The interview contained 36 questions; five on curriculum, two on attributes, eight on influences, eight on self, and thirteen on interventions. Outcomes of these interviews enabled groups to be organised that described the reasons for underachievement
- communication and relationships
- teaching and learning
- personal and emotional factors
Communication and relationships in chapter 2
A list of questions to elicit prior knowledge, to raise expectations, to stimulate higher order thinking, to encourage creativity, to develop weak areas, to clarify pupils needs, and to encourage self-reflection are provided on p.28 are a good resource for helping students break through student barriers.
Teaching and learning
A reoccurring theme were comments of less talking and more doing. As I am reading I am hearing within the answers given a desire for hands on practical learning that is open ended and creative. In addition these students were able to identify boredom but had no measures to cure it, this was the same with studying, they could identify that they needed to but were mostly unable to find solutions or strategies to deal with it.
DeBono's Multiple Intelligence's and Blooms taxonomy are recommended strategies given in this chapter.
personal and emotional needs
Staff stress was seen to impact on student teacher relationships and in turn the motivation of the student. Access to mentors can assist motivation of these students and help to give them a more positive attitude to learning, but overall recognition of non literacy and numeracy success should encourage a greater positive attitude to schooling. Underachievers want to feel they are being heard and be good role models for inclusivity. Where unique and creative learning is appreciated.
No comments:
Post a Comment