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 post-compulsory 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.
‘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.
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.
‘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 GreenCollege (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.
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.
‘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 group-reading 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.
‘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.