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Not being able to give feedback to every pupil during a practical lesson.

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Not being able to give feedback to every pupil during a practical lesson.

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I am unable to give feedback to all pupils for everything that they do in practical sessions as i may only see the beginning or the end of what each pupil does. How can I provide them with more feedback each week to help improve skills and confidence in a practical session... peer-assessment?

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Very poor handwriting in p3 which is holding them back and widening the attainment gap for writing. The children have an understanding of the content and verbalise excellent ideas, but are often limited by their handwriting. I would like to see if daily handwriting practice and specific strategies can have an effect on attainment levels for writing.

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Finding a way for pupils with ASN/ASD to get the most out of Drama in terms of the social aspect of the subject. I have pupils with ASD/ASN with varying levels of social anxiety or uncertainness towards group work.

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I note that in my certificated National 5 class, the range of abilities whether that is understanding content or their literature ability, ranges massively. I am interested into looking at how to target all abilities in the class, supporting the less able whilst pushing the more able students. Making sure that every member of the class is working to the best of their individual ability.

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Do learners engage greater with fellow peers in reading than teacher led groups.

Focus on one group, and monitor reading buddies. Use AR/star reader scores to monitor/ measure enquiry.

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The use of target language is a key feature in the modern languages classroom, with some claiming that excessive use makes the classroom inaccessible for students. I would like to focus on the use of target language in the classroom, and predominantly whether it needs to be differentiated or whether it is accessible to all students.

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There is a massive gap in science attainment and achievement between different students coming into S1. I would like to investigate methods for pushing forward the highest attaining, building up their broader skills, problem solving and group and independent work without pulling attention away from the other students who don't have the same foundation.

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I have a few children in my class who really struggle with transitions within the class, going from different activities and lessons but also different environments. This is particularly evident in my children who have ASNs. I would like to explore further why this is/what causes it and ways to provide support and aid to make transitions easier.

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Something I am new to is teaching in a play based environment. I want to make sure I the play and active tasks I am setting out during learning and around the classroom is purposeful. I would like to be able to implement this into my practice but making sure it is appropriately challenging and supporting learners. I have tried to put in small things and make my active learning experiences hands on and differentiated however I want to question my practice and what I could change or what is working to keep.

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As a physics teacher we generally get pupils who are quite numerate and can attempt the calculation questions given to them reasonably well. But when challenged to explain a theory or describe a graph they often struggle. I want to look into what I can do to better equip my pupils with explanation type questions and help them link what they learn in class to the real world.

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I feel sustainability is lacking within lessons and teaching even though it has strong presence in the standards of registration and curriculum. I would like to ensure that all learners gain some sense of how they can be part of or influence sustainable aspects. Outdoor learning appears a challenge with 50 minute lessons but could provide a valuable experience and learning environment.

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One thing I feel I'm struggling with or just not fully achieving is continually referring back to previous learning. I've done some reading on retrieval Practice and would like to investigate this more to see how beneficial it is and whether it can be implemented effectively in a practical setting rather then just a theory based. session.

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I struggle with time management in my lessons, particularly around transition between activities/practicals - so perhaps I could look at ..."What happens to classroom management if I introduce a visible timer to assist with transitions" I could evaluate the degree of on/off tasking of students, any impact it may have on behaviour.....

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I note that my S3s have very little sense of responsibility towards their learning and many don't quite realise that the following year will require them to work towards meaningful exams. I would like to inspire a sense of ownership in them and my question could therefore be something like: "What happens if I produce a list of (differentiated) targets for each week and let them fill in an evaluation sheet at the end of the last lesson of each week to tick off the areas they have or haven't achieved?" That could be a way of visualising progress and getting them to think about work ethics and engagement. There could possibly be other ways of self-evaluation that might be more engaging. Anyway, these are my thoughts for the session. Katharina

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This reading contains some practical advice on finding your enquiry question which can help you find your focus.

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Choosing an enquiry question - Baumfield