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.
Choosing this area for action research was prompted during my own reflective practice from
delivering Training to Officers within the National Crime Agency. I based my decision on three things;
1) Its’ a topic that I am very interested in and confident to examine.
2) Its creative and allows me to consider new areas of interest
3) Its’ not too broad and the topic fits the scope of my paper by focusing on students working for the NCA.
My reasons for this particular area of research is in hope to better the student engagement in the course by re-enforcing study habits through communicating, while utilizing some innovative ideas to drive forward the future success of our students, and embed study skills for the duration of this 3 year course. I feel I will benefit from this project, as I will be teaching to more engaged students, should my action research implementation prove successful.
Recently I have noted that placements have become harder to set up and deliver within the given timeframe due to internal department and organisational process changes and I am concerned that the delays and difficulties we are encountering may be affecting our student’s prospects of finding work.
I believe that placements play a valuable role in the success of young people finding work in today’s difficult job market and delays in providing them have a detrimental effect on the learners progress as well as a knock on effect on my teaching schedule.
For the purpose of this action research, the area of my teaching practice that I intend to explore is the use and effectiveness of online learning approaches in comparison to traditional face-to-face delivery models for internal teaching qualifications.
ADHD affects everyone differently, but I have noticed that these students seem to struggle the most at finding a coping mechanism within lessons that will aid them to control their behaviour enough to enable both them to be able to concentrate to learn and also to not be a distraction to the rest of the class for them to be able to learn. This is why I have chosen the question ‘How can different behavioural management techniques positively influence the learning experiences of children with ADHD?’ for this action research project. I aim to try and find some workable solutions to this problem.
A large proportion of people appear to believe that they have some kind of ‘innate’ problem regarding understanding maths. I also encounter some people that are actually made uncomfortable by the notion of mathematics to the point where some learners are reduced to tears when faced with certain questions. These are obvious problems as they both go against the very important aspect of learning, which is motivation.
Functional Skills is not a term that young people are used to these days and it is complicated to explain what it means. However by explaining what they will gain through completing Maths and English transferrable skills their approach to them is much better. The difficulty is finding that link or topic that will help to develop the curriculum and make learning about functional skills that much easier.
This research project will be looking at developing curriculum strategies of embedded functional skills so that young people are developing and applying the skills through topics that interest them without realising they are doing Maths and English