East Dunbartonshire Building Bridges case study
Talking and listening/cross-curricular working
PDF file: East Dunbartonshire Building Bridges case studyLenzie Academy and Lairdsland, Lenzie Moss, Lenzie and Millersneuk Primaries.
This project investigated the importance of talking and listening to facilitate interactive learning in primary and secondary schools. By emphasising the link between talking, listening, thinking and learning, teachers planned to improve continuity between P6 and S2 and to increase their awareness of the benefits of formative assessment.
The research was focused on cross-curricular areas in P6, P7, an S2 English class, an S1 geography class and over eight library skills classes in S2. Each school selected and then implemented common methodologies. The aims and outcomes of all lessons were clearly explained from the outset and the same group talk strategies employed with each lesson.
Evaluation was carried out by a variety of means to allow for cross-matching of results. Techniques included: before and after pupil questionnaire to determine attitudinal change, individual pupil assessment records and pupil self-assessment, teacher logs, teacher discussion and joint lesson evaluation after each observed lesson.
While all pupils were part of the action research, detailed pupil interviews were undertaken with a group of six pupils of mixed ability in each subject.
Overall, findings surprised all of the teachers, with over 90 per cent of all pupils recording that the project had had a positive impact on their learning and/or motivation. The increase in enthusiasm, motivation and greater confidence was particularly noted among boys. They appeared more aware now of the importance of listening and talking and of the ways in which the strategies could be used to improve writing and reading. One affective area of note is neatly summed up by a pupil who stated ‘We now feel as special as each other.’
While the cluster had worked well together for several years, staff reported increased confidence in interactive learning techniques and formative assessment strategies as well as strengthened primary–secondary links through teachers from different sectors working with each other in classrooms. The creation of an effective team helped to bring about changes in practice. The focus on the use of a common methodology has seen talking and listening crossing into religious and moral education, maths and environmental studies in the primary curriculum. The impact of the project has increased because, as one teacher commented, ‘It only takes a couple of minutes to turn a lesson around.’
The model used for facilitating joint working has now brought about a similar project to develop bridges in French.