It is with great pleasure and a sense of pride that the TELLAL Institute is presenting its first collection of evidence-based practice classroom inquiry papers, authored by graduates of the Apprenticeship in Teaching Practice (ATP) qualification to teach. Each paper draws on the most recent and / or seminal research as a basis for inquiry into one’s own classroom practice, giving valuable insights into one or more of the high leverage teaching practices associated with becoming an outstanding classroom practitioner. More specifically, the papers invite us to be more reflective and reflexive as classroom practitioners; to think more critically about our practice such that we are able to articulate with confidence, why we do, what we do in the way that we do it. Regardless of your years of experience, your subject specialism or age phase in which you teach, I am confident that there will be something of interest for you to read and learn from. Enjoy!
Foreword by Dr. Linda Rush, SVP and Dean of the TELLAL Institute
Investigating Questions Generated by Students as a Result of Introcudiong Symbols Toolkit in Science Lessons. Does the Symbols Toolkit, Prompt Students, to Generate Higher Order Thinking Questions?
This research investigates the quality of questions year 6 female students generate upon introduction and use of the symbols toolkit over the course of four lessons. It seeks to check whether the symbols toolkit as a whole is sufficient in allowing students to generate higher-order thinking questions without the use of any other prompts such as questions stems. READ FULL ABSTRACT_Twaiba_Sherman
Can extending wait-time elicit greater voluntary student responses, in the context of a Year 7 top-set Mathematics class?
There is increasing evidence to support the notion that questioning is a key tool in a student-centred classroom (McAninch, 2015). Consequently, the length of time given to students to respond to questions, ‘wait-time’, has proven to be an area of great focus within educational research (Ingram and Elliott, 2015). READ FULL ABSTRACT_Amira_Aladhal
Teaching Students of Determination
How do Videos Impact the Engagement and Critical Thinking of Students with Weak Verbal Skills?
The purpose of this action research is to study the efficacy of using videos to stimulate the engagement and critical thinking of students with weak verbal skills. The study takes place in a national school in Dubai for over 2 weeks with five local and foreign students in year seven. READ FULL ABSTRACT_Nagham_Rasbieh
How to use targeted specific feedback in conjunction with the IB assessment rubric in Economics to assist a student who has additional special learning requirements...
This case study investigates the impact of targeted specific feedback closely aligned with outcomes from the assessment rubric to see if this improves the student’s engagement with the feedback process and if it improves achievement in essay writing in assessments (normative and summative). In order to try to provide appropriate feedback, interviews were conducted with the head of SEN at the school. READ FULL ABSTRACT_Kerry_Duncan
How do picture flashcards and Reading Racetrack impact sight word-recognition of FS2 and KG2 low-ability students?
This study sought to determine the impact of the combination of picture-supported flashcards and Reading Racetrack on sight word-recognition of low-ability FS2 students in a British curriculum school, and was also replicated among KG2 students in an IB-American curriculum school to deliver further evidence and to examine the generality of findings in another population. READ FULL ABSTRACT_Jessa_Mae_Andres
How does personalised learning impact the progress of Wave 2 Special Education Needs and Disability (SEND) students?
This small-scale inquiry has taken place at an international school, in a Year 1 classroom comprising of 28 students, aged 5 – 6 years old. In the class there are four Wave 2 SEND (Special Education Needs and Disability) students whom receive various interventions and in class strategies, which personalise their learning.READ FULL ABSTRACT_Sian_van_der_Vyver
How Does Assigning Roles in Group Work Enhance Student Participation and Decrease Off-task Behaviour?
The research was conducted in a class of twenty-one mixed gender students from Year 6 during two group activities, when one group activity had no roles assigned to the members, compared to when roles were assigned to each member during another group activity.READ FULL ABSTRACT_Hanan_Parkar
How do Active Learning Strategies Decrease Off-task Behaviour?
The study intends to investigate how active learning improves off-task behaviour of students in the classroom. It was conducted as a small-scale action research of twenty-two Year 1 students at a primary school. The duration of the study was four weeks. READ FULL ABSTRACT_Pamela_ah_Ling
How effective is peer teaching as a strategy for supporting and engaging students in the art?
This study focused on peer learning, specifically the use of peer teaching in the art classroom, with the aim of investigating how effective this is as a strategy for supporting and engaging students. READ FULL ABSTRACT_Amy_Sutcliffe
Students’ Perspective Alicia Koorts and the effectiveness on student growth
The purpose of this action research is to study the effectiveness of written feedback on student growth and identifying the perspective students have regarding feedback. The study took place at a high school in Abu Dhabi over a six-week period; with twenty participants in year seven. READ FULL ABSTRACT_Alicia_Koorts
How can the engagement levels of children during carpet input be increased through the use of specific questioning techniques?
The purpose of this action research paper was to explore how the engagement levels of children during carpet input, can be increased through the use of specific questioning techniques. the study took involved early years students age 6-7 years. READ FULL ABSTRACT_Anna_Newberry
Demonstration Vs. Instruction: Which has more impact on student engagement and attainment in a Year 6 dance Lesson?
In this study, I explored whether the use of demonstration or written instruction within a mixed ability dance lesson helps students with their engagement and performance of classroom learning objectives. Research indicates that demonstrative methods can help students rationalize with learning outcomes. Whereas, in instruction, students are motivated to link prior knowledge to the process of learning new material. READ FULL ABSTRACT_Rohita_Menon
What is the Impact of the Seating Plan on Children’s Engagement and Attainment in Primary MFL: same versus mixed ability grouping in a Year 6 French lesson
This study focused on flexible seating, specifically the use of flexible seating arrangements in a fifth-grade classroom, intending to investigate how successful this is as an approach to support and engage students in learning. A mix methods design was used to examine the perceptions of participating members’ ‘lived experience’ of flexible learning spaces, coupled with the researcher’s observations.READ FULL ABSTRACT_Rabia_Riaz
Exploring the Impact of Flexible Seating on Student Engagement in Learning
This inquiry compared the effects of mixed and same ability grouping on the attainment and engagement in Primary MFL. I designed and delivered a French lesson to two Year 6 classes seating in mixed and same ability groups respectively. I found that mixed ability grouping better supported attainment and engagement. FULL ABSTRACT_Yannick_Hide
How effective is the Assessment for learning questioning technique – Pose, Pause, Pounce, Bounce, in promoting critical thinking in mathematics?
Questioning is one of the most powerful resources in a teacher’s instructional toolbox. In fact, recent developments in teacher evaluation have heightened the need for effective questioning. There is a current research about questioning, especially related to classroom discussions and students’ response. In order to tackle this, a questioning technique – Pose, Pause, Pounce and Bounce (PPPB) was introduced for teachers to enhance student understanding through critical thinking.READ FULL ABSTRACT_Zuha_Fareena
The Impact of Game-based Learning on Enhancing Critical Thinking: An exploratory study comparing two critical thinking strategies in a Year 11 Economics class
This small-scale, exploratory study attempts to understand how critical thinking can be executed in classroom teaching and learning by looking at the impacts of two thinking strategies. In particular, I look at whether game-based activities can help enhance critical thinking among students. FULL ABSTRACT_Jyothi_Koduganti
Remote Learning and Teaching
How Does the Use of Animations in the Asynchronous Lessons Impact Engagement of Year 2 Students?
This study focused on the impact of animations in asynchronous lessons on the engagement of students in a year 2 classroom. The purpose was to investigate the complex interplay of interest, attention and interaction that leads to the overall engagement. READ FULL ABSTRACT_Aymen_Ashraf
The Prioritisation of Distance Learning Resources to Maximise Student Attainment
This small-scale enquiry took place at a British Curriculum school located in Abu Dhabi. The inquiry involved two year 9 mathematics classes that have the same grade expectations and attainment is tracked using the 9-1 iGCSE grading system. FULL ABSTRACT_Hanan_Ouna