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Does the size and dynamic of a group affect focus and productivity?

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Does the size and dynamic of a group affect focus and productivity?

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This paper looks to discover how research carried out in the 1940s and 50s by Wilfred Bion on group relations stand up to today’s teaching and learning by looking at group dynamics and focus. The key areas are looking at group sizes and learning scenarios and how different group structures affect focus and learning.

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This study is made to understand the issues in the use of current virtual learning environment at
Activate Learning by the staff and students. Comparison of two different VLEs is made to find and
explore the impact of VLE on teaching and learning at Activate Learning. Data is gathered and then the qualitative and quantitative analysis conducted to have detailed insight of the impact of VLEs on teaching and learning. The analytical comparison was made to understand the intuitiveness of VLE and the impact of teaching and learning at Activate Learning. Based on the results after data analysis, Canvas is suggested to be used as VLE across the group as it is ranked excellent in almost every factor measured.

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Sanjay C Shah CPPD ActivateLearning 2015 - 2016.mes.pdf

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An investigation in to inclusive learning approaches to mixed level classes

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An investigation in to inclusive learning approaches to mixed level classes

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This report investigates how to create an inclusive learning environment for mixed age classes. Three different approaches were implemented across a 4 week project in order to identify the best method. Approach 1 was a method published by Leicester County Council which suggests that
classes should be designed and delivered at the highest learner’s level and differentiated down were
necessary. The data demonstrates this is a popular approach with most learners but would have to
be revised in order to not segregate or single out low level learners who struggle with the
challenging content. Approach 2, was designed and delivered in accordance with a learning theory
which argues that in order to successfully teach mixed age groups you should let the older students lead activities. This approach was popular with students aspiring to a career in teaching but not with the first year students who found the approach ‘patronising’. In order for this approach to be successful it would be more appropriately implemented during a dedicated teaching module. Approach 3 followed the theory that higher level students learning should be capped in order to stop them from getting too far ahead of the lower level learners. The data revealed that this approach was detrimental to the development of both the first and second year students as first years found the session stopped them from pushing themselves and was too easy for the second years with no opportunities to learn at the appropriate level of difficulty.

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The purpose of this report is to provide a logical but clear and concise account of the research topic: "Improving Marking Strategies for Further Education (FE) Teachers". This research follows a formal structure and contributes to part of an PGCE 2nd year assignment for the Continuing Personal and Professional Development Module
(CPPD). It follows on a personal reflective account of the teacher and several meetings from an Action Learning Support (ALS) team. The action points from the
ALS have been acted upon and out of curiosity enquiries have been made to find out what are the best marking strategies in terms efficiency and effectiveness. Using qualitative and quantitative data, two experienced grade one teachers were selected at random as part of the evidence required for completing the educational
research. For this particular action research, conducted by the teacher practitioner as an insider, reports on the feedback responses from Google forms and
questionnaires as the chosen methodology (Wallace 2013). Yin (2009 ) suggests using different steps of the action research report on : “Planning, designing,
preparing, and collecting, analysing and sharing data” (Wallace 2013.pp45). In
conclusion a further case study of two distinction based students was evidenced during the research on the teachers performance.

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Impact of Reduced Learning Time on Student Achievement

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Impact of Reduced Learning Time on Student Achievement

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The intention of the study was to determine whether a reduction in classroom teaching and learning time had an effect on student achievement. A literature review provided a positive correlation to learning time and student achievement, thus an action research project was initiated. It is the researcher’s theory that for all students to be fully supported in their learning, a sufficient amount of classroom teaching and learning time, funding and resources, is required. Moreover, the ideal teacher is a humanist
who requires time to facilitate experimental and discovery learning. At this time, it was decided that quantitative and qualitative data would produce unbiased, factual results, in the form of student academic
achievement; and teacher and student surveys respectively. These results were represented graphically and informed an objective view of the research which included supporting calculations of differences in
classroom teaching and learning time between academic years 2014/15 and 2015/16. Overall, students felt that the reduction in classroom teaching and learning time had a negative effect on their learning. Where teachers were concerned about the future learning environment and how that impacted supporting
students to achieve higher grades. Therefore, the finding of this action research study suggests that a reduction in classroom teaching and learning time is detrimental to students’ academic achievement and learning.

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Use of Google Classroom as a Motivator to Complete Homework

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Use of Google Classroom as a Motivator to Complete Homework

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This research project at City of Oxford College aims to explore whether the use of Google
Classroom will motivate IGCSE English students to engage more with work set for completion outside lessons. Data were collected and analysed from questionnaires, to measure qualitative impacts and
online observations of online activity and discussions to measure the quantitative data
needed. This report examines the use and intervention of blended learning to engage learners and
explores whether using technology will bring better engagement with students’ homework and independent learning outside the classroom. It does not examine the need for or
importance of homework because that is an area which occupies another domain of research.

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The real-world creative industry, outside the Fashion, Design and Media Level Three Course, is progressing swiftly into the digital age. Digital skills and literacy are in greater demand than ever before with universities more frequently requesting digital
work submissions prior to inviting candidates for interview. Fashion, Design and Media learners remain ill-prepared for this process when it arrives, mid-way through
their second year of study. Preparing them with necessary skills to build a visually strong portfolio early on in the first year, is the aim of this research. Through a process of increasingly larger portfolio creation tasks culminating in a mock interview, learners ‘experience’ realities of increasing digital demands and
technological advancements in presentation and preparation within the creative industry sector.

Click below for the full report.

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Plumbers Who Won’t Plumb?

The Curious Case of Poor Student Retention within Reading College’s Plumbing Department

The following report was carried out by Enda McBrien a plumbing lecturer in Reading College. The focus of this research was to improve retention and achievement within his department. A number of different teaching strategies and curriculum delivery changes were the main findings of the research.

Click below for the full report.