How can I encourage my Year 7 learners of Spanish to be autonomous when presented with a range of texts to read?

Hannah Sharma is Assistant Headteacher of a school in Brixton, south London. She undertook this piece of research as Head of Languages in the academic year 2015-16 in response to changes in the assessment regime at GCSE level (the UK school certificate, generally taken at age 16). Her research looked into exploring a list of strategies recommended by Harris and Snow (2004:25) in conjunction with Harris’ (2000) six-stage process of strategy teaching, in order for beginner learners of Spanish to become less reliant on, and expectant of, teacher help. She had two focus groups, selected on the basis of prior attainment (as defined by their Key Stage 2 data), and  wanted to look into how pupils with different histories of attainment grew in confidence and resilience in their approach to reading in a foreign language. She found that a change occurred in her classroom, and that with explicitly taught strategies and practice, pupils became markedly more autonomous and confident readers, relying less on the teacher and drawing more on their own resources.

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Learning Outside the Classroom – Students’ Responses and Learning Outcomes

Ahmad Amirali is a Religious Education teacher in Pakistan and conducted his research in Karachi in 2016. The aim of his study was to gather students’ perceptions about learning outside the classroom in gardens and examine whether students saw these visits as contributing to their learning. The study also enquired the outcome of visits on students’ learning experiences and investigated challenges faced by the students and teachers while participating in these experiences. Two visits were conducted during this qualitative action research; one inside and one outside the school premises.
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An e-Learning Focus: Implications for Teaching and Learning in the Context of BTEC Travel and Tourism

 

Charlotte Parsons is a lecturer in a Further Education College in Greater London and carried out research with her own classes in 2015. The research focused on the delivering teaching and learning solely through eLearning tools. The research looked to assess the extent to which it engaged her learners and the implications that this change created not only for them for her as their teacher.

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Do drama activities have an impact on creative writing skills at KS3 English?

What is writing? What is drama? Is there any correlation between the two in terms of individual progress and attainment? These are some of the key questions that influenced this research project, performed and researched by Natasha Cornwell. Natasha is the Teaching and Learning Leader for key stage 3 English at a secondary school academy in Essex. This responsibility invites her to explore ways to enrich the current KS3 curriculum, addressing national expectations and working towards whole-school targets. Her research project was carried out in 2016 with one of her year 8 English classes. It was her ambition to determine whether facilitating drama activities, prior to extended writing tasks, would have any impact upon her students’ writing skills. This was accomplished by comparing written work that took place prior to any drama activities, to written work that took place after drama. She then went on to evaluate samples of work in detail, analysing evidence of the progress, in terms of the school’s assessment criteria, national curriculum expectations and, more interestingly, personal progress which is often too intangible to measure.

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