School based research project – an investigation into effective sixth form teaching
Introduction –
The premise of the research was to investigate what makes for effective sixth form teaching. Post 16 education forms an integral part of education, yet brings with it a range of different skills, challenges and variables that are not present in other areas of teaching. Not only is the academic rigour more demanding, but so are the expectations of students and the pressure to help students achieve the grades they are capable of. At Farlingaye, the sixth form is an essential and high performing part of the school, and a huge reason why it has built its thoroughly deserved reputation as an outstanding and progressive school. This is reflected in the publication by ‘The Independent’ whose table of comprehensive school results for August 2009 rated Farlingaye eighth in England for A-levels.[1] The motivation is also in part comes from a selfish point of view - as my own department has grown, particularly at A level with soaring numbers of students, my own timetable has included more and more sixth form teaching. It now forms the vast majority of my teaching. It is also hugely important within my department as the AS and A2 grades make up two thirds of the examination results from which judgements of the success, progress or otherwise of my department are made.
The premise –
The area of sixth form teaching is the one where teachers actually receive the least guidance. Currently, there are thirty-three separate standards needed to ensure a trainee qualifies to teach, but none of these explicitly cover sixth form teaching. Furthermore, with the current pressures on trainees within schools and a school’s natural reluctance to allow any possible negative impact of a trainee on examination groups, it is not uncommon that trainees have little or no real experience of sixth form teaching during their training year. Whilst this may not seem too problematic, it does raise areas of concern. In a school survey, Farlingaye teachers stated that they felt that teaching sixth form is the most demanding part of a teacher’s teaching responsibility[2]. If this is the case, it is alarming that first year teachers are taking on the responsibility of teaching sixth form with little explicit training in this area. Why then is this the case? There was once a common misconception that sixth form teaching represents something remarkably different; that, for example, students needed less guidance, support and control within the classroom. It was along the lines of "They're nearly adults, their behaviour isn't an issue, they're past the compulsory schooling age, and they're pretty well organised and motivated." Whilst this is an idea on the wane, it certainly did exist for a time. A recent investigation by the Sixth Form Independent Group, Kingsbridge found that this common view was reflected in teachers’ views nationwide “We were assuming that they had the language and knew the skills to move themselves forward[3].” The problem and the generalisation that needs to be removed is that just because students are now wearing their own clothes, are slightly older and have chosen your subject, the demands of teaching them change dramatically. They do in some sense and there will be a broad discussion of these areas later, but the challenges faced at teaching at any level – engagement, motivation, and lesson activity - are all remarkably similar are equally applicable to sixth form teaching. The added challenge is the need to tackle the new variables that come with sixth form teaching such as a greater demand placed on subject knowledge and more rigorous demands by exam boards.
What Ofsted say
The current guidance from Ofsted is that for the requirements to qualify to teach sixth form are no different from those in the lower key stages. As already mentioned, there are thirty-three standards a teaching trainee must meet. These can be seen as generic statements rather than having a specific reference for teaching any particular key stage. Furthermore the guidance for the inspection of sixth form lessons is the same as for other key stages, so there is no particular guidance for teaching students post 16. However, Ofsted reports focusing on the key elements of post 16 education include great focus on the areas of
· teacher input and knowledge;
“Teachers have very good subject knowledge; this is put to good use, especially in the sixth form”
· the increasing importance of self assessment and student involvement in their own learning “Students speak very highly of the quality of teaching in most lessons. Their feedback through the course forum for each subject contributes to continuing improvement.”
· of the importance of lesson planning
“Well-planned and interesting tasks motivate the students so that they become deeply engrossed in their learning[4].”
Ofsted’s findings therefore show that effective teaching at sixth form level is based on the characteristics that teachers strive for at all levels – varied lesson planning, confident subject knowledge and student involvement.
Staff and student views at Farlingaye
Staff and students at Farlingaye were surveyed to establish their views on effective sixth form teaching. The surveys were conducted anonymously and electronically[5]. All students in years 12 and 13, regardless of qualification route, were emailed a link, informed of the survey and encouraged to complete it. All staff, whether they currently taught sixth form or not, were also given the option to complete the survey. The views made for interesting reading, and for similar findings.
Both staff and students attached great importance to student-staff relationships to ensure effective sixth form teaching. 75.8% of students felt that the teacher approachability was a key factor in helping them learn within lessons. Staff on the whole agreed with this, but to a lesser extent with 51% of staff agreeing or strongly agreeing that rapport was the most important factor in a successful lesson. On a similar note to Ofsted, staff and students also both saw subject knowledge as crucial; 88% of students agreed or strongly agreed that subject knowledge was important, as did 78% of staff.
Views on lesson activities brought more contrasting views between staff and students. Student dislike of certain activities was obvious. When asked “how useful you feel that written assessment from a peer/student is in helping you learn”, 52% stated it was no use or of little use in assisting their learning. Whether staff know this or not is questionable - perhaps they choose to ignore their students’ dislike for the activity - as 68% of staff state they regularly use peer assessment and marking as a method of teaching within sixth form lessons. This presents the first of many clashes on activity success between staff and students and we need to consider carefully the implications. Does student dislike of an activity prove that it isn’t effective? Probably not. Peer marking is an activity that leaves some students feeling vulnerable as at times, (and I think the myth is more prevalent than the reality as teachers are aware of this) as they feel it is their work being examined, pored over and dissected. In reality I think this process is done anonymously, or with work used from other classes to lessen the embarrassment, but I feel old wounds colour judgement here. However students may have a point; peer marking can be counter productive if the examples used are so removed from the standards produced by most students. Having seen an example produced of a “model answer” by one of my own department that was at least twice the length of a normal student’s work, it can destroy motivation rather than increase it. Where there is greater agreement is on the topic of supplementary notes, where 70% of students saw teacher prepared notes as important in aiding their learning. Staff also seem to see the importance and worth of students being given notes to help their learning, with 75% of staff saying they regularly use this method. The importance attached by students to supplementary notes exposes their need for reassurance and stability and perhaps is a tool of the more prepared student who looks for concrete revision notes. Whilst some staff find this “can I have your notes sir” approach at times irritating and can draw the response “why don’t you make them yourself”, there is no doubt that some students find this a useful and safe way to learn. Without wishing to group students unfairly, it is perhaps the quieter less confident student who benefits from this perceived stability. The downside is that relying purely on this repetition of notes can often lead to stagnation or limit on levels of achievement by these students, as they learn the material rather than learn to engage with it, increasingly the focus of the higher tiers of marks schemes, particularly at A2 level.
Both staff and students see the importance of independent work at sixth form level. 70% of students felt that independent learning helped them learn and obviously staff agree, with 79% of staff stating that it formed a regular part of their teaching. Students also attached a great amount of importance to discussion within lessons, with 81% stating that it helped or greatly helped their learning. The areas that they felt were less successful were textbook learning, with only 28% agreeing or strongly agreeing that this was part of effective learning, and lecturing or dictating, with a similar number – only 29% - seeing this as a part of effective learning. This seemed in contrast to staff views - 56% included dictation or lecturing as a regular part of lessons and 43% used textbook learning. The differences here are interesting, but one must note the slight nuance in question. Students said that generally effective teaching was less about dictating or textbooks as a key part, but staff were asked whether these activities formed a regular part of lessons. As a teacher, particularly with the demands of the examination courses forming the drive of sixth form lessons, it’s a case of “best-fit” activity – where facts need to be learned, the best way is often to either read it or to be told it. Secondly, where should be the line drawn? Are students claiming they favour independent learning but don’t see the worth of textbooks? The internet is exciting but full of unmonitored and often incorrect sites, whereas textbooks generally cover what students need to know, even if they are less exciting.
In general, staff and students share similar views. The differences appear in enjoyment or certain activities and also in engagement. The key issue is that students seem to dislike forms of didactic learning, where they are asked to listen/process and then move on. For this reason Teacher led PowerPoint, dictation and textbook work is scored less highly than discussion and involvement. What students wish for are lessons that allow for their engagement, partly for the need for reassurance (hence the like of produced notes?) and also for enjoyment. The good news is staff realise this, and in general provide, albeit probably less than students would like.
Model behaviours
Whilst it can be argued that different individual subjects present different challenges, and each require learning to focus on elements that are distinguishable by their subject and the key skills needed, there are several different areas that are common across a range of subjects that if used correctly, can make sixth form lessons more effective and engaging for students, whilst also challenging all abilities. Throughout this study I was fortunate enough to observe a range of lessons across the curriculum and found there are several key strategies that make for effective teaching. The following list does not claim to be comprehensive, but offers instead four key areas that can be used regardless of subject to aim for effective and successful teaching, and seemed crucial to its success.
1. Modeling
Eggen and Kauchak’s Educational Psychology defines modeling as “changes in people that result from observing the actions of others[6].” This text also claims that modeling is a key element of social cognitive theory, which “examines the processes involved as people learn observing others and gradually acquire control over their own behaviour[7].” Teachers consciously and subconsciously use modeling as a way of influencing the behaviour of students constantly; whether including modeling respect for other adults who enter the room, respect for individual students with regards to discipline or the way we expect work to be completed. However the modeling of activity is also key to giving reassurance to students and building confidence in what they do. This was witnessed in a variety of lessons, but most notably in a maths lesson where the teacher invested the first twenty minutes in modeling how to approach a new and difficult skill. By modeling specifically how to complete the equation, students were able to watch how it should be done. After sharing the model, the teacher then provided further direction to enable students to complete their own equations. The strength of this behaviour in class allows students to be reassured in how to complete what they may perceive to be a difficult task, and also allows them a step-by-step guide to what they are doing.
Whilst this modeling of competences may seem like you’re simply providing the students a method to mimic, in reality what is taking place is a giving students a start; by working through the example and then giving students the free rein to finish. Too often the criticism, particularly with the pressure of examinations a constant shadow, is that teachers guide students and remove independence from work. The strength of this behaviour within the observed maths lesson was that it actually allowed independent work to flourish, as students had the confidence to work by themselves as they felt secure in what they were doing. The strength here undoubtedly was the teaching, as the calm, controlled approach shown gave students the belief in what they were doing. It also meant that the teacher could then move around the group and assist with students on a one-to-one basis, confident that everyone knew what they were expected to do. For maths this worked well as a way of showing students how to solve an equation, but it also works elsewhere when a difficult skill or a part of the course requires a certain approach. Within history students struggle when first writing essays, therefore by - leading them through how to plan an essay helps to build their confidence.