University of Cumbria Open Access Journals
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Production of a hands-on learning resource to teach the topic of loci at GCSE
Get PDFThe origin of this study is rooted in an interest to design an innovative resource to teach the GCSE Mathematics topic of Loci in a more engaging and contextualised way. The aim of the resource is to provide pupils, of differing learning styles, with the opportunity to learn Mathematics through a range of mediums, particularly through hands-on and contextualised learning. The effectiveness of producing a hands-on learning resource to teach the GCSE topic of Loci is the main research question considered in this study. The planning, design and creation of the resource consisted of two key elements; a set of five hands-on learning boards, each relating to the five specific concepts of Loci, and a Prezi Presentation, ‘5 Loci in Locustown’ which will guide both pupils and teachers around the tasks. This resource is also accompanied by a teacher-guide, acetate overlays and counters. The resource was trialled with two experienced GCSE Mathematics teachers, four undergraduate Mathematics teachers and two GCSE Mathematics pupils. Qualitative and quantitative data, was collected for research purposes through the conduction of semi-structured interviews and completion of web-based questionnaires. The results in the interviews and questionnaires highlighted that the resource was very successful in engaging students in the topic of Loci through the implementation of hands-on learning and ICT. However, some respondents commented that perhaps more time could have been spent trialling the product and developing it further to ensure a deeper understanding of the hidden Mathematics. The research project provided the opportunity to be creative in designing an innovative resource to teach the GCSE topic, Constructing Simple Loci. Like many other Mathematical topics, Loci can be exciting when incorporating hands-on learning and ICT and made relevant to pupils when problems are contextualised. This way of teaching avoids isolation within learning and ensures that a pupil’s learning in Mathematics is linked to their real-life experiences. Based on these key findings and taking account of the strengths and limitations of this research, the project could be further developed to ensure there is full understanding of the underlying Mathematics. More research needs to be invested into how pupils of all abilities and learning styles can benefit from using manipulatives in the classroom and relating Mathematics to real life situations
Understanding dyslexia: competing theories, expanding definitions and ongoing controversy
Get PDFConcrete biological evidence of dyslexia remains lacking and, over the years, competing theories of and expanding definitions of dyslexia - which now consider traits outside of literacy difficulties - have been developed. Growing alongside this has been controversy over whether dyslexia as a separate condition exists, whether it is simply a label that some people have better access to for explaining their children’s poor reading abilities, or whether it is the result of modern literacy standards dictated by a Western society that does not consider individual diversity. This paper explores some of these issues within an educational context
Embracing the Rainbow: Approaches to Exploring Issues Concerning the LGBT Community in Primary Schools in Northern Ireland
Get PDFThis study is in response to an interest into the experiences of young people who identify as members of the Lesbian, Gay, Bisexual, Transgender (LGBT) community in Northern Ireland. It sets out to research the experiences of LGBT young people in primary education in Northern Ireland, as well as the perceptions, experiences and approaches of primary teachers towards the exploration of LGBT issues in the classroom. The study used a “mixed-methods” approach to obtain data, which allowed a combination of quantitative and qualitative data to be acquired. This added objectivity and verification to the conclusions drawn from the results. The study has found that the experiences of LGBT young people in primary education in Northern Ireland are improving, but that they still face profound difficulties, due to the attitudes of society and the lack of progress in schools and the Northern Ireland Primary Curriculum. The overall conclusions are that in order for LGBT young people to thrive in primary schools in Northern Ireland, teachers need to be better prepared and supported through increased production of curricular resources, as exemplified by other schools and organisations around the world and in Northern Ireland, itself. This study therefore informs the production of a resource pack, Embracing the Rainbow[1], which will act as an aid to primary school teachers in the exploration of LGBT issues with their pupils. It also challenges The Council for Curriculum, Exams and Assessment (CCEA) to evaluate and improve its strategies for supporting teachers in this aspect of their pedagogy and pastoral role in schools. [1]Enquiries about the resource can be made to Noel by this contact email - [email protected] - but that it is hoped it will be available online in the near futur
An analysis of the significance of analogies and metaphors in education, linking to experiences in the science classroom
Get PDFAnalogies and metaphors have a close link into human imagination and have been shown to help increase conceptual understanding of a topic, while also being powerful tools of communication. They are already well used in modern day science to help scientists create models and theories of phenomena that is currently not fully understood. This is particularly helpful in science, where certain concepts can really push human imagination. In this report, I discuss my use of metaphors and analogies before and during the PGCE course. I believe that all science teachers would benefit by planning to use them in their lessons. The reason for this is that it is my belief that they encourage the student to use communication, lateral thinking, and resilience skills to understand the similarities
How do teachers reflect on their practice? A study into how feedback influences teachers’ reflective practice.
Get PDFThis case study used questionnaires and interviews to explore how teachers reflect on their practice. The sample consisted of twenty-five teachers from three schools in Nottinghamshire. The study found that teachers reflect on their practice based on feedback from senior management, discussions with colleagues and personal experiences. The results indicate that teachers do not allow pupils to evaluate their teaching. It was also found that teachers are reluctant to ask colleagues to evaluate their teaching practice due to the fear of being seen as inadequate. Teachers are more likely to reflect on senior management’s feedback. This study recommends that schools should support teachers to engage in reflective discussions with colleagues in order to increase criticality and should create a classroom climate where teachers are encouraged to share and reflect on their practice. It is further recommended that teachers should utilise pupils’ feedback and opinions as part of their reflective practice.
Positive PowerPoint – developing good practice through practitioner research
Get PDFThis research project aims, through a practitioner research approach, to survey a group of second year undergraduate initial teacher education students about the features of PowerPoint presentations used within their primary science module. Student surveys were completed at the end of each session and, through the analysis of these responses, key points will be identified that would indicate good practice in the creation of PowerPoint presentations which support and enhance the students’ learning, attention in sessions and their note-taking. The conclusions of this report suggest recommendations not only to the layout, presentation and content of PowerPoint presentations but also to the use of transitions and animations. The findings of this research would be relevant to any practitioner who is delivering information to groups of students via PowerPoint
Embedding key transferable employability skills for lifelong success through blending an innovative portfolio to complement traditional assessment
Get PDFSouthampton Solent University has been running the unit ENG195 Applied and Academic English Advanced for international students since 2008 as part of the Institution-Wide Language Programme. Following the implementation of a new employability strategy in 2013, the unit was revalidated in July 2014, which led to a major redesign of the curriculum for delivery from the academic year 2014 - 2015. In addition to having updated academic content, it now has a specific focus on employability skills and their transferability to the real world. In particular, this paper evaluates the assessment practice on this unit in terms of the embedding of employability into the three assessed elements which consist of a Reading Test, a Speaking Test and an online Portfolio. Student feedback so far has been very positive, highlighting the usefulness of the unit, not just for academic study whilst at university, but for the world of work
Assessing student theses: Differences and similarities between examiners from different academic disciplines
Get PDFThe writing of student theses is an important activity at universities and is expected to demonstrate the students’ academic skills. In the teacher-education programme, examiners from different academic disciplines are involved in supervising and examining student theses. Moreover, different subject disciplines have different traditions concerning what is seen as knowledge and the way research is performed, which could result in different assessment practices and judgements. Earlier studies demonstrate a fragmented picture concerning the importance of the examiners’ academic discipline in judging theses. The purpose of this article is to investigate whether examiners from different academic subject disciplines emphasise similar or different criteria when assessing student theses. A total of 66 examiners from six universities with teacher education programmes in Sweden have answered an online Q-survey where they compared different criteria and rank-ordered them. The results demonstrate minor differences between individuals from different academic disciplines: Only two out of the 45 criteria had significant differences between academic discipline groups. Thus, the results indicate that teacher education is a boundary-crossing, multi-disciplinary field which primarily uses generic criteria