Teacher As Researcher: Inquiry Based Projects

On Monday we had our final twilight CPD where we shared our focus for improving our lessons. Our staff were asked to explain their cohort, focus, reading, changed practice and any noticeable differences or impact within two minutes on a rotating two minute basis.

More information about the research and inquiry based projects will follow next year but some of the impact can be seen in the teacher’s own declarations:
• “It has made me think about keeping writing frames simple and using repetition and reinforcement.”
• “I looked at student confidence differently in order to assess how much it impacts upon their learning.”
• “I am now a quieter calmer teacher which impacts positively on the learning environment.”
• “It has helped me to be more positive which has led me to build better rapport with students, which in turn has helped behaviour management.”
• “I have developed a greater understanding of mindfulness and how to help students cope with exam stress.”
• “I am now more knowledgeable about what method based teaching is and how it can be used to improve teaching.”

Following the session we asked everybody to reflect on what they had heard from each other and what they might find useful to apply in their lessons or subject. The following are are just a few comments:

• Emma Rayner – Really interesting!
• Natalie Parks – Using choice of what sport to do in order to increase engagement. Think this would be good to use in science for revision sessions to increase engagement.
• I found Neil’s interesting because he looked at whole school behaviour and found that student focus doesn’t necessarily reflect attainment.
• Barry Delve – research on the quiet classroom.
• There were a number of research topics that I found interesting; evaluation of C system and supporting saturated parents, also scaffolding of questions and lastly supporting disaffected children.
• Holly Limm – use of ‘because’, ‘this meant that’ and ‘this led to’ as a framework for extending answers.
• Todd Woollard – The effectiveness of intervention sessions for Year 11 cohort.
• Annie Barnes – used a wide range of strategies to support HPA students to increase their attainment. This has improved their current grade residuals considerably.

There were lots of projects mentioned in the feedback and more blogging will follow with regards to the impact of the reading and research; lots to think about, read and reflect on over the summer holidays.

If you haven’t delved into the world of blogging – here is a useful link: http://blog.feedspot.com/top-50-education-blogs-for-educators-and-teachers/

Lindsay Waggitt
@Miss_Waggitt

One thought on “Teacher As Researcher: Inquiry Based Projects

  1. For those who want to know more about Emma Rayner’s project; detailed below are some of the pointers that were discussed. Pop along to English if you would like to know more:
    Boys and Behaviour in the Classroom.
     As teachers we need to think of differentiation between the sexes, not just ability.
     Levant (1992) stated that boys receive little training in caring for others and being sensitive, but instead receive training on problem solving, logical thinking, risk taking, assertion and aggression. Nature along with nurture affects the way boys learn.
     Boys verbal abilities are inferior to girls in English and Arts; they have 50% fewer words and feelings apart from anger, and therefore tend to become boisterous and disruptive to cover up their failures, as they can’t verbalise the need for intervention.
     Tests have proven that neurons fire in different parts of the male and female brain when undertaking the same task, which proves that differentiation between sexes is invaluable.
     All children require structure, strong leadership and discipline, but if you are a female teacher leading a predominately male dominated classroom, it is especially important to think about your teaching style.
     Shenfield High School in Essex, allows each sex to be taught in separate classrooms. This type of segregation capitalises on naturals preferences of male and female brain wiring. In English the boys scores are four times higher than the national average!
     I put some of the elements I researched about boys and education into practice, such as lowering the tone of my voice, changing the way I delivered the lesson, and the way I praised them.
     A different approach in the classroom will guarantee success.

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