JOURNAL 0809 ABSTRACTS ONLY
Investigation into the relevance of Mind Mapping techniques
in theory based curriculum
Abstract
The inspiration for this assignment was to test the belief that multi-sensory and
“dyslexia friendly” methods, such as Mind Mapping, could enhance learning for all.
The intervention proved to be an interesting and rewarding voyage, identifying the
importance of students using creative thought to enhance their learning.
Consequently, this highlighted the need to improve teaching methods due to the
changing needs of students and the change to a “demand led” education system. I
hope that this report will influence the future practise of teachers delivering theory
based subjects, by stressing the necessity of ‘truly’ incorporating all learning styles,
thus - Redressing the Balance.
‘Action Research: less of a methodology, more a way of life’
Abstract
This small-scale action research was undertaken to assess whether modifying
teaching strategies would have any impact or benefit on learning performance. I
followed McNiff’s advice to adopt an action research methodology, and keep it small,
focused and manageable (McNiff, 2002:85). The intervention engaged a small group
of learners in games, group discussion, small group work and role-play, alongside
independent tasks. This intervention, in contrast to the conventional teaching
strategies, was designed to examine student participation, motivation, interaction and
student autonomy in the learning process; and how, through the use of reflection on
practice (Schön, 1983), it can be used to enhance teaching and learning in postcompulsory education.
‘You know what I mean...?’
Abstract
The intervention described in this article was implemented over a six week period
and consisted of a dyadic peer led tutorial system with a group of ten second year
degree students from a combination of different practical art based disciplines. The
tutorial system was initially designed to pair students from different disciplines to
examine the effects a peer tutorial system would have on practical creativity, critical
awareness and vocabulary. Using a combination of grounded theory and
triangulation to gather data from a variety of sources the results showed a marked
improvement on student self esteem and consequently motivation as well as
deepening levels of student learning in both the cognitive and affective domains.
JOURNAL 0809 ABSTRACTS ONLY
‘Improving Attendance through a Change of Assessment’
Abstract
My action research aimed to tackle the issue of attendance and punctuality on
coursework submission dates, attitudes towards coursework and the general
confidence of the group with the hope that learners would be much more open to
assessment. The changes in place were regarding the type of assessment the
learners had to complete, implementing a much more relaxed and creative
assessment, which still challenged my learners and promoted acceleration.
It would be unrealistic to sum the success of my intervention with a simple yes or no.
It really did split the group in terms of its success, and this was evident from the
feedback, which came in the form of questionnaires and a focus group held with the
whole class. There were some outstanding improvements within the class in terms of
attainment, morale and attendance, but this was alongside a few learners who saw a
drop in all of these elements making me question to what extent the intervention
catered for differentiation.
Can TEFL methods enhance MFL teaching?
Bringing “Teaching English as a Foreign Language” methods into the Modern
Foreign Language Classroom
Abstract
I teach German to a group of engineering students. Student motivation and
attendance levels are problematic, so I sought a more effective teaching method to
engage them. I introduced TEFL techniques; for a more practical approach, using
lots of German; hoping to improve student motivation and engagement, and
consequently attendance and achievement.
I collected data using observation journals; pre-, weekly and post-course
questionnaires; focus groups; attendance registers and tutor observations. I
discovered that although the intervention did improve learner engagement, for some
learners this was not enough to conquer external motivational pressures; thus their
attendance and achievement did not improve.
JOURNAL 0809 ABSTRACTS ONLY
Is virtual attendance the reality of the future?
Abstract
FE is being driven by targets from the LSC passed down to the classroom level.
Learner attendance is seen as a key ingredient in our efforts to meet these LSC
targets. These targets can have diverse effects on the learners who have differing
socio economic needs. This research focused on raising the attendance of learners
on a number of IT courses during an academic year. The outcomes raised the
question as to whether EMA is the answer to high attendance and whether virtual
attendance should constitute real attendance.
‘How you work with parents is as important as what you do’
Abstract
My work involves supporting women and children escaping domestic abuse living in
a Refuge. Experiences of abuse impact on children’s behaviours and on women’s
ability to parent positively, “the conditions in which women parent either facilitate or
limit…those whose physical and emotional resources are depleted…will find it even
more difficult to cope.” (Mullender et al 2002: 157).
The intervention, a parenting programme, worked on principles of learnt behaviour.
Social Learning Theory (Bandura) recognises that behaviours are learnt through
reinforcement and imitation. Humanistic theories are relevant, with women unable to
achieve their potential (Rogers) and linking to Maslow’s needs hierarchy.
The intervention was undertaken in a culture of political debate about single parents,
recommending that children need two parents. As Mullender et al (2002: 170)
comments, “familiarist discourse is widely evident in the media and party politics, with
stress increasingly placed on children’s needs for stability and relationships with
biological parents.”
“Can’t you just give us the learning we need? It’s easier that way.”
Abstract
I am very aware of the necessity to equip adult learners with skills they can use in
their lives outside of college, and was keen to conduct research into how I could
ensure my teaching fulfilled this need. During the intervention, our lessons focused
on student-led learning strategies, and learners came together at the end to
consolidate and share the learning that had taken place. I was very enthusiastic and
confident that my learners would do well and enjoyed taking responsibility for their
learning and was surprised when this proved not to be the whole story. All learners
found the lessons more challenging than I’d anticipated, mainly because of factors I
hadn’t even considered when planning my research.
JOURNAL 0809 ABSTRACTS ONLY
‘Stop Talking – Start Teaching’
Abstract
The key question that this research sought to answer is: ‘Does the amount of time in
a lesson spent on teacher talk and structured activity have an influence on improving
learning, and reducing the occurrence of challenging behaviour?’ The research
methods used included questionnaires, observations, focus groups and group
interviews. The research found that it does have an influence, and that by using
structured, well planned activities the teacher can make this a positive influence that
can improve learning.
‘I don’t like this module, so put it on a pass’
Abstract
This research was conceived as a result of learners failing to appropriately address
the requirements of assignments. Measures to address this issue were implemented
and the outcomes of various interventions were analysed. Analysis revealed
unanticipated results and the opportunity to explore the reasons for this through
semi-structured interviews. The learners have taught me how to teach and between
us we have successfully reformed the curriculum plans of Green College (name
changed) and potentially facilitated future learner achievement.
Doing Action Research: Improving student achievement through the use of
differentiated methods of assessment
Abstract
The purpose of this study was to examine the impact of offering differentiated
methods of assessment on levels of student enthusiasm, motivation and academic
achievement. Three research methods were employed, namely a questionnaire, two
focus group meetings and the analysis of assessment results from cohorts 2006/07
and 2007/08. This study highlighted that when a choice of assessment activities
were provided levels of enthusiasm, motivation and perhaps more importantly,
academic grades, improved when compared with the previous academic year.
Explanations for this as well as suggestions for future research in the area of
providing differentiated assessment activities to meet the specific learning needs of
students are outlined. Finally, this study examines the concepts of personalised
learning and differentiation in relation to current Further Education and Government
thinking, and their role in driving-up academic standards.
JOURNAL 0809 ABSTRACTS ONLY
Teaching Methods: Motivate or De-motivate?
Abstract
The aim of this piece of action research was to find out whether or not varied
teaching methods have an effect on learner motivation levels. The intervention was
carried out over a five week period where the learners recorded their feelings about
each lesson in a personal log book (journal). The research methods included these
log books, my tutor’s log book, a ‘key words’ list, and a motivation scale. The main
findings from the action research confirm that teaching methods do have a positive
effect on learner motivation overall. The methods that brought about the highest
levels of motivation included posters, practical sessions, active revision sessions and
workshops. The sessions, which appeared to reduce motivation levels, included
gapped handouts, practice exam papers and power point presentations.
Emotional Intelligence: The effects of cooperative group learning tasks on
perceptions of teaching, learning and behaviour in prison education
Abstract
Over recent years the role of emotion has been increasingly highlighted in education
and its effect on teaching and learning has never been more relevant. Research has
shown that undertaking small tasks in the classroom designed to enhance emotional
intelligence (EI) can have positive effects, removing barriers to inclusion, increasing
social acceptance, and positive peer interactions and increasing academic
achievement. Action research is used to obtain qualitative and quantitative data to
examine the effects of cooperative group learning tasks designed to enhance EI, on
a group of Young Offenders in an educational setting. The study found that
behaviour, motivation to learn and perceptions of teaching and learning improved,
although there was no significant increase in EI scores and no lasting effect once the
intervention was removed.
“When it comes to learning, do colours have an effect?”
Abstract
The current study analysed the effectiveness of incorporating colours into the
classroom environment and the effect this had on the active, inactive and challenging
behaviours of students. Colour therapies in other studies have proven to affect
student mood and classroom behaviour, therefore, I expected and hoped that this
research may contribute to the current evidence and provide an insight into which
colours work best in an educational environment.
JOURNAL 0809 ABSTRACTS ONLY
‘What happens when learners are handed more responsibility for their
learning?’
Abstract
The present study adopts an action research methodology to initiate change in my
current teaching situation. The main aims of the research intervention were to hand
learners more responsibility for their learning and promote greater interaction
amongst the learner group. The paper employs a mix of representational styles.
Grounded theory draws out themes that tie into theories operationalised during the
learners’ research involvement, whereas the elements of creative non-fiction bring to
life these theories in true learning experiences. Findings demonstrate the value of
granting learners more responsibility for their learning and future recommendations in
terms of impact on teaching practices are considered.
The Role of the ESOL Individual Learning Plan
Abstract
This paper discusses the effectiveness of Individual Learning Plans (ILP) with ESOL
(English for Speakers of Other Languages) learners. It outlines an attempt to allow
learners to be central to the formation and upkeep of the documentation. Action
Research was used to enable me to be intricately involved in the process of change.
The key areas of research focussed on developments in learner understanding of
purpose, sense of achievement and feelings of ownership towards the ILP. These
were measured through a researcher diary, semi-structured interviews and
questionnaires. The data collected was used to discuss the issues surrounding the
usefulness of the ILP in an ESOL classroom.
‘When you read books, you learn new words’
Abstract
Mediated via government agenda, the provision of ‘basic skills’ is a recently
introduced requirement for learners in post-compulsory education; literacy
competencies, in particular, denote an individual’s likely potential for future economic
agency. However, as a consequence of its novelty, there is a compelling opportunity
for practitioners to see ‘what works’ in the classroom. By utilising an Action Research
based methodology, I investigated the efficacy of adopting a ‘classic’ text for a groupreading activity with a cohort of low-achieving students. While the research indicated
that such learners were able to respond positively to my chosen intervention, it was
not something that they chose to continue beyond the intervention period.
JOURNAL 0809 ABSTRACTS ONLY
‘Alleviating referencing stress and relieving marking load’
Abstract
This small-scale action research involved delivering a Harvard referencing session
prior to the submission of a first year undergraduate report. In addition, a referencing
activity was administered at the end of this session for students to take away and
complete using their newly acquired knowledge of the Harvard referencing system.
This intervention clearly demonstrates that a referencing session and activity can
both increase the confidence and improve the learning experience of students. The
intervention was a simple way to alleviate stress for students regarding referencing
and relieve lecturers from correcting many referencing errors throughout academic
assignments.
A Student-Centered Approach to Learning Objectives
Abstract
The use of student-centred learning objectives could improve motivation and interest
within each teaching session and enhance student engagement with their subject.
Part-time Higher Education students on a vocational course devised their own
learning objectives, taken from within the overall scheme of work for a series of
lectures describing exactly what they wanted to learn. Lectures were prepared and
delivered to address these particular objectives. Data collection using anonymous
questionnaires, student interviews and tutor reflection and analysis showed that the
entire group remained more highly motivated and interested throughout the
intervention and enjoyed the teaching sessions.
“No other class has a blog”
The power and potential of the blog and social networking sites in Further
Education as a tool for increasing cultural capital amongst disadvantaged
learners
Abstract
How to teach a topic requiring prior knowledge of current events and history to a
group of learners without it?
This was the challenge I faced teaching social, historical and political aspects of A
Level Sport and Physical Education to students from deprived areas with a history of
low achievement in a college situated in one of England’s poorest boroughs (LSC,
2006).
My intervention was to use an online “blog” on a social networking website to try to
instil relevant background knowledge, or “cultural capital” (Bourdieu, in Sullivan,
2001) in the participants. The results showed the potential power of social networking
sites as an educational tool.