With the continued focus of Ofsted on Teaching, Learning and Assessment, as an organisation we have been encouraged by our quality team to ensure the lessons are as participative as possible. The college have encouraged us to look at effect sizes and ensure the teaching methods we use are higher on the effect size table to support learner engagement. I have chosen to concentrate on one methodology of teaching by using graphic organisers within my lessons.
The challenge of the teaching process with LADPP is that the classes work on drop-in bases. Students themselves choose their level. Although they are priory interviewed and advised a certain level, they sometimes choose to attend as many classes as possible regardless of the level of difficulty or just find a class according to the time convenient for them. This, together with some other further described factors, creates a mixture of students with very different abilities and requires from a teacher to be very flexible and adaptable in order to meet various learning needs.
I have identified that there is a high volume of re-submissions of work from students across the BTEC Level 3 Computing and IT Courses.
In many cases the learners simply submit the minimum quality of work as they know that they will be granted a re-submission as long as the first submission is uploaded on time to meet the hand in deadline.
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.
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?
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
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.
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
The main reason for choosing the importance of having varied resources is that it ultimately helps to stimulate the learning environment. If a teacher delivers the same style of lesson every day for twelve weeks at some point one will not be catering for all learning styles and the lack of variety may mean that some learners lose motivation and enthusiasm for the subject studied. It is the role of an educator to inspire learning but one can only fulfil this role if the right resources are used to suit the level and type of learners.
This action research paper will examine the role that inter-professional and integrated working has in childcare and education, and what we can do to further develop effective inter-professional and integrated working in childcare and education to support the development of education and child safety.
Identifying learning needs for International students are very important during Induction week. This enables appointed tutors to identify the limitations and the opportunity for curriculum plan to make necessary amendments at the early stage. Thus, this action research project aim to discuss the importance of identifying learning needs of international Students to design and plan the curriculum at the early stages of their study during induction and early term.
Why International Students?
Teaching at many private colleges for the past 5 years as a management tutor, it was identified that international students took half of the year to settle down within their studies due to following reasons,
Changes in their physical environment.
Language barrier (speaking and creative writing)
Changes in Learning methods and Practices (Functional Learning)
According to the Foreign Services Institute (FSI), Pashto language is linguistically and culturally considered significantly different from English and is placed in category four with regards to its level of difficulty for an English speaker (FSI, 2011). It requires eleven hundred class hours or forty-four weeks to reach to a General Professional Proficiency level 3 in speaking (S3) and reading (R3) (FSI, 2011). For an English speaker, Pashto can be very difficult to learn because of a variety of reasons. These problems may include grammatical structure, limited vowels, strange alphabets, Arabic writing script, drastic cultural differences, etc. To address this issue, one need to understand what are the real difficulties/problems for an English speaker to learn Pashto language? An exploratory approach is needed to find out the most salient problems involved in Pashto learning.
My notes revealed that many students used distraction techniques to avoid work. It became apparent that most students found it difficult to listen effectively to instructions; teachers and teaching assistants would need to repeat those individually. The class had, by March, started controlling the lessons by becoming louder and by denying their abilities.
To develop a strategy for the research, I considered what exactly I would be researching. I wished to understand whether a kinetic lesson (active lesson) would assist the students to learn. Two bottom-set groups will be taught the topic of ‘rounding’ in an active way. In order to measure the learning, I will assess their ability before and after the active lesson, as well as how much they pick up during the activity.