Educating in a Pandemic: A Practitioner Perspective
This study explored the lived experience of the move to teaching and learning online through the global pandemic and lockdown.
This study explored the lived experience of the move to teaching and learning online through the global pandemic and lockdown.
This study explored why - despite knowledge being readily available online - educators were experiencing a lack of 'social presence' with disengaged students not feeling part of the teaching and learning process.
This study considered how much modelling could support ‘effective pedagogical practice’ in a post-lockdown context.
The aim of this project was to enable GCSE Maths resit students to engage successfully in online learning between their lessons by replacing 'homework' with 'preparation'.
A whole department approach exploring the impact of online assessment on the planning and delivery of Maths, and learner response to tasks.
This project explored the relationship between learner misconceptions and 'Maths anxiety' in a remote learning environment.
This project sought to adapt the use of technology to improve both GCSE Maths staff and learners' capability and willingness to use a range of digital tools and applications.
This project investigated whether a more nuanced approach to weekly digital diagnostic assessments for GCSE Mathematics Resit classes would improve learner motivation and confidence.
This project developed a blended learning environment to give learners the confidence to risk being wrong, enabling deeper thinking and discussion.
This project used gamification to enhance the quality and use of feedback in consultation with English and Maths learners.