Faculty of Education - Theses
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ItemStudents learn best when assessed for learning( 2012)Perceptions related to student learning have altered. Independent learning has become the focus, encouraging today’s learners to think critically, laterally and creatively. The change is inevitable, but how do we monitor and record such changes? Crucial to the advancement in education and its pedagogy, is the understanding that all learning is dependent on a number of factors, the most important being the willingness of the student to learn and the practices of the classroom teacher. An important element of any research conducted in an attempt to understand the phenomenon of classroom practice and learning is observation. For this research, a two-month study was undertaken, using a case study class from an inner city private boy’s school. Lessons were observed and videotaped in order to provide the researcher with an authentic view of what went on in the classroom. The key research questions were: 1. How do the students and the teacher perceive and act out their roles within a classroom, attempting to develop learner awareness? 2. How does assessment feedback manifest within the classroom learning dynamic and contribute to student learning? 3. Can an extended ethnographic observation of a one semester-length class contribute to knowledge about teaching, learning and formative assessment? Assessment for learning is a recommended element in teaching, given that the intention of any practitioner is to enhance student learning. It is difficult to know if the intended learning is taking place in any given classroom. We can assume that students are learning if the output of information meets the expectation of the teacher in concurrence with the teaching (input). The assessment undertaken should identify the level of student understanding and learning however; this depends on the individual teacher and their objectives as an educator. Some learning cannot be seen. The ability to think critically or understand concepts is not easily measured or monitored. In order to identify such ambiguous learning, various forms of analysis must take place. Participatory observation although passive, provides an opportunity to evaluate the relationship and dynamics, which exist between teacher and student. Different strategies were used to enhance student learning by the subject teacher, imparting his own philosophies on teaching and placing importance on the use of criteria sheets and note taking. Whilst the information gathered in the classroom was used to meet curriculum and reporting requirements, the ultimate intention of this teacher in his lessons was to ensure that the students took responsibility for their own learning, hence assisting them in meeting their own goals. The results of this study were reported as interpretations of the data, which emerged from the classroom lessons observed. The findings focused on the relationship between the teacher, students and learning. The value in videotaping classes was established and is recommended for use in the reflection process. The opportunity to discuss and share ideas, emanating from the classroom with colleagues in a casual and supportive manner is encouraged. Feedback is an essential component of learning. The purpose of this study is to build on current research in the area of formative assessment, improve classroom practice and revisit the intended purpose of formative assessment.
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ItemInquiry learning and creative drama. A study in the senior years of a metropolitan primary school( 2009)At my workplace, a metropolitan, Catholic primary school, I made the observation that, when Inquiry Learning was offered to children, Creative Drama was rarely utilized as part of the program. Based on my experience as a drama teacher, I thought that students might benefit from, and would enjoy learning in this way. I sought to investigate the relationship between Creative Drama and Inquiry Learning, to explore how these two education methods might work together, and then to identify what the benefits of a program combining Creative Drama and Inquiry Learning might be to most students. Though there have been many studies on using drama for the purpose of inquiry, few studies have looked specifically at the relationship and characteristics of the two constructs and how they work together in a classroom setting. The main question for research was: What is and could be the relationship between Creative Drama and Inquiry Learning? My chosen methodology, Action Research, suited my study because I am a drama teacher. Its problem-solving nature, intention to bring change, and make improvement to practice, were all reasons for that choice. I employed Burns seven stages of Action Research (2000) and through this implemented a program where students inquired into a concept through Drama and presented their own devised performance to an audience. The use of Creative Drama as a vehicle in Inquiry Learning was enjoyable, motivating and engaging for students. Both methods are collaborative and encourage students to wonder and discover. Together the two methods facilitate the development of students’ social, interpersonal and problem solving skills. There was evidence of enhanced higher order learning skills, as they were able to explore attitudes, perceptions, creativity and deep understandings. Immersion into a pretend world with imagined possibilities linked well and became interrelated with the factual information collected through inquiry. This investigation supports the notion that Inquiry Learning and Creative Drama have much in common and the relationship between the two, when worked together, provides a valuable learning opportunity for most students. Students made improvements to their performance and social skills, enjoyed the learning experience and were rewarded with a tremendous feeling of success following their final performances.