During the process of undertaking Advanced Teacher Status (ATS) I completed two case studies as I considered 'Under what circumstances does this work' (William 2018) and decided my aim could be displayed far more clearly in a study as a practitioner-researcher, Morris (2018), writes Sallyann Wright.
I focused on the effect of building confidence through positive verbal feedback, linked directly to exam criteria. I ran a morning workshop for 12 aspiring Grade 9 students who were sitting the exam with three different exam boards. This was supplemented by a study of a resit GCSE student, using similar methods over an 18-hour period of sessions.
The most powerful impact was my starting point of ‘what you already know’, always focusing on the positive and building on any comment they made, then applying it to an English skill relevant to the exam. As the session progressed, I could build on these earlier comments ‘you’ve already shown me you can do AO1 and AO2 – that’s great. Now let’s use that to look at this’.
This resource is member-only content.
In this webinar, evidence-based teaching expert Geoff Petty is joined by Charlotte Bonner, the ETF’s National Head of Education for Sustainable Development (ESD). This article looks back at the webinar and offers fresh insights and answers to questions asked during the live session.
How do you check learning is or has taken place in your online class? In this webinar, hosted by SET member Danielle Lloyd, who is a teacher, educator and founder of the Teaching Entrepreneur Association, we will look at linking assessment to learning outcomes, a variety of online assessment methods and teaching tools that marry up with assessment methods.
Denise Robinson, editor and co-author of ‘Classroom Behaviour Management in Further, Adult and Vocational Education’ and Lou Mycroft, education writer and chapter author of, 'Affirmative Mental Health Leadership', discuss the impact of Covid-19 on mental health and the implications for behaviour.