Which styles of teaching and
We chose this question as we all had middle ability year 8 groups with
individuals who don’t participate very much.
in a higher level
Actions taken with rationale
Before each round, the class filled in a questionnaire which aimed to find out their views on participation and how it could be increased for them. This was then used to feed into how we planned the lesson.
amongst the ‘silent middle’ year 8’s?
Round 1: Lesson was designed to incorporate lots of diﬀerent activities. There was independent, pair and whole class work; there were games, speaking tasks and listenings and there were lots of diﬀerent ways of choosing who answered a question- at random (names in a hat), volunteers, pupils picking the next person to have a go etc. Round 2: Lesson planned with emphasis on specific activities that research had shown to increase participation (pods, group teaching & anonymous listening) Round 3: Lesson was designed to increase participation by seating students in groups at all times and rewards were also introduced for increased target language participation. Findings
M Talbott J Upward K Wright
Round 1: The teacher observations and student feedback showed that use of technology (slate) increased participation. Two of the three students were very similar in that they liked observing other students complete a new activity first before plucking up the courage to participate themselves. They also liked the security of checking their partner’s answer to build their own confidence. One student was unaffected by these changes. Round 2: The teacher observations and student feedback showed again that use of technology increased participation, this time in the form of Activ Inspire Voting Pods. Group teach was also well received by all three students, which increased confidence and therefore partici-