All 39 entries tagged Teaching

How can assessment encourage & motivate learners to succeed, academically & socially? – Munira

How can assessment encourage and motivate learners to succeed, academically and socially? - Munira

Assessment is broadly defined as activities that teachers and students undertake to get information that can be used analytically to alter teaching and learning (Black and Williams, 1998).

The two main forms of assessment used are summative and formative. Summative assessment (assessment of learning) aims to record learning that has taken place and formative assessment (assessment for learning) aims to identify aspects of learning as it is developing in order to find ways to deepen this learning. Assessment has a huge impact on student learning, achievement and motivation. Learners need to be clear about what they are aiming to learn as well as how to evaluate their learning for future learning to happen. Parents also need to be involved as being aware of the journey their child is taking helps to create a strong and positive home school partnership which in turn intrinsically motivates students to do better.

Innovation in education today strives to create “life long learners” equipped with skills and knowledge to lead their own journeys in the real world. However, innovations in pedagogy are unlikely to be successful if they are not accompanied by related innovation in assessment (Cizek,1997). These assessments are referred to as performance based assessments and can be oral presentations, essays, projects, experiments, collaborative tasks and portfolios/videos. In order for assessment to be meaningful, it needs to be ongoing and authentic. Teachers need to be able to identify what learners already know in order to respond to the learning needs of individual students. Feedback plays an important role in assessing learners and is directly connected to their academic success. To have the greatest impact, feedback needs to provide information not only on how the learner has done, but also the specific steps needed to progress further. It needs to be timely, detailed and specific (Hattie and Timperely, 2007).

In my early years classroom, the environment that I create is fluid and safe and I develop relationships with my learners based on trust, mutual respect and love. We understand that we are all diverse and we learn differently as we understand that making mistakes is the most powerful way of learning; based on Hattie and Timperely's (2007) research on feedback. This is the key for emotional and social success which then leads to academic success. I regularly check in with my students during a learning engagement and assess their learning with them as well as set goals. Reflection is a big part of our day and this is something we do at the end of every learning engagement so that students can share their new learning or their misconceptions.

It is our role to define what our students need to know and provide the environment they need to successfully learn and meet their learning targets in order for them to believe in their potential for success. We need to create meaningful assessment systems that provide valuable information to pinpoint gaps in learning and guide learners through next steps they need to take to eliminate the gaps. We need to involve our students in the assessment process and watch as they gain a sense of ownership and commitment to learning. Soon they become more focused, motivated and achievement oriented.

References:

Black, P. & Wiliam, D., 2010. Inside the Black Box: Raising Standards through Classroom Assessment. Phi Delta Kappan, 92(1), pp.81–90.

Hattie, J. and Timperley, H., 2007. The power of feedback. Review of Educational Research, 77(1), pp.81?112.

Abigail Ball : 02 Dec 2019 09:10 |  Tags: Assessment Teaching |  Comments (0) |  Close comments |  Report a problem

How can assessment encourage & motivate learners to succeed, academically & socially? Brogan

How can assessment encourage and motivate learners to succeed, academically and socially? - Brogan

Assessment is a fundamental element of teaching and learning for both students and teachers. It allows teachers to receive feedback on how well students have understood the content that has been taught. This feedback can then be used by the teacher to assess their own teaching and reflect upon its merits and areas which could be improved. It also allows the teacher to have an insight into how students are thinking or approaching the taught material. It can highlight areas of common misconceptions or areas of confusion for students, allowing teachers to address this.

A less commonly cited benefit of assessment is its ability to motivate students socially. In my own teaching practice, I find that summative and formative testing allows me to pinpoint my students’ individual strengths and weakness, thereby aiding me when it comes to classroom differentiation. I use this information to ensure that my questions are at an appropriate level for the individual learner, allowing them the chance to contribute to the class. I believe that this approach can boost a learners’ confidence and motivation to learn, rather than embarrassing them in front of their peers. Building students’ confidence helps to promote a more student-centred environment, where students are encouraged to take part in activities such as class discussions and peer review. I feel that promoting peer review activities in my own classroom and incorporating an element of fun such as team competitions has helped promote engagement and discussion within the class. I have found for example, giving the students more autonomy over the direction of the discussion leads to the emergence of good learning and teaching opportunities; particularly when real life examples that are relevant to the learners are linked back to biology.

I have also found that asking for feedback before an assessment is a good way to help students evaluate their own learning. I ask them to give me a brief note on what topics they think they are good at, could improve more and are struggling with before they sit a summative test. I use this information to guide my revision plan. During their revision I also help them to explore different revision techniques.

I strongly agree that it is more important to praise effort over intelligence, as argued by Mueller and Dweck (1998). This point resonates with me, as I am keen to instil a growth mindset within my students and encourage and motivate them to work hard to improve (Dweck, 2015). For example, I will use formative assessment tasks as a way to give helpful comments such as action points to guide students on how they can improve, rather than focussing on the mark (Black and William 1998).

References

Black, P. and Wiliam, D., 1998. Assessment and classroom learning. Assessment in Education: principles, policy & practice, 5(1), pp.7-74.

Dweck, C., 2015. Carol Dweck revisits the growth mindset. Education Week, 35(5), pp.20-24.

Mueller, C.M. and Dweck, C.S., 1998. Praise for intelligence can undermine children's motivation and performance. Journal of personality and social psychology, 75(1), p.33.

Abigail Ball : 25 Nov 2019 11:41 |  Tags: Assessment Teaching |  Comments (0) |  Close comments |  Report a problem

Using a reflective framework to reflect on and improve my practice – Jade

“Reflective practice is the ability to reflect on one's actions so as to engage in a process of continuous learning” (Schon, 1983). Schon’s (1983) reflective model framework distinguishes between “reflection in action” and “reflection on action”.

Reflection in action refers to practising critically, so in essence, reflection during lessons. For me, this involves considering a host of different aspects during a lesson;

• How are students reacting to tasks/ activities?
  
• Are timings appropriate and do I need to shorten or lengthen an exercise in line with student engagement?
  
• Do I need to support any individual students or clarify anything to the class as a whole, as they progress?
  
• How do I know all students are engaged?
  
• Do students need a break from listening to me / others talk (e.g. an energiser activity)?
  
• How can I ensure that all students are progressing in their learning?
  
• What I am going to do next and is it appropriate, given the students’ engagement so far?
  
• What is the key take-away that I need to emphasise – have these changed from the lesson plan given any misconceptions in class?

Reflection on action is the reflection that occurs after lessons. Again, for me, this includes reflection against a variety of aspects and compares the actual lesson against the initial lesson plan; including:

• What went well?
  
• How did particular students handle the lesson?
  
• Could I have done anything differently and what?
  
• How do I feel after the lesson?
  
• Do I need to find additional resources or research a particular example to follow up on any questions raised in class?
  
• How will this lesson impact the next lesson with this class; is it too soon to move onto the next topic?
  
• How does this feed into modifying this lesson plan for next time I teach this topic or a similar lesson?

I have been fortunate, in that my mentor is required, for safeguarding purposes, to be present in all my lessons. The 2- 3 minute informal debrief with my Mentor at the end of each lesson has been an invaluable part of my reflective process. Generally, this helps me assess if I have judged the success of the overall lesson correctly, as well as briefly discuss students to help us both continually assess their progress. Specifically, it also helps to assess my reflection in action, as I can get reassurance or advice with regards to how I could have done things differently. In our weekly mentor meetings, we also have more time to discuss and reflect on past lessons as well as plan for future lessons. This dialogue feeds into my reflection on action as in situations where something didn’t go as planned, I can put forward solutions for how to address this in the next lesson, ask questions and build in advice and suggestions from my mentor’s experience.

“If teachers don’t engage in these types of conversations, they stagnate. They need to be able to be open and honest with someone and for this to, ultimately, lead to a kind of change.” (Harris, 2019)

References:

Schon, D. (1983) The Reflective Practitioner: How professionals think in action. London: Temple Smith

Harris, C. (2019) Every teacher needs a reflection buddy to keep them sane [online] Available from: https://www.tes.com/news/every-teacher-needs-reflection-buddy-keep-them-sane (Accessed 11 October 2019)

Abigail Ball : 18 Nov 2019 09:41 |  Tags: Reflections Teaching |  Comments (0) |  Close comments |  Report a problem

Using a reflective framework to reflect on and improve my practice – Richard

Throughout my teaching experience I have found that reflecting on and discussing the lessons I have taught is vital to my learning. Recently, I have been using Kolb’s Learning Cycle (1984) framework. This follows 4 steps and encourages me to draw conclusions and ideas from an experience, then assess and build on those to come up with new ideas which inform and improve my future practice.

Stage One. ‘Concrete Experience’. I recently taught a Y1 maths lesson focussing on comparing number bonds to 10 and building on the pupils’ knowledge of addition, greater than and less than symbols. I utilised the concepts and resources set out in the medium-term plans. We started with counting to 100 and worked through some examples as a group on the whiteboard. Pupils then split into ability groups and were provided with differentiated worksheets to complete. It was apparent that although some of the children had understood the concept when modelled on the whiteboard, most were unable to understand the worksheet independently. The lesson ended with very little achieved.

Stage Two. ‘Reflective Observation’. After the lesson I apologised to the class teacher as I felt the lesson had been unsuccessful, and I was very disappointed with my performance and the lack of learning by the pupils. Reflecting later, my initial thoughts were; the structure of the lesson had been unclear; I had rushed sections trying to cover too much and there was a lack of understanding of what the children should do on receiving the worksheets. However, I felt that I had modelled clearly at the start with the pupils working out examples together on the interactive whiteboard.

Stage Three, ‘Abstract Conceptualization’. As part of this step I reviewed my lesson materials and spoke with the Year 1 team who had taught the same lesson. I realised I had not been clear enough of the learning objective and success criteria for the lesson or the means by which I could achieve them. I had not taken into proper consideration the specific needs of the pupils, primarily a high level of EAL preventing many from being able to read and understand written questions without assistance. The worksheets, while created for this objective, were too complicated and at a level above the children’s ability. In discussion all the teachers agreed that the pupils’ needs meant a simplified worksheet was required.

Stage Four. ‘Active Experimentation’. I taught the same concept again the following day focussing just on number bonds, asking the children to use numicon outside to answer questions. In addition, the children could choose the level of worksheet to start on and progress as they wanted, thus building confidence through successful completion of tasks. (TS2)

The practical nature of this lesson engaged the children, and a distinct LO and success criteria provided the lesson with a better structure (TS4, Department for Education, 2011). Following this process, I have gained a better understanding of how children learn and factors that influence the effectiveness of my teaching. It helps identify barriers to learning, encouraging me to adapt and experiment with new ideas and provides me with skills to handle similar situations in the future.

Reference

Kolb, D. (1984). Experiential learning: experience as the source of learning and development.. [ebook] New Jersey: Prentice-Hall. Available at: https://www.researchgate.net/publication/235701029_Experiential_Learning_Experience_As_The_Source_Of_Learning_And_Development [Accessed 6 Oct. 2019].

Department for Education (2011). Teachers’ Standards: Guidance for school leaders, school staff and governing bodies. Crown Copyright.

Abigail Ball : 11 Nov 2019 08:51 |  Tags: Reflections Teaching |  Comments (0) |  Close comments |  Report a problem

Bacc–ing the Arts in Education – Abigail

Arts Council England stated that “Drama communicates through the language and connections of theatre. This results in all pupils… gaining access to one of the great forms of human expression.”. As a Drama trainee, I can only agree.

Since the 1980’s, we can see how Drama has grown in education as its own subject, and how it can be a method of delivery in other subjects. However, the current situation surrounding the National Curriculum suggests that history may be repeating itself; the Arts once again are at risk, and Drama in particular is being threatened as a subject that has little academic value due to the recently introduced EBacc system. Drama was the most commonly withdrawn subject as the EBacc made its way into the curriculum; in 2011, the Department for Education conducted studies amongst ten schools in preparation for the 2012/13 academic year, and found that 23% had already withdrawn Drama, with Art, Design/DT and Textiles following behind at 17%, 14% and 11% respectively.

But why is this case? Any teacher of Drama can tell you of the importance Drama can play on a child’s development; it builds both interpersonal and intrapersonal skills, boosts confidence, and can turn the shyest of children into one of the most confident within their school. Any teacher of Drama can tell you how having a creative outlet like Drama can engage even the naughtiest of pupils. And any teacher of Drama can also tell you that it is rare for students to spend lessons pretending to be trees!

Has this research into the impact of the EBacc benefitted my teaching? In a sense, yes. It has made me realise that, as Drama seems to be making its way back into the English Department in many schools, I may have to continue to ‘fight’ for my subject’s recognition. Although Drama is more focussed on social and cognitive learning, with a focus on development overall as opposed to purely academic value, it does not seem to be enough to give Drama a place within the EBacc.

With this in mind, I wonder if perhaps it is the potential lack of written work that has caused problems for the subject. From experience, KS3 rarely engage in written work in Drama, meaning that when they begin to study it at GCSE, problems can arise when it comes to written exams as students are having to learn a different method of writing alongside everything else. Perhaps written work needs to be implemented into Drama lessons considerably more than it is, and Drama will be seen as a more academically viable subject than it currently is. Perhaps then it may not suffer at the hands of the EBacc as much.

Do I still think Drama should be available within the EBacc? Certainly. Already I have mentioned the benefits it can offer socially and cognitively, but the simple fact is that students need creativity. They need an outlet that breaks away from the academic rigour of school, and for those who struggle academically, Drama can be a fantastic tool. As Ken Robinson stated, “Creativity now is as important in education as literacy, and we should treat it with the same status.”

Abigail Ball : 04 Nov 2019 09:16 |  Tags: Teaching |  Comments (0) |  Close comments |  Report a problem

Staff room epistemological highlights

Sitting next to me at one of the computers in the staff room was a science teacher of no little experience and maturity. He was busy preparing a hand-out sheet when with a deep sigh, he mentioned he would need to find some Tippex (other brands are available). Surprised, I glanced at what he was doing, "I could do without all these symbols", he remarked staring at the picture image on his powerpoint presentation. Eager to offer support (and naturally bearing in mind teaching standards part two) I was happy to suggest he insert a box, do a bit of formatting and, as if by magic, the result he was looking for was achieved. Such was his joy that his mood immediately lightened and after at least two high-fives later, this newly acquired knowledge was already rippling, wave-like to his fellow colleague the other side. "Look what you can learn by talking" he exclaimed." Bingo! "All learning is social, according to Vygotsky, I proudly announced, keen to ensure good academic deference, whilst happily condensing too many journal articles into a crudely 'constructed' and grossly oversimplified sound bite (hey, I’m team maths, we like abstraction). A short discussion ensued to the point where our respective zones of development were appropriately proximal, and we returned to our respective tasks. The Plenary. So, what happened here? Well, while the radical constructivists tussle over the epistemological nature of objective truth, or otherwise, we seem to have at least some evidence that learning took place through social interaction, go Lev, and don’t forget to put it in your PDP. People were made happy through the learning experience (smiley face), and I managed to deliver, albeit of a largely procedural nature, one of my best lessons of the week!

Abigail Ball : 28 Oct 2019 08:51 |  Tags: Pedagogy Teaching |  Comments (0) |  Close comments |  Report a problem

Bloomin’ Marvellous: Taking my hat off to Bloom – Lauren

Questioning a student prompts thought, it allows them to pick apart elements of History in order for them to investigate why events happened, what their impact was and also what would the world look like if these events did not take place.

After six weeks of teaching, it became apparent that my lessons were not as challenging for higher achievers as I had hoped; back to the drawing board it was. From writing about Bloom’s taxonomy in two of my assignments, I thought this would be a good place to start. Bloom’s theory follows a linear format, ideal for students studying History. I found that, in theory, if the taxonomy was incorporated within my lessons that I would be able to challenge my higher achieving students. Bloom stipulates that students need to start by recalling information and through questioning they are guided to the evaluation stage. In my lessons, I found that some students arrived with prior-knowledge and so, beginning with the ‘knowledge’ and ‘comprehension’ stages hindered their progress. I then looked at activities that would help to challenge the higher attaining students in the class. After research, I found De Bono’s ‘Thinking Hats’ as this activity allows for students to begin at various levels. However, as Bloom’s theory applies to History so well I thought it was important that this form of questioning was incorporated. I combined the ‘Thinking Hats’ activity with Bloom’s questioning. Students were then given a colour, representative of the stage they should begin at, in their book, they then had to complete three sections. This task immediately challenged higher ability students whilst differentiating for those who need additional support. Students utilised their historical skill set and analysed the information they were given before synthesising and evaluation. I found that because I was researching the theory at the same time as applying it, I could tailor it to meet the needs of my higher attaining students within lessons.

There is one potential problem here though, in History it is important for students to empathise with a source to evaluate it. This is a skill that I am currently developing with my Year 7 groups through questioning, for example, ‘why do you think the Black Death was portrayed in this way?’ ‘How does it reflect people’s fears at the time?’ Through this ‘high-order’ questioning students can empathise with the source which inevitably aids their ability to evaluate it. By understanding why a source has been published, students are able to then evaluate why it is representative of the time. To combat this, I placed great emphasis on ‘empathy’ within the ‘synthesis’ stage. Bloom instructs that this stage is reserved for inference and imagination; both concepts which link to empathy. Students, through questioning are asked what can they infer from the source? From this we can then ask them to imagine they are living during that period, ‘what might their key concerns about the Black Death be?’ ‘What were people’s fears about the Black Death?’ This allows higher attaining students to reach the top stages of Bloom’s taxonomy thus extending their knowledge and challenging them appropriately in lessons.

Abigail Ball : 21 Oct 2019 08:57 |  Tags: Pedagogy Teaching |  Comments (0) |  Close comments |  Report a problem

The Prevent Agenda and Religious Education – Rachel Cooper

The 2006 Labour Government introduced the Prevent Strategy (2006), as one element of their long term approach to tackling international extremism, known as Contest. Each consecutive update of Prevent has placed an increased duty on education to prevent people being drawn into terrorism. Prevent identifies the adoption of extremist views as a precursor to being drawn into terrorism, with extremism identified as ‘…vocal or active opposition to fundamental British values.’ (2015, p. 2), placing a further responsibility onto teachers to ‘…actively promote Fundamental British Values.’ (ibid.).

My research focused on the influence that Prevent has exerted on the teaching of Religious Education. This is of particular relevance in light of the assertions that the discussion of controversial topics is the lifeblood of RE (CoRE, 2019), and the specific identification of RE as a focal point for the delivery of Prevent within governmental guidance (DCSF, 2008).

The data obtained from my study superficially suggested that Prevent (2015) has not influenced the teaching of secondary RE. All of the RE teachers who participated reported that they had not removed topics to be taught due to their controversial nature, and most had not reduced the level of classroom discussion. Additionally, evidence from some respondents suggested that they had increased the amount of discussion-based activities within their lessons.

However, the influence of Prevent may potentially be covert as most participants stated that they always offered the governmental view, identified as Fundamental British Values, within discussions, and referred pupils’ who shared views that could be considered extreme. Arguably, Prevent, both through its inclusion as a safeguarding duty (2019), and within the professional standards for teachers (Department for Education, 2013), removes the opportunity for teachers to engage critically (Elton-Chalcraf, et al., 2017). This could result in pupils only being presented with views aligned with Fundamental British Values, which although this may increase classroom discussion opportunities, supported by the participant responses and Prevent, it may be with surveillance. The surreptitious influence that Prevent may have on the RE clasroom could be difficult for teachers to acknowledge, and ultimately challenge, with teachers promoting a sanitised viewpoint which promotes assimilation rather than celebrating diversity.

If discussion became limited due to the influence of Prevent, this would be in direct opposition to the aims of RE, which are not to promote a dominant worldview but to challenge (O'Donnell, 2017), understand and enable pupils to personally edify (Jackson, 2019). For RE teachers, there appears to be a need to engage with controversial topics in a safe classroom environment. The opportunity to provide counter arguments to all controversial topics is crucial, but this must include terrorism and extremist views. Pupils must be able to explore their own views openly, and consider all points of view. If discussion is closed down, or reporting is feared, pupils may not engage and the possibility of hearing a different perspective may be lost. Arguably, Fundamental British Values and Prevent has influenced the secondary RE classroom by creating a panopticon (Foucault, 2008) rather than a safe space for discussion.

Abigail Ball : 14 Oct 2019 08:55 |  Tags: Government Policy Teaching |  Comments (0) |  Close comments |  Report a problem

Thinking about blogging?

What is WJETT?

The WJETT blog or Warwick Journal of Education - Transforming Teaching blog is designed to encourage staff and students to disseminate good practice and to engage with their peers on academic cultural critique or areas of research that they find interesting.

With the increased focus on ‘teachers as researchers’ in the sector, many qualified teachers are expected to publish the outcomes of any action research projects they undertake. The WJETT blog can be the first step on your journey towards publishing and enables you to experience publishing and reviewing in a friendly and supportive environment.

Can I write about anything in my blog post?

Yes pretty much. Academic cultural critique (Thomson and Mewburn, 2013) is always a good source of content for academic blogs. This can include (but is not limited to) comments and reflections on funding; higher education policy or academic life. You might also want to consider blogging about:

• Academic practice (Saper, 2006)
• Information and/or self-help advice
• Technical, teaching and careers advice
• Your research or practice
• How you’ve undertaken research
• Impact of research on your practice
• An area of research/practice that interests you
• Your experiences/reflections
  

How long can my blog post be?

Each individual blog post should be no longer than 500 words. Long blocks of text are sometimes hard for readers to digest. Break up your content into shorter paragraphs, bullet points and lists whenever possible. Also include a list of keywords or tags as this makes it easier for Google to find your work.

Do I need to use citations?

No, this is a reflective piece so it does not need to include citations (but you obviously can include them if they are relevant).

Can I include links or images?

We would encourage you to include links to any articles that you have considered whilst writing your blog post. We also welcome the use of images (as long as you have permission to use them) as they can often help to illustrate a point and obviously will not be included in the word limit. Please remember this is a public site so if you want to include images of your students in your classes then you will need permission to do this.

What is the process for submitting a piece of work?

Your blog post should be emailed to me at A.Ball.1@warwick.ac.uk. Once the submission has been reviewed it will either be uploaded at the beginning of the next available week or sent back to you for editing if it requires amendments. You should then send the amended work to me once again and I will then upload it onto the WJETT site.

Abigail Ball : 09 Sep 2019 10:06 |  Tags: Research Teaching Wjett |  Comments (0) |  Close comments |  Report a problem

Teaching without research, really?

Although my teacher training year is coming to an end, I feel that my learning and development as a PE teacher is only just beginning. As I sit and reflect on my progress this year, I consider the impact that research has had on my practice; the action research that I have carried out myself as part of my masters, the literature I have read and explored to develop my pedagogy and behavioural management, alongside the continuing professional development sessions I have attended at school, university and teaching school alliance days that have been centralised on research and key practitioners. I cannot think of an element of my teaching that has not had at least some influence from a form of research and therefore I cannot entertain the idea that I will not continue to engage with research as I enter my newly qualified teaching year.

Most importantly for me, I have engaged with research in order to develop my classroom pedagogy. As I enter my NQT year and in my future teaching profession, I have every intention to continually develop my teacher toolbox, so that my teaching is up to date and innovative, to ensure pupils make the best possible progress. As a teacher I can experiment with my own ideas within the sports hall and conduct my own research about how successful or unsuccessful these prove to be, even if time is limited to write up the findings. However, I question whether alone I would have been able to develop the variety of ideas, teaching styles and models that exist for the teaching of the PE. For example, the Teaching Games for Understanding Model developed by Bunker and Thorpe has become renowned within PE for teaching pupils the skills through game based contexts and without the research that details how to implement the model, the discussions about the positives and drawbacks of the model within other PE teacher’s lessons, I would not have known about this pedagogical model and therefore may not have taught in such a way. One of my favourite journals that I have engaged with so far is the Association for PE’s “Physical Education Matters”. This has been particularly useful because I can read about the practice of other PE teachers and trial out methods that have already been tried and tested by other practitioners allowing me to make comparisons with my own experience. Not only this but each article within the journal, is both informative but relatively short meaning it doesn’t take too long to read. This removes one of the existing barriers that may prevent practitioners from engaging within literature.

Furthermore, I have had first-hand experience of how research can allow me to perfect and develop elements of my teaching practice through my action research around peer assessment. I intend to continue this approach throughout my career, experimenting with the findings of other researchers and implementing these within my own practice. By conducting research into the effectiveness of strategies used within my own lessons, I will be able to draw conclusions from my observations, the thoughts and feelings of the pupils (if relevant) and the impact of my teaching on pupil progress.

I spent a well-needed day at my alliance, exploring the ways in which we as teachers can help our pupils to make good progress within our lessons. The ideas presented were focused on research, allowing us to explore a variety of strategies and analyse the impact on progress. Without research and the contribution of practitioners sharing and discussing their experiences, we would only have our own singular vision of teaching and how best to do it. Some may consider research to be a very time consuming activity in our already very busy schedules but contrary to this view, seeking more effective ways to enable children to make progress could prove to save us time in the future. This could simply be through learning a new behaviour management strategy, experimenting with a teaching style to push gifted and talented pupils, seeking resources, learning about how best to implement peer assessment or self-assessment activities or understanding the factors of a lesson that allow for pupils to make the best progress. Of course the research doesn’t come with a one size fits all, but it allows you to see what worked for other teachers so you realise you aren’t completely alone!

Abigail Ball : 19 Aug 2019 09:04 |  Tags: Research Teaching |  Comments (0) |  Close comments |  Report a problem