Camtree Digital Library (Univ. of Cambridge)
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Flexible Seating and Flexible Teaching
Get PDFContext: This lesson study was conducted in a mainstream secondary school to explore how flexible seating and grouping strategies, supported by technology, can enhance engagement and regulation for learners with Special Educational Needs and Disabilities (SEND), particularly those with ADHD.
Aims: The study aimed to investigate how flexible grouping and teacher mobility, enabled by iPad mirroring, could support pupils newly identified as having SEND in mathematics lessons. It focused on fostering inclusive practice through in-the-moment reflection and strategic classroom positioning.
Methods: The Lesson Study involved several steps, incorporating ethical considerations for anonymity in data published. Strategies employed included flexible seating and grouping, real-time reflection facilitated by iPad technology, and a focus on teacher positioning to maximise support and engagement. Observations were made regarding pupil interactions and learning outcomes during the implementation.
Findings: The findings reveal that pupils with SEND may benefit more from flexible grouping rather than being seated at the front of the classroom. Students exhibited resilience in adapting to different group settings, highlighting the importance of guided interaction through effective questioning by teachers. Additional insights indicate that providing prompts can assist in memory retention, while opportunities for pupils to articulate their learning enhance engagement. It was noted that smaller group sizes are optimal for effective collaboration, and meaningful transitions between group and whole-class instruction are crucial.
Implications: This study suggests that fostering an inclusive educational environment can be achieved through flexible teaching strategies that adapt to student needs in real-time. Other educators might observe that maintaining high expectations for all students while tailoring approaches can create a productive classroom atmosphere. Teachers may find value in applying in-the-moment inclusive reflection and strategic planning regarding group dynamics, enhancing both student support and overall engagement
Fostering Engagement and Critical Thinking: An Action Research Study in a Middle School Social Science Classroom
Get PDFContext: The study is positioned within the curriculum framework of Moonshot Academy in Beijing, China, renowned for its competency-based approach emphasizing critical thinking and engagement in social science education for eighth graders. The curriculum integrates China's National Standards and promotes instructional methods that foster dialogue, evaluation, and collaborative learning, primarily through project-based assessments.
Aims: The primary objective of the action research was to enhance classroom engagement and critical thinking skills among eighth-grade students by utilizing the Toolkit for Systematic Educational Dialogue Analysis (T-SEDA). The research sought to refine instructional methods and foster meaningful dialogue to improve students’ abilities to formulate and articulate argumentative claims.
Methods: The study employed a progressive, iterative approach involving three rounds of intervention, each following a plan-act-observe-reflect cycle. The first round focused on integrating dialogic teaching strategies to enhance participation and critical analysis. Subsequent rounds incorporated structured roles and ground rules for discussions, alongside the T-SEDA coding framework to assess the quality of interactions and student outputs.
Findings: Initial findings indicated increased classroom engagement, with a notable improvement among focus students, particularly in articulating thoughts and engaging with peers. Ground rules established in the second round fostered a more orderly environment and facilitated complex discussions. The final round revealed varied student responses regarding complex topics, highlighting the need for adequate scaffolding and time for reflection, ultimately leading to improved critical thinking outcomes in overall classroom performance.
Implications: This study underscores the relevance of systematic educational dialogue in middle school settings, showcasing how structured dialogue and peer collaboration can enhance critical thinking and engagement among students. Other educators may glean insights into the necessity of establishing clear communication norms and the impact of adaptive pedagogical strategies that scaffold student interactions for deeper learning experiences. The findings also illustrate the importance of continuous reflection and adaptation in teaching practices to cater to diverse student need
Developing a Comprehensive Primary to Secondary School Transition Offer
No full textContext: The study investigates the transition process from primary to secondary school, emphasising the experiences of students with Special Educational Needs and Disability (SEND). It recognises that effective transitions involve early planning, ongoing low-stakes interactions with the secondary environment, and strong cooperation among educational staff. For students with SEND, these processes need to be customised and enhanced to ensure successful integration into secondary education.
Aims: The research aims to enhance the transition experience for pupils with SEND through two cycles of action research. It seeks to refine inclusive practices by examining how collaboration and structured planning can improve outcomes during this critical educational phase.
Methods: A cyclical action research methodology was employed, comprising two main research cycles. Each cycle included stages of planning, implementation, and review, allowing for modifications based on initial findings. Ethical consent was obtained from all participants to ensure that their identities remained confidential in published data. The cycles were guided by relevant literature that informed the research questions and provided practical applications.
Findings: The study found that effective transition relies on sustained engagement, personalised planning, and strong inter-school collaboration. Pupils valued practical information and opportunities to build familiarity with their new environment. Staff identified the need for a designated Transition Co-ordinator and consistent systems to support continuity.
Implications: The findings offer a framework for other settings, emphasising the value of gradual, inclusive transition processes. Educators may benefit from adopting strategies such as pupil passports, joint projects, and SEND-specific visits. The research underscores the importance of pupil voice, emotional readiness, and shared responsibility in supporting successful transitions
Adaptive Teaching: Non-subject-specific peer review
Get PDFContext: The study is situated within the framework of inclusion and special educational needs and disability (ISEND) in mainstream secondary education. It explores the role of adaptive teaching approaches and peer review among teachers as a means to enhance professional development and improve teaching practices.
Aims: The primary objective of the research is to assess the efficacy of non-subject-specific peer observations in gauging adaptive teaching methodologies. It seeks to identify how such observations contribute to the professional growth of educators by allowing them to learn from one another's expertise in different subject areas.
Methods: The research employs an action research cycle divided into two cycles. The first cycle focuses on planning, executing, and reviewing methodologies that inform the research question. Ethical consent was obtained for data publication, and systematic observations were made during the peer review process, facilitating an understanding of the various adaptive teaching strategies employed in the classroom.
Findings: Teachers reported that observing outside their subject area helped them concentrate on how lessons were delivered and how accessible they were to learners. This approach reduced fixation on curriculum content and encouraged reflection on adaptive strategies such as scaffolding.
Implications: Other educators may draw lessons from this study regarding the benefits of engaging in non-subject-specific peer review as part of their professional development. The practice not only enhances teachers' adaptability but also promotes a culture of continuous improvement in teaching strategies, ultimately leading to enriched classroom experiences for students with special educational needs and disabilities
Using Manipulatives: Numicon
Get PDFContext: In a primary school setting in the United Kingdom (UK), a Lesson Study initiative focusing on Inclusion and Special Educational Needs and Disability (ISEND) was undertaken to enhance the teaching of mathematics using manipulatives, specifically the Numicon resources. Numicon is designed to help children understand mathematical concepts through concrete shapes that represent numbers, which has been shown to support learners with varying abilities, particularly those on the SEND register.
Aims: The primary objective of this study was to investigate how the utilisation of Numicon manipulatives might facilitate greater independence and success in mathematical tasks among students on the SEND register. Additionally, the research aimed to refine the existing Maths policy to underscore the role of manipulatives in mathematical pedagogy and to promote the consistent use of Numicon across various classrooms.
Methods: Participants included teachers and teaching assistants who integrated Numicon into their teaching while engaging in collaborative planning and reflections typical of Lesson Study approaches. The study involved the implementation of strategies that included classroom displays and personal manipulative resources to aid children's understanding.
Findings: Observations revealed that providing Numicon manipulatives in the classroom environment significantly aided students on the SEND register in engaging with mathematical content more independently. The study highlighted that teachers overwhelmingly recognised a positive impact on children's mathematical learning, especially in problem-solving and reasoning skills, with 91% of teachers affirming this enhancement during their instructional practices.
Implications: Other educators may learn from this study about the efficacy of manipulatives like Numicon in supporting learners with diverse needs in mathematics. The results suggest that incorporating physical resources into lessons can facilitate a deeper conceptual understanding while making mathematics more accessible and less daunting for young learners. As such, the promotion of manipulatives within the curriculum may help to build foundational skills in mathematics, boosting students' overall confidence and competence in the subject
Exploring the impact of screencasting on blended learner-centred education
Get PDF"Context: The study investigates the use of Generative AI (GenAI) in designing adaptive lessons to cater to diverse learning preferences within an educational context, specifically at Aitchison College in Pakistan. This institution emphasizes academic excellence and aims to develop well-rounded individuals while facing challenges in accommodating varied learning styles.
Aims: The research aims to explore the integration of GenAI in lesson planning, focusing on its potential to enhance adaptability and engagement for diverse learners. It also seeks to understand teachers' and students' perceptions of AI's role in the learning process and to identify initial experiences of educators with this technology.
Methods: The action research involved qualitative and quantitative methods, including teacher shadowing, surveys, and focus groups with educators and students across different grade levels. A four-week professional development program was implemented to develop AI-integrated teaching strategies, focusing on diverse learning styles and ethical considerations.
Findings: The findings indicate that while teachers acknowledged AI's benefits for lesson personalization and differentiation, there are significant gaps in training and proficiency. Many teachers reported moderate AI skills, with 63% expressing a need for hands-on training. Despite 85% recognizing AI's utility in creating tailored activities, concerns about over-reliance on technology and insufficient subject-specific content were prevalent. Ethical issues, particularly related to AI-generated inaccuracies, further necessitated human oversight.
Implications: This study emphasizes the necessity for structured professional development that not only equips teachers with the knowledge and skills to integrate AI effectively but also promotes ethical usage. As AI evolves in educational settings, insights from this research may guide other educators in employing GenAI to enhance personalized instruction while maintaining educational integrity. Furthermore, the potential of AI in fostering engagement and adaptability suggests significant implications for future curriculum development and pedagogical strategies in diverse classrooms.
Adult Learning: Preparation for Adulthood
No full textContext: The study investigates the development of a curriculum aimed at enhancing employment opportunities and independence for individuals with Special Educational Needs and Disabilities (SEND) within an adult learning environment in a mainstream further education setting. It employs action research cycles to facilitate iterative learning and improvement in curriculum design and implementation.
Aims: The primary aim of the research is to refine and enrich a preparation for adulthood curriculum that addresses the unique challenges faced by adults with SEND. It seeks to empower these individuals by improving their employability and fostering greater independence as they transition into adulthood.
Methods: The research adopts an action research methodology, structured into two distinct cycles. Each cycle involves planning, implementation, and review, ensuring that insights gained from prior actions inform subsequent steps. Ethical consent was sought from participants to publish data anonymously, ensuring respect for their privacy throughout the research process.
Findings: The study reveals that iterative cycles of planning and review enable more tailored educational approaches that directly address the needs of SEND learners. Specific outcomes related to curriculum adjustments, participant engagement, and skills development were highlighted, demonstrating the dynamic nature of adult learning when informed by systematic reflection and action.
Implications: The findings suggest that other educators working with SEND learners might benefit from employing an iterative action research approach. This method allows for continuous feedback and adaptation of curricula to meet learners' needs better, emphasising the importance of fostering employability and independence in adult education settings. The insights from this study may contribute to ongoing discussions about best practices in developing inclusive educational frameworks that adequately prepare individuals with SEND for adulthood
Fitzwilliam Museum: Family Welcome - exploring inclusive museum experiences with young children and families
No full textContext: This research report outlines the Family Welcome Project conducted at the Fitzwilliam Museum in 2024, emphasising the importance of family visitors to museums. Families are key contributors to audience development due to their loyalty, diversity, and role in fostering lifelong cultural engagement. The project aims to understand and improve the museum's engagement with families, especially those with young children, and to address social inequalities through nurturing early cultural experiences.
Aims: The project sought to determine what constitutes an effective family welcome at the Fitzwilliam Museum, explore participatory research methodologies with young children, and support museum staff in developing confidence and pride in their family-focused initiatives.
Methods: Using Mosaic Approach, data was generated with 15 families with children aged 0-3 over the course of six months. Activities included play, scrapbooking, and photography, with families receiving tools and bursaries for independent research visits. This data was complemented by community consultation engaging 133 participants, museum staff collaborations, and scoping discussions with sector organisations. Reflective thematic analysis identified key findings.
Findings: Four themes - building, collection, atmosphere, and experience - emerged as essential to a welcoming museum. Families appreciated the physicality of the museum's architecture and the opportunity for sensory and physical engagement. The collection's objects fostered connections and relationship-building. The museum atmosphere supported family autonomy and exploration, offering a break from routine. Experiences allowed families to connect socially, with the museum offering a space for learning and relationship-building.
Implications: Insights highlight how museums can support young children and their families by enhancing accessibility, interactivity, and inclusivity. Other educators and cultural practitioners might learn from the project’s emphasis on co-creation with families, sensory engagement, and the role of museum spaces in nurturing early childhood development and social connections
Working Memory: Transferring knowledge
No full textContext: This lesson study was conducted in a mainstream infant school to explore how personalised visual resources could support learners with Special Educational Needs and Disabilities (SEND) in transferring knowledge from carpet-time to table-based tasks. The study focused on working memory and the challenges pupils faced in recalling and applying key skills independently.
Aims: The study aimed to investigate whether a visual resource incorporating Widgit symbols and pupil photos could improve engagement, independence and learning transfer for two Year 1 pupils with SEND.
Methods: Observations were conducted to assess the children's interactions with the newly introduced visual resource. The study emphasised a focused approach, concentrating on individual learning needs rather than the lesson as a whole. This approach facilitated the identification of specific barriers each child faced when attempting to transfer knowledge.
Findings: The findings indicated that the children significantly benefited from engaging with the personalised visual resource. It was noted that their ability to independently select relevant symbols during carpet-time contributed positively to their learning transfer capabilities. The study concluded that using clear, visual resources, as opposed to abstract objects, supported the children in recalling and applying key skills during table activities.
Implications: The study suggests that familiarity with visual resources can enhance children's independence in managing their learning processes. Other educators might find that consistent use of such resources across lessons strengthens children's recognition and application of knowledge, thereby aiding skill transfer. Additionally, the research highlights the importance of individualised support materials in promoting engagement for children with diverse learning needs
Using mindfulness-based interventions to reduce stress and anxiety among students
Get PDFContext: The study is rooted in the context of Olumawu School, a private institution in Abuja, Nigeria, known for its focus on holistic student development. With increasing levels of stress and anxiety observed among students, this research sought to understand and address these mental health challenges through mindfulness-based interventions and workshops.
Aims: The research aimed to explore the effects of stress on students' academic performance, identify the main stressors as perceived by students, and examine how stress manifests in their behaviors. The overarching goal was to implement and evaluate mindfulness-based workshops designed specifically to alleviate stress and improve time-management skills among students aged 11 to 17.
Methods: A mixed-methods approach was employed, incorporating qualitative and quantitative data collection techniques. This included reflective journal entries from the educator, questionnaires distributed to students, and focus group discussions with teachers. The data collected aimed to comprehensively evaluate student perceptions of stress, its sources, and the effectiveness of the workshops.
Findings: The workshops resulted in substantive positive outcomes, with 94.4% of students reporting reduced stress levels and improved organizational skills. Participants particularly benefited from techniques for managing academic stress, with 88.9% acknowledging the workshops' positive impact. However, some areas, such as the ability to balance academic and personal life, indicated a need for ongoing support and individualized counseling.
Implications: The findings suggest that mindfulness-based interventions can significantly enhance student well-being and academic performance. The study highlights the necessity of integrating mental health support systems within educational frameworks, indicating that successful interventions can be adapted across various educational settings. It also underscores the importance of continuous follow-up and tailored strategies to sustain the efficacy of such programs