Evaluation - Scottish Screen

Without exception, the teachers involved in each of the three initiatives indicated that their
appreciation and enjoyment of film had increased as a direct consequence of involvement in
the Programme. Many were also able to extrapolate from the programme to their awareness
of visual images in other contexts and to make connections between visual and verbal
literacies.
Within focus groups, most young people also reported that they now thought about features
such as camera angle, lighting and setting when they watched film and television. The young
people also reported that they enjoyed learning through visual media.
The comments of both teachers and pupils were supported by the data gathered during
observations of MIE sessions in each of the locations involved.
To what extent have teachers participating in the initiatives developed a new
relationship between the teacher and the learner?
Evidence from the evaluation suggests that, at least in the context of MIE lessons, the
relationship between teachers and learners shifted in those contexts where MIE survived
beyond its initial stages. Teachers and pupils attributed change directly to the developments
in teaching and learning evidenced in this report and discussed below. In many instances,
teachers and pupils were able to see each other ‘in a new light’. Pupils appreciated that their
teachers were often less directive and more supportive during MIE lessons. A number of
teachers commented on the surprising quality of contributions from some pupils and the hard
work and engagement of children who were more likely to be disengaged in other lessons.
Have participating teachers changed their teaching strategies in response to their
involvement in the initiatives? If so, to what extent?
In the initial stages of their engagement with the programme, the majority of teachers
considered that MIE would be assimilated into their current teaching strategies, especially
group work, questioning and discussion. A few, however, recognised the possibilities for
further development offered by the opportunities presented for collaborative learning and for
pupils’ ideas to guide the work of the class. As they gained in confidence and familiarity
with MIE, the majority of teachers changed teaching strategies, at least during MIE lessons.
This was especially the case in clusters A and B where the teachers had more time to engage
with the programme. Observation in all clusters generated evidence of teachers using
strategies that can be understood in terms of active learning, critical skills, metacognition and
the social construction of learning. For many of these teachers, this represented a significant
shift from their previous practice. From interview data, however, there was less evidence of
these strategies permeating teaching in all curricular areas, mostly as a consequence of the
constraints of having to teach to a set curriculum.
Classroom assistants had also become involved in the teaching of MIE in ways that resulted
in them having a greater contribution to make and hence feeling more valued and equal. It
may be the case therefore, that MIE provides a useful context for collaboration among adults
as well as pupils.
Have the pupils responded to any such changes?
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