ideas in a supportive environment. The approach also fostered resilience, empathy, and deeper peer relationships.
Implications: Thinking Moves proved to be a useful tool for enhancing oracy and critical thinking in SEND settings. Embedding this approach more widely could support inclusive, dialogic learning environments. Future research may explore capturing student reflections more systematically using tailored templates