Teaching Approaches to Promote Consistent ... - Learning Wales

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The opportunity to visit another school to watch another teacher was cited as one ofthe most valuable forms of professional development. Critical comments abouttraining provided locally were relatively infrequent.4.5 SummaryThere were no clear preferences or challenges which were consistent across thedifferent groups of schools or within the groups. In discussing challenges teacherstended to focus on substantial areas of the curriculum – for example problem solvingin mathematics and writing in English. Pupil responses simply showed great variationin the areas of the curriculum that they found difficult to master or indeed that theyliked.49
Chapter 5 The influence of school policy on classroomteaching approaches5.0 IntroductionIt was noted at the beginning of this report that the PNS is designed to raise standards.However, national strategies necessarily pass through several filters before theirimpact is felt in the classroom. For example, they are interpreted by LEA and/orEducation Action Zone (EAZ) advisory staff whose influence on head teachers mayvary from one school and LEA to another.In medium sized or large primary schools there are additional filters. Head teachersvary in how much they consult colleagues in formulating school policy. Furthermore,irrespective of the school’s policy decision making process, subject co-ordinators andother senior staff are also likely to exert some influence in how school policies, oncurriculum initiatives, are implemented at classroom level. Moreover, each teacheralso filters, or interprets, such school policies. For example, in some schools, in thisresearch, each class was divided into three ability groups. That was a matter of schoolpolicy. Yet how this actually operated inside the classroom varied from teacher toteacher.In schools with strong leadership one expects to find a higher level of consistency oncurriculum policy matters between classes. Obvious lack of consistency in majoraspects of curriculum teaching suggests weak leadership. A criterion for the selectionof schools in this research was that standards in both subjects, or the higher achievingsubject, were at least up to the national average. Hence, it was hoped to avoidselecting schools with significant weaknesses in school leadership and management.In the event this was successful. In each school, policy was influencing classroomteaching approaches in obvious and important ways despite each individual teacherhaving to make certain decisions of their own about implementation.This chapter is concerned with the ways in which school level policies influence thework in the classroom. Data for this chapter consist mainly of interviews with head50
Page 1 and 2: RESEARCHTeaching Approaches to Prom
Page 3 and 4: ContentsPageExecutive Summary 4Chap
Page 5 and 6: Executive SummaryIntroductionThis r
Page 7 and 8: • interviews were carried out wit
Page 9 and 10: ImplicationsThere are three keys ar
Page 11 and 12: could be enabled to reach their pot
Page 13 and 14: Chapter 2 Literature review2.0 Intr
Page 15 and 16: can all be seen as falling within t
Page 17 and 18: 2.2.3 Ability groupingIn spite of m
Page 19 and 20: found that students’ orientation
Page 21 and 22: 2.2.8 Special programmes and withdr
Page 23 and 24: Desforges’ (2003) conclusion is t
Page 25 and 26: learning was greater than their own
Page 27 and 28: 2.4.2 Gender and assessmentResearch
Page 29 and 30: • School-level leadership issues
Page 31 and 32: achievement, each of the case study
Page 33 and 34: 3.2.2 Procedures for data collectio
Page 35 and 36: There is a considerable level of ec
Page 37 and 38: children. By having some focus grou
Page 39 and 40: and varying across sex in each scho
Page 41 and 42: There were, however, interesting di
Page 43 and 44: “The NNS and NLS improved subject
Page 45 and 46: “People feel safe with number wor
Page 47 and 48: might exist to account for reaching
Page 49: “Mental work…problem solving…
Page 53 and 54: National statistics do not really s
Page 55 and 56: Finding 17: With very few exception
Page 57 and 58: consolidate what had been learnt. I
Page 59 and 60: classes. In these schools there was
Page 61 and 62: The points she was making were that
Page 63 and 64: In the present research, different
Page 65 and 66: support mechanisms are used. There
Page 67 and 68: 5.3 SummaryHead teachers had a clea
Page 69 and 70: She commented that“It’s difficu
Page 71 and 72: 6.2.1 Cross-curricular linksThe str
Page 73 and 74: parents at the start of each half o
Page 75 and 76: 6.2.4 Links between learning tasks
Page 77 and 78: 6.3.2 Integration of social and edu
Page 79 and 80: 6.3.3 Differentiation and support f
Page 81 and 82: haven’t tried..” to being told
Page 83 and 84: “Both boys and girls aware that t
Page 85 and 86: to be some assumptions in which non
Page 87 and 88: Chapter 7 Conclusion and implicatio
Page 89 and 90: number of schools dropped further t
Page 91 and 92: leaders, they need to be able to an
Page 93 and 94: Targets are a factor, in the tenden
Page 95 and 96: • Considering the nature of inter
Page 97 and 98: Brookhart, S. and de Voge, J. (1999
Page 99 and 100: Research evidence in education libr
Page 101 and 102:
Youth with Emotional/ Behavioral Di
Page 103 and 104:
Aims and research questionsThe main
Page 105 and 106:
Appendix 2Long List of Schools from
Page 107 and 108:
English Betterhigh FSM 1 Leeds 60 6
Page 109 and 110:
Appendix 3Head teacher Interview pr
Page 111 and 112:
Differences between year groupsGend
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How does it relate to NLS2. Teachin
Page 115 and 116:
Use of LSA or equivalentSENCOUseful
Page 117 and 118:
To be completed alone or collaborat
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Other.9. Policy on c.p.d.Open ended
Page 121 and 122:
Strengths with possible Level 4 pup
Page 123 and 124:
Other.5. Opportunities for learning
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2. How does the school promote cons
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126
Page 129 and 130:
Same/different across Ys 3-6 in KS2
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Open-ended reply:Do all ability lev
Page 133 and 134:
D Practice of role as subject co-or
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MixtureWhole classSmall groupPaired
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20 Have there been any changes in t
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Types of interventionTargeted teach
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Appendix 4Interview schedule: Teach
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Open ended reply:Prompts about spec
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4 How do you feel about your own En
Page 147 and 148:
C School policy and practice: Relev
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10 How would you describe patterns
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12 What steps have you taken to ena
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14 Would you describe how you plan
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16 (To Y6 Teachers only) How would
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18 (Y6 only) How do you feel about
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20 Would you talk about how curricu
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22 How would you describe the seati
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22 To what type of feedback do you
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Appendix 5 Pupil focus groups.A. Ba
Page 167 and 168:
C. Classroom teaching approaches: 1
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How are they different?How are they
Page 171 and 172:
In mathematics?Encouragement / reas
Page 173 and 174:
10. When was your last homework in
Page 175 and 176:
3. Think of materials you use and t
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176
Page 179 and 180:
ListPrompts.Intellectual demand?Pup
Page 181 and 182:
General observation. . PromptsAmoun
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4. Classroom environment, including
Page 185 and 186:
3. Tasks and activities in main par
Page 187 and 188:
6. What social skills did pupils pr
Page 189 and 190:
To boys - examples?To girls - examp
Page 191 and 192:
5. Responses of boys and girls to t
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