Many of the students in my lessons invariably want to listen to music on personal earphones while completing independent learning activities such as writing assignments or reading texts. Music appears to play an important part in the day-to-day life of most of my learners, many of whom evidently find it difficult to concentrate in silence.
I often find a problem area in Mathematics is learners’ remembering, understanding and replicating of all the appropriate steps in a multistep question. Recently, I have been introducing differentiated learning worksheets into my lessons, with traffic light colour coding. In this action research project, I have attempted to answer the question “Can differentiated resources result in an increase of knowledge retention and improvement of skills in GCSE Mathematics re-sit students?”.
Faced with teachers who see the risk factor of participation too high and not worth the experience relating to the bigger picture of study, it has seemed that a ‘not on my watch’ attitude has been generated. Students on the other hand are predominantly the ones whose perception of risk is lower and their fear factor isn’t as great.
The majority of my learners have learnt the relevant skills required for them to use the tools of a particular Office product, however, some are finding it difficult to pass exams due to: set time pressures, reminders of bad school experiences, and a reliance on good memory.
From a teaching perspective, going assignment based would make my life easier as I would have more time to spend teaching learners rather than constantly marking exams or checking IPU’s not just for ICT content, but for grammar and spelling.
British Sign Language is the language of the Deaf and belongs to the Deaf community. Therefore when it comes to teaching the language it is only right that a native BSL user should be the tutor. This would give the best approach both in teaching not only the language but the culture and deaf awareness as well.
This creates unique problems in teaching the language, particularly for beginners who really struggle if the tutor only uses BSL. It can also be difficult for the tutor in that they may struggle to understand the learners, a lot of Deaf BSL users cannot lip read and have low English skills. A hearing tutor, although they may have good qualifications in BSL they will not have the background in Deaf culture and will undoubtedly speak more than sign which will hinder the learners progress. Rather than choosing between the two, I would like to research whether it is best to have a native BSL user and a hearing high level BSL user with experience in interpreting or communication support work ‘team teaching’
What are student perceptions of my marking and feedback practice of summative assessment? Are they only interested in the headline news – ‘did I pass?’ Or do they read and reflect in greater detail? If they have passed or achieved the merit or distinction they were hoping for, do they bother reading the rest of the annotations and feedback? In terms of development, do they prefer brief abbreviations or longer comments?
Questions that might arise include: Does my marking serve a deeper purpose for students beyond getting a grade? Do I need to find ways to encourage greater engagement of students with my marking? Will I need to make fundamental practice changes to do this?
The most popular course is the 3 day First Aid at Work (FAW) course. This is a mixture of theory and practice, but it's mostly a practical course and, for it to flow and for the students to get the full benefit of the course, its needs full student participation, which needs the student to want to be there. A growing problem that I and fellow teachers have noticed, is a lack of engagement from the student into the course.
This research therefore is intended to develop strategies to engage students on this study programme to increase their confidence to learn maths by effectively embedding maths activities into the teaching of the vocational subject. It is also intended to measure the impact of this work on their overall attitude to learning maths as a broader subject and whether it is possible to move the students away from having a fixed mind-set in relation to this subject area.
I reviewed at least seventy five per cent of the feedback forms, from programmes that were delivered with mixed groups of learners.....to realise that we as a group of teaching professionals we are inviting students to comment on the programmes that we deliver, but we seem not to incorporate into our practises; which shows that I have not been reflective enough in my practise as I had thought.
I have chosen to research the impact of the induction process on learners starting college for my action project for a number of reasons. Primarily, because I believe that this is a key area for the college. It is the first impression for learners and currently sees a high dropout rate between application completion and course start date. Secondly, within my role I have scope to make necessary changes to this area. This will allow me to test my theories and ideas. I have seen the induction process change over the time I have worked at the college and it has already improved, but I feel that it still has further room for growth.
As the sole trainer on WP it is my responsibility to identify a scheme of work that best fits the claimants and increases their work skills and employability. I intend on designing sessions that focus on the development of practical work skills and how these skills are linked with competencies in the workplace.
I teach music business to musicians and usually the students I get are very confident as they have been performing as a musician or have come directly from school and they have come out of their shells. During the first session I asked all my students to come up with a question for the rest of the class so they could show off what they had learnt from the previous 12 weeks and one student couldn’t think of anything. I asked her to tell me one thing that she learned instead and she just said her “brain had frozen”. During the lunch break I decided to have a quiet word with her and she explained that she was really shy and didn’t like answering questions in front of the class. This was something new for me as I believed that I was quite good at spotting the shy, withdrawn students from their body language and their tone, however this particular student comes across as being very confident which has made me think that there are different elements of shyness and I want to know how to spot them and how to deal with it.
I want to research and develop strategies for dealing with shy and withdrawn students so that they can become a bit more confident and so that they don’t feel awkward within the class. I am interested in finding out why some students are very confident in the classroom and will communicate freely and why others don’t.
This is the technique whereby students review lesson material in advance of a class, freeing up time in the class for more student-led activities. In effect, the homework is the lesson material and what was previously done as homework is now completed in the class. I have heard about flipped classrooms and have previously conducted some basic research around the area and I’ve wondered whether I could implement something similar. However, I didn’t want to make any significant changes to my teaching without first considering the implications
The teaching of speaking skills in class is a difficult one to gauge. Unlike other aspects of language learning which can be marked such as reading, listening and writing tests, and evidence of learning can be revised, speaking activities, unless recorded, do not provide the same standard of evidence.
This research aims to find out if a specific speaking activity is time sensitive in that is it more appropriate, or efficient to use it at the beginning of the class, during the middle or nearer the end.