Classroom dialogue

Evidence based learning about learning -with, from and about our students

Files: 

Presentation by Philippa Cordingley for the Nuneaton Army Education 

This session: 

  • Focussing on aspirations for learners 
  • Unpicking a couple of real world examples of teachers using evidence to enhance their own and learning
  • Another example
  • Our ideas about what make great teaching based on experience and case studies
  • What evidence tells us about what makes great teaching
  • What evidence tells us about how we develop as teachers
  • A metaphor

 

Whose voice is important in decision-making in the primary school?

Aim: This study set out to use action research to implement approaches aimed at increasing the participation of children and teachers in making decisions about their own learning. We intended to investigate the potential of these strategies to give greater responsibility, involvement and ownership to those in the classroom, and to explore the role of leadership.

Can thinking skills offer a framework to support young children's comprehension in literacy?

Aim: The study sought to explore the extent to which young children of 5/6 years of age could be encouraged to articulate their thinking and the way they perceive themselves as learners. In particular the researcher aimed to investigate whether the use of thinking skills strategies within a Year 1 class could improve the childrens comprehension of literacy texts and encourage a wider participation within the class members through speaking and listening.