Working with students to set meaningful learning targets to increase independent learning.
To work with GCSE groups to explore the effectiveness of student-led target setting activities in promoting engagement and active learning.
Getting to know you activities were used with students to link thier interests to the lessons to help improve engagement. Target setting was built up slowly to introduce more independent learning tasks. The project enabled the team to gain useful insights into learning processes and strategies for engaging and motivating students. Through meeting regularly and reflecting on activities undertaken, the research highlighted that the best way to increase engagement and independent learning is through individualised work and creating lessons and materials that reflect the interests of the student and is relevant to their lives.
OTLA 8
1. Reflect on what works best in your teaching and learning to meet the diverse needs of learners - The project encouraged team members to constantly reflect on teaching practices and how they work for different students. Some activities worked well with some students but not so successfully with others. Th team learned a lot about adapting teaching practices to meet different individual and group needs. The range of approaches used was extended, which led to the gaining of confidence to use them to support students.
6. Build positive and collaborative relationships with colleagues and learners - Involving the students in the research allowed them to feel valued and appreciated and confirmed that their teachers were interested in them and cared about their progress. This built very positive relationships meaning the students felt comfortable in giving honest feedback. Colleagues working closely together on the project also improved relationships and resource sharing.
17. Enable learners to share responsibility for their own learning and assessment, setting goals that stretch and challenge - This was the main focus of the project enabling the team to come together and work on strategies to gradually increase the amount of responsibility taken by students for their learning. The project team gained insight into key reasons for students not wanting to stretch and challenge themselves or even engage in the lessons at all, and to work out ways to reduce these barriers. For example, students often stated that previous teachers didn’t seem to know who they were and, they were therefore demotivated, but through 1:1 tutorials they built effective links with their current teachers and began to take more responsibility for their own learning.