English Teacher Rachael Davison looked at how we she could inspire disadvantaged learners in her English lessons. This is her summary of her project.
How can increased communication positively impact on disadvantaged students’ engagement and progress?
- Increased one to one and small group conversations with disadvantaged students about their understanding of the learning, their progress etc. during and outside of lessons.
- An increased number of postcards and phone calls home.
- Setting students catch up work to complete independently following absence or at least one to one/small group discussion regarding what the class have covered when students have been absent.
- Student participation in every lesson – disadvantaged students always questioned, invited to share their learning, their used for teacher modelling of self/peer assessment etc.
- Increased verbal feedback during the lesson so students receive instant feedback that they can respond to in the lesson.
Summary of what you did to adapt your practice
- Disadvantaged students are always selected to answer questions, to share their learning, read out loud etc. throughout the lesson.
- I have adapted my practice by ensuring that these students receive clear and focused verbal feedback alongside lots of praise and encouragement within the lesson and not just written in their books during a marking cycle.
- I have tried to catch up/meet with the students following a period of absence so that they know what they have missed in class. I have also tried to engage the students in taking ownership of the missed work by giving them tasks to complete at home.
How did you test and review the impact of your research?
- Observations of students’ engagement in lessons (engagement in tasks and motivation to achieve), summative assessment outcomes, discussions with the students themselves and their feedback.
Summary of impact so far.
Make students more accountable for the learning they miss due to absence (or discuss what has been missed): give students tasks to complete at home to catch up.
Provide disadvantaged students with regular verbal feedback opportunities throughout lessons.
Increase the number of postcards sent home, phone calls home, sending copies of completed work home.
Increased student participation in every lesson – all disadvantaged students answering questions, sharing work, responding to others’ ideas etc.
Use disadvantaged students’ books on the visualiser to model peer/self-marking – the students get instant quality feedback from their peers and the teacher.