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.
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’
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
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.