Posts tagged teaching strategies
Effect Sizes – Using Graphic Organisers

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.   

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Meeting the Needs of Diverse Learners in the Classroom

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.

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Within Outdoor and Adventurous activities, is risk perception a barrier to participation and how can we overcome this to encourage participation as a fundamental part of curriculum?

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.

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Is it best to have a native BSL user and a hearing high level BSL user with experience in interpreting or communication support work ‘team teaching’ to improve BSL teaching practice?

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’

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How can I encourage greater participation of learners in maths activities whilst teaching vocational subjects?

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. 

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Do students engage more with lessons when a flipped classroom is implemented?

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

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