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Strategies to boost Student Engagement

Warwick, P. , Hennessy, S. & Mercer, N. (2011) Promoting educator and school development through co-enquiry: growing interactive whiteboard used in a 'dialogic classroom. '

The author's reason behind conducting the analysis was to show that an interactive whiteboard (IWB) can be considered a key class room tool which it could be used as a essential tool in dialogic manor. The authors, Paul Warwick, Sara Hennessy and Neil Mercer, record on the works of three school room instructors, who confidently use an interactive whiteboard (IWB) in their classrooms. The authors obviously state that they wished to conduct their research because "Given the pervasiveness of IWB's in the united kingdom, we wanted to explore the introduction of its uses in the class room where there is a dialogic pedagogy. " (Warwick, Hennessy and Mercer, 2011, p. 303).

It is obvious from the start that the authors securely believe that IWBs play a significant part in a children's learning and that an IWB is a crucial resource when it comes to teaching practices today. Their argument is strengthened by their suggestions in the hypothesis. The authors also declare that an IWB plays an integral part in maintaining a child's engagement during their learning. However this is the first point of the research where in fact the authors can be criticised for not recognising that we now have a number of different factors and methods that can impact a child's determination and proposal to learning. Some different examples of other factors that can offer an influence on the child's engagement with their learning is seen in the 'Four aces of effective teaching - Ace 3: Engagement' (Wall surfaces, 1999). One technique mentioned is a class instructor should 'limit a debate to only thirty minutes before adding a learning activity' (Surfaces & Cather, 1987). This learning activity doesn't need to be one using an IWB; it could be done in writing etc.

All the way through this research paper Warwick, Hennessy and Mercer make numerous promises about IWB and just how teachers use them. However, there are studies which may have shown that educators have only been considered 'ready 'when they may have grasped specific technical skills, such as using an IWB. An example of articles that claims this is one conducted by the Cognition and Technology Group at Vanderbilt (1992), they state that 'technology is a teacher's liberator to help re-establish the role and value of the school room teacher. Instructors must enter into collaboration or relationship with technology to be able to create a "community" that nurtures, motivates, and engages the training processes'. Nevertheless, Warwick, Hennessy and Mercer (2011) dispute this by proclaiming that it is in fact the classroom professor that is essential in revitalizing dialogic strategy not the IWB. However they do state that the IWB has an important role in the school room, but this is only right when it is utilized in an engaging and appropriate manner in the classroom.

To conclude, the information gathered from the research implies that IWB play a key role in the class room, nevertheless they shouldn't be seen as being a alternative to teaching or the school room teacher. This study highlights the necessity of a professor and that they need to develop interactions with children in their class in order to conduct stable lessons that will participate their pupils, which will then lead onto producing dialogical pedagogy. I think that additional studies are needed when it comes to the final results of the use of IWBs in the school room.

Simon et al. (2008) Puppets promoting engagement and talk in knowledge.

The impacts of using puppets in classrooms has turned into a popular research point for authors. During the same time frame of Simon et al. (2008) authoring the impacts of puppet use within the classroom, there is also a similar research going on with the impact of puppets in Maths lessons. However, the key target of the writers writing this content was to conclude set up use of puppets in research lessons, stimulated the pupils to become more actively involved with their research lessons and to see if the puppets could encourage children's discussion in knowledge lessons. The study was designed to conclude weather the 'use of large puppets would help instructors to change their whole category discourse' (Simon et al. , (2008), p. 1229) in their knowledge lessons. A key strength of the research for this article was that it focuses on a massive amount of different ideas. The research was carried out by a mixture of teachers, across two different parts, interviewing two different age groups; 7-9 and 10-11, and the professors had the choice of using a couple of puppets.

From the study of Neil Mercer and Lyn Dawes (2008) about 'exploratory have a discussion', the writers of this article discuss the importance of communication with other children, so that the children possess the skill to critically take part with the peers and their peers ideas. Simon et al. (2008) boasts that the utilization of puppets aids in this field. When children begin to enter a far more in depth dialog with the puppet, the puppet provides encouragement or desire for the child's reactions, which then produces talk that involves the whole course, or talk on a peer to peer level. Therefore, from using the puppet can promote reasoning, problem handling and explanations, which are all key factors in science lessons.

The research that was carried out for this article was strong in a variety of ways. Firstly, the emphasis wasn't just in one school, it was in two different areas of Britain; Manchester and London. Second of all, there were two different age groups that were evaluated, and both these groups acquired pupils who got a different reaction to the puppets. Thirdly, the teachers had the option to introducing an individual puppet to the class, or they could bring in two puppets to the course. 'Some instructors used two puppets in a lessons whilst others used only one. Though using two puppets allowed teachers to create conversation by getting the puppets to place ahead opposing views, teachers found that one puppet was much simpler to make use of whilst still rendering it possible to provide problems and create cognitive issue. ' (Simon at al. , (2008) p. 1243) Finally, the use of the pilot analysis to discover more info and gain more of a knowledge in to the use of puppets helped finalise the main study for the article. Therefore, as a result of strong research strategy, the ultimate research produces amazing but thorough results.

One of the main disadvantages of this study was that training the educators to appropriately and effectively use the puppets purchased lots of time. Even though this is good for the research side, the quantity of time spent of training the teachers wouldn't fit the bill for every professor, especially educators in larger universities. This then brings up a concern; if teachers don't possess experience with puppets and haven't possessed training would the puppets be as effective as they were through the research level.

Overall, this information has proven that using a puppet during research lessons has been effective when seeking to create talk. This has been supported from the interviews, with pupils and teachers. The interviews also uncovered that pupils who are often more 'shy' and don't contribute all the in lessons, were well informed during lessons in which a puppet was used as they sensed at ease speaking with a puppet. In my practice, I will be utilizing a puppet throughout the curriculum as Personally i think that the use of the puppet will employ the kids and improve category and pupil discussions. However, before Personally i think fully confident in utilizing a puppet, I am going to practice with an inferior group and build up to using the puppet before the whole class.

Brown K & Kennedy H (2011) Learning through conversation: discovering and extending instructor and children's participation in classroom have a discussion School Mindset International 32 (4) pp377-396

This article discusses the professional development progression over the twelve week period, that six educators in the united kingdom, who just work at a institution with children who have been accepted has having public, mental and behavioural complications. The main research area for the article is focused how teachers use dialogue in their class to help combine children's ideas and link these to the training progression. 'Through reflective and exploratory conversation, enhanced by videos of interactive sequences within classes, professors explored and developed areas of their interactional styles'. Dark brown K & Kennedy H (2011) One of the key advantages of the research is that two educational phycologists (EPs) were also seriously involved with the researched and they proved helpful alongside the six professors.

With mention of Scho№. . . 's style of reflective teaching (1983), the course professors and the EPs designed to reflect on the instructors' interactional methods that happened within the coaching. They also wished to have the ability to work together to discover and extend classroom interactions. Therefore, through reflective and exploratory talk with the EPs and by using recordings of interactive sessions that occurred within the class, teachers viewed back their lessons and were then able to explore and develop areas of their interactional ways of educating that they used with their class. By the end of the twelve weeks, the videos and recordings used were compared. The main focus was to start to see the changes between the beginning classes to the trainings by the end of the task. Dark brown K & Kennedy H (2011) mentioned that from the instructors looking back at their lessons, and working alongside the EPs they were able to adjust a big change in their lessons to market conversation. 'Changes included the professors using conversation to develop more on children's ideas and positively support the co-operation between children. Changes in the nature of talk amongst children showed evidence of building more on ideas within conversations and making less new initiatives. The changes in interactions are considered with regards to children's involvement and learning. ' Dark brown K & Kennedy H (2011)

'Given the value of children's metacognitive knowing of interactive processes within the class' (Mercer, 2000), Personally i think that you of the key weaknesses of this article and its own research was that it would have been beneficial to have a larger insight in to the changes that took place throughout the lessons, from the tips of view of the kids that were associated with the study engaged. All the children who participated performed so voluntarily, however, they were not included in the ongoing planning, development, and analysis. The children included might have provided valuable insights into the way the learning procedure looked from their viewpoint, and how they experienced that changes the instructors made worked to them, particularly when the teachers developed their interactional styles. I would be interesting to see what extent the children thought the changes acquired on their incentive, contribution and learning.

Overall, this research shows that looking again and watching how you have interacted with the kids and what interaction styles you use can impact on children's learning. This article has also proven Scho№. . . 's model of reflective teaching (1983) to be effective, as the if the educators hadn't looked again and reflected on the interactional styles, there wouldn't have been any progression in talk. I am going to now use different interactional styles during my lessons, and I also feel that it might be good for me to record myself teaching and watch this back to help me improved upon by myself teaching skills.

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