Developing the future

Research

Blueprint Alliance takes a proactive approach to commissioning research to inform our support and training services.  Our partners regularly submit proposals for funded research to strengthen our evidence based CPD.

If you are interested in having your research commissioned, please click below.

Developing the skills of trainee teachers

Brief:

A main focus within the Academy is developing the skills of trainee teachers – through the PGCE. Teach First and Schools Direct programme. One action research project that has taken place has been looking at is developing trainee teachers’ ability to manage any negative behaviour in lessons.

Effective Questioning Techniques

One of the most interesting areas of classroom pedagogy is the use of questioning. All teachers, in every subject use this skill within their lessons to measure progress and engage the class; therefore this is a vital skill with a teachers toolkit. There are a variety of attributes which questioning aids from helping with classroom behaviour to enabling and enthusing students to develop their skills further and in much greater depth. The use of effective questioning and other questioning techniques is often overlooked by professionals as just a part of their day to day routine and is very rarely developed further to challenge students. In this study I will aim to explore a variety of aspects of questioning including: the importance of ‘wait time’, effective questioning techniques and ‘no hands up’ questioning and evaluate the impact that this has on both the students and creating effective Teaching and Learning.

Flipped Learning

In an attempt to increase student motivation, skills and homework the elements were revised using technology within the classroom to improve student progress and engagement by mirroring the flipped class. The flipped classroom is an innovative model of teaching which employs educational technology and directed activities to positively impact the learning environment. In a flipped classroom, the practitioner serves as a facilitator and students are active participants in their learning experience in the classroom. Implementing a flipped classroom methodology enables the practitioners to better use their existing online environment and as a result the students are more engaged and progress accelerates.

Readiness to Learn

In the 3 years previous to this project starting, it had been identified that approximately 5% to 10% of the students with no significant barriers had not achieved their potential by the end of Year 11.  Whilst intervention had been provided throughout Year 11, it became clear that their learning habits had become ingrained.  Therefore, the aim was to identify the students in Year 7 who are not fulfilling their potential as seen in the progress data and catch them before the dip in effort that had been identified as occurring in Year 8.  The assistance of the Year Leaders from previous years was used to help inform the selection of these key pupils.

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