Beginning this term, my year 9 class shifted from a primarily content-driven approach to one that emphasises literacy in an engaging manner. This change was inspired by clear feedback from students, who expressed a strong desire for collaboration, competition, and fun in their learning experiences. Recognising these needs, we designed our current unit on government to incorporate these elements, leading to a more dynamic classroom environment.
One of the standout activities involved a compare-and-contrast task focused on different systems of government. In mixed-ability groups, students were required to unpack a text together, fostering collaboration among peers of varying skill levels. The competitive aspect of the task added an exciting layer, as groups vied for a prize. This structure ensured that every student had to contribute, which not only bolstered engagement but also facilitated meaningful interactions among classmates.
The results were promising. Engagement levels soared, and the reading component of the task was executed well across the board. The diverse class profile, which included students ranging from Stanine 1 to Stanine 6, allowed for rich peer-to-peer learning. Students at different levels supported one another, which created a sense of community and shared responsibility for learning. This kind of collaborative environment is essential, particularly in a class where ability levels vary widely.
However, this term has not been without its challenges. Several pastoral incidents have arisen, including a stand down, which has highlighted the complexities of student behaviour during this transitional phase. The international literature supports the idea that transitions often lead to a decline in academic achievement, particularly as students navigate the onset of adolescence (Barone, Aguirre-Deandris & Trickett). This can be particularly impactful for certain ethnic and socio-economic groups who may experience these changes earlier and with additional challenges (McDonald, Simmons, Black & Zhou).
Given these findings, it is crucial to monitor our students' progress closely. I plan to use a variety of data sources, including PAT scores at the end of the year, to assess academic achievement comprehensively. Additionally, tracking pastoral incidents will provide insight into the emotional and social dimensions of the classroom environment. It will be essential to survey other teachers who interact with this class to gauge whether they have observed a shift in student behaviour and engagement, and to see if any changes can be quantified.
Student voice will continue to play a vital role in this process. While qualitative feedback can sometimes feel less measurable, it often serves as a valuable indicator of progress and sentiment in the classroom. I intend to implement regular fortnightly surveys to gather ongoing insights rather than waiting until the end of the term. This will allow us to make timely adjustments to our teaching strategies based on real-time feedback.
Moreover, parental input will be another critical component in understanding student experiences. By reflecting on whether students appear more settled, less so, or unchanged at home, we can better align our approaches with the needs of our learners. This holistic view of student progress—combining academic, social, and emotional dimensions—will enable us to provide a supportive and effective learning environment as students navigate this significant transition.
In conclusion, while this term has seen promising developments in student engagement through a focus on literacy and collaboration, it is essential to remain vigilant regarding pastoral issues and the broader implications of transition. By employing a comprehensive approach that includes data monitoring, ongoing student feedback, and parental insights, we can create a more inclusive and supportive learning atmosphere that addresses the diverse needs of our students
No comments:
Post a Comment