Students Have their Say

With the various survey tools given in the reader I have been able to experiment with them and understand what pilots work best for me and which tools will enhance my research.
When it comes to researching how children feel about learning, I found the best way to do this is to talk and ask questions to my own students. I have the advantage of working closely with my students at my dance school and I was able to set up a SIG group and have a discussion with them on what they believed made a good teacher.

They were very quick to talk about teachers they had taken a dislike to and felt they had no connection with.  This had happened because the teacher showed no interest in them and was constantly looking at their phone throughout the lesson.  They also talked about how they found demonstration advantageous, where a teacher is able to show them a step they are struggling with or for example I was working on a dance with them for their exam and I was able to portray the dance ego it's full potential.  Being able to do this was good for the students to have an image in their heads of how the dance needed to look.

Many dancers will benefit from visual learners and having a demonstration video or live performance will enhance their learning tremendously achieving higher attainment overall. 

From this discussion I learnt how gaining respect from your students is of high importance without it they will not see you as a role model.

I used the website Survey Monkey to create a survey for my students so I had results on paper.  I found the survey I created needed to go into more depth and involve more on different ways children learn, so I have researched more into children's learning styles.

The BBC website had a very simple and informative way of describing the four learning styles;

Learning styles
Psychologists have categorised learning styles in lots of ways, but here's one way of looking at things, with four styles to choose from:

1. Visual learner

• Needs and likes to visualise things
• Learns through images - can remember the pictures on a page
• Enjoys art and drawing
• Reads maps, charts and diagrams well
• Interested in machines and inventions
• Plays with Lego and other construction toys, and likes jigsaw puzzles.
• Can be a daydreamer in class.

2. Kinaesthetic learner

• Processes knowledge through physical sensations
• Highly active, not able to sit still long
• Communicates using body language and gestures
• Shows you rather than tells you
• Wants to touch and feel the world around them
• May be good at mimicking others
• Enjoys sports or other activities where they can keep moving.

3. Auditory learner

• thinks in words and verbalises concepts
• spells words accurately and easily, as they can hear the different sounds - so tends to learn phonetically rather than through 'look and say' techniques.
• Can be a good reader, though some prefer the spoken word
• Has excellent memory for names, dates and trivia
• Likes word games
• Enjoys using tape recorders and often musically talented
• Usually able to learn their times tables with relative ease.

4. Logical learner

• Thinks conceptually, likes to explore patterns and relationships
• Enjoys puzzles and seeing how things work
• Constantly questions and wonders
• Likes routine and consistency
• Capable of highly abstract forms of logical thinking at early age
• Does mental arithmetic easily
• Enjoys strategy games, computers and experiments with a purpose
• Creates own designs to build with blocks/Lego
• Not so good at the more 'creative' side.

It is also important to be aware of your own style - it might conflict with your child's.

Have a look at the four learning styles and see what yours is (or are - you may favour a mixture) - and then assess your child's style. How does your child vary from you and how can you use your strengths and theirs in a complementary way to help them learn at home?

I found the comment at the end very interesting as it is something I have never thought about, how my learning style may conflict my students.  I will take this int consideration from now on if i find myself struggling with a particular students behaviour or focus.

Know what you teach!

I have recently taken on role as Cover Supervisor at my secondary school, this role involves covering a variety of subjects from maths to textiles etc when qualified teachers are unwell, this is a role many schools are creating as it saves money as they employ someone and pay them lower than bringing in supply... This is a challenging job as I find myself in situations where I  don't know the topic, therefore I am sometimes unable to provide the correct information to the students.  I usually have all necessary information for the class but this can sometimes leave me in deep water, this has lowered my confidence but also ensured me that you must know your teaching subject inside out to be able to provide high quality teaching.

Over the past month I have been placed in P.E as our head of department broke her leg and they asked if I would take on her timetable.  I felt privileged that my line manager had the confidence and faith in me to take on this role.  I have learnt how important it is to have a full lesson plan especially with a subject I am less known to.

I have always thought about lessons before teaching but until being thrown into a lesson unaware, I found out the not so nice outcome of an unprepared p.e lesson.

The particular lesson I am thinking of was a Tag Rugby lesson, I hadn't seen the plan and I found myself on the field with 30 year 9 students.

I started with the warm up I had used previously but this seemed to be over in minutes has I had under estimated how quick they would pick it up so my time management was terrible.

I went onto setting up teams but this turned into chaos and the class went down hill from there.

The students focus had completely gone and there was no sense of control or authority from myself as a teacher.

I learnt from this that my lack of planning and knowledge lead the students to misbehaving, losing focus and not gaining the learning outcome of the lesson.

As a teacher your main priority for each lesson and scheme of work is for the students to come out at the end having enjoyed it and achieved their grading level.  You will not achieve this without detailed planning and confidence in your topic.

BTEC or GCSE

My current job position involves working closely within the Dance Department in a secondary school and I have been able to use this to my advantage with my inquiry.  I would like to dig deeper into the difference and benefits for students being given the option to study GCSE and BTEC Dance.  This will give me the scope to investigate the learning methods of the students taking these exams and why they suit this way of examination.


From researching both examination board courses on the Edexcel and AQA websites I found this information;

What is a BTEC?

BTECs are work related qualifications suitable for a wide range of students, built to accommodate the needs of employers and allow progression to university. They provide a more practical, real-world approach to learning alongside a key theoretical background. They can be taken as well as, or in place of, GCSEs and A levels in schools and colleges. BTECs are recognised by schools, colleges, universities, employers and professional bodies across the United Kingdom and in over 100 countries worldwide.

BTECs have been around for 25 years, their reputation
is second to none and they continue to grow and develop. In 2007, more than one million students enrolled on a BTEC course.

Where are BTECs delivered?

BTECs are delivered through schools, colleges, independent training providers and employers. They are popular qualifications amongst young people and adult students alike. BTECs are flexible, enabling students to study them full-time or part-time, as part of an Apprenticeship programme or alongside work commitments and other qualifications.

How are BTECs assessed?

BTECs are not exam-based qualifications. Exams work well for some students but others find them rather daunting and struggle to see how they fit into the real world of work.
Instead, students study real-life, work-based case studies and complete projects and assessments, which contribute to achieving each unit studied.

Each BTEC is made up of units. The number of units is dependent on the level and size of BTEC being studied (eg BTEC Introductory, BTEC National).

In order to complete each unit, students must achieve against a set of outcomes. The assessment criteria address theory with practical exercises. The assessment process is ongoing, so it allows the student to analyse and improve their own performance through their course in much the same way as they would in a real workplace.

The projects that students undertake form the basis of their unit results which are graded as a Pass, a Merit or a Distinction.

Which BTEC is suitable?

BTECs are available at various levels:
BTEC Entry develops the initial skills for either a broad work sector or everyday life where confidence is needed by students. BTEC Entry Certificates are suitable for any student aged 14 upwards and are designed for students with learning difficulties or those who struggle with traditional learning.
BTEC Introductory qualifications are at Level 1 and offer an entry point to an industry sector and encourage the development of personal and work-related skills. The BTEC Introductory qualifications are suitable for any student aged 14 upwards and are designed for those who are not able to achieve A*- C grade GCSEs, but who are motivated by a work- related course.

BTEC Firsts are Level 2 qualifications which are the equivalent of traditional GCSEs grades A*- C. In 2007, there was a 50% increase in BTEC uptake across schools in the UK. There are currently over 60 BTEC First qualifications available, linked to industry sectors. The BTEC First is suitable for students aged pre-16 and is designed for those who are capable of achieving A*– C grade GCSEs, but wish to focus on a work related vocational qualification or work area. Students may take BTEC Firsts alongside core GCSE subjects such as English, Maths and Science. 

Why choose GCSE Dance?

In addition to helping students acquire subject knowledge, this specification:

• promotes fitness, a healthy lifestyle, team working and creativity
• actively engages students in the process of dance in order to develop as effective and independent learners and as critical and reflective thinkers with enquiring minds
• develops students' skills, knowledge and understanding of a range of dance styles through the interrelated processes of performing, creating and appreciating dances
• develops physical, technical and expressive skills through which students are able to communicate choreographic intention and develop their individual qualities as performers
• develops students' skills, knowledge and understanding of choreography through which they are able to communicate ideas, thoughts and meaning drawn from a range of dance styles
• develops a critical appreciation of dance in its physical, artistic, aesthetic and cultural contexts
• provides progression from Key Stage 3 and a solid foundation for further studies in dance or performing arts, including A-level Dance and the Creative and Media Diploma, and/or a career in performing arts.]

It is clear that both these styles of learning and examining differ.  The BTEC course typically suits a child who benefits from assignment learning and not under the pressure of exams and revision.

The GCSE course is suitable for students who learn through progression and take the information in to then be examined.

Personally I feel the GCSE is veered more to independent creative learners who are of a higher academic level.  

The BTEC caters more to the students who are of a high level practically and could potentially take there dance career further to college.