Welcome to the Camtree Digital Library
The Camtree Digital Library publishes peer-reviewed research reports produced by educators from around the world. Library content is freely available to all readers.
Camtree supports educators to reflect on their practice and conduct research to improve learning in their own contexts and organisations, through its website at https://www.camtree.org. Camtree is based at Hughes Hall, University of Cambridge.
Recent Submissions
Item Assessment for Thinking: Fostering Critical Thinking through Formative Assessment(2025)Context: This study investigates the potential of formative assessments (FA) to develop 21st- century critical thinking skills in learners. Conducted at an urban school in India, the research focused on Grade 12 students transitioning from a national to an international curriculum. The context highlighted a pedagogical shift required for fostering learner attributes like autonomy, reflective thinking, and intellectual courage, often constrained by traditional teaching methods and assessment practices. Aims: The inquiry aimed to explore how FA, viewed as "Assessment for Learning," could promote critical thinking by embedding it in teaching and feedback practices. The research sought to challenge prevailing perceptions of FA as merely evaluative and instead position it as an integral process to cultivate autonomy and higher-order thinking skills among students. Methods: The research employed a structured lesson using the RSQC2 model (Recall, Summarise, Question, Connect, Comment) to engage learners critically with a poem by Maya Angelou. Data collection included qualitative analysis of student work samples, a feedback form, focus group discussions, and observations. Intellectual traits and reasoning elements from the Paul-Elder framework were used as indicators of critical thinking, alongside student self- assessments and peer feedback. Findings: FA embedded within the lesson effectively fostered intellectual traits such as autonomy and humility, with structured and unstructured feedback cycles enhancing metacognitive awareness. Variations in critical thinking skills were noted across ability levels, and while tasks like framing questions and peer evaluations supported deep learning, some students required more scaffolding. The study revealed that task design and expectations significantly influenced learner engagement and critical thinking development. Implications: The findings suggest that integrating FA as part of classroom practice can nurture critical thinking skills by shifting focus from product-oriented assessments to process-level feedback. Educators may benefit from creating more opportunities for short-cycle feedback and fostering collaborative and reflective learning environments. Insights from this study emphasize the importance of aligning task design with intellectual traits to promote learner autonomy and self-directed inquiry.Item 在小学英语教学中使用质疑技能提升学生的小组合作学习质量 (The use of questioning skills in primary English teaching improves the quality of students' group cooperative learning)(2025)Context: This study was conducted in a primary school in Panshi City, China, focusing on improving the quality of group cooperative learning in sixth-grade English classes. It aimed to integrate questioning skills from the Think-Talk Toolbox (TTT) into teaching practices to foster students’ critical thinking, enhance classroom engagement, and transform the teacher's role from knowledge provider to enabler. Aims: The study sought to address limitations in traditional English teaching methods by introducing questioning strategies to promote critical thinking. It also aimed to empower students to engage meaningfully in discussions, enhance their ability to express ideas, and improve group cooperative learning outcomes. Methods: An action research approach was employed over a one-month period. Activities included structured group discussions with specific roles assigned to students, the use of TTT questioning techniques, and reflective practices. Classroom observations, pre-study preparation, and follow-up reflections were used to evaluate changes in students’ participation and thinking skills. Findings: The study revealed that questioning skills facilitated more structured and meaningful group interactions. Students displayed improved participation, enhanced communication skills, and a greater ability to express critical viewpoints. Although challenges such as language barriers and uneven participation persisted, students showed progress in moving beyond rote learning to exploring and articulating more complex ideas. Implications: This research highlights the potential of integrating questioning strategies into primary English teaching to develop critical thinking and cooperative learning skills. Teachers may learn that fostering an inclusive and dialogic classroom environment, even within short periods, can yield significant improvements in student engagement and learning outcomes.Item 运用’思考-对话-工具箱’补充发展技能提高小组合作学习有效性的行动研究 (Action research using Think-Talk Toolbox to complement developmental skills and improve the effectiveness of group cooperative learning)(2025)Context: A primary school in Changchun City, China, implemented innovative teaching methods emphasizing student development through cooperative learning and process-based induction. The focus was on improving group collaboration and dialogue quality. in a fourth-grade class. Aims: The study aimed to integrate strategies from the ‘Think-Talk-Toolbox’ into English lessons to enhance group collaboration effectiveness. Specifically, it sought to foster deeper engagement, orderly discussion, viewpoint integration, and critical thinking among students. Researchers also aimed to design and evaluate new teaching tools like dialogue prompt cards to support these goals. Methods: Action research was conducted over two rounds. Initially, baseline teaching activities were observed, followed by implementing strategies through scaffolded tools like dialogue cards. Group activities were structured and roles assigned, and a focal group observed closely. Researchers adjusted methods iteratively based on observations and student feedback, with data collected via classroom recordings, student discussions, and surveys. Findings: The new tools significantly improved participation in group activities. Students showed better engagement and collaboration, employing structured dialogues to share and extend ideas, although deeper analytical and creative discussions remained challenging due to linguistic limitations. Group leaders demonstrated enhanced organizational skills, though variability in participation persisted among less confident students. A less confident focal learner was better able to participate in discussions when discussions were more orderly and tailored scaffolding materials were provided. Implications: Other educators might draw from this study’s approach to scaffold cooperative learning through structured linguistic tools, fostering better engagement and dialogue in second-language contexts. The research highlights the need for tailored scaffolds, ongoing teacher training, and adjustments for varied student abilities to maximize learning outcomes.Item Developing Collaboration Skills in a Year 10 English Literature Class(2024)Context: This study was conducted with a Year 10 high-ability English Literature class at Tenby International School, Setia Eco Hill, Malaysia. It aimed to incorporate interpersonal skills, specifically collaboration, into the curriculum through poetry study, enhancing students' collaborative skills and literary understanding. Aims: The main goal of the lesson study was to foster collaboration skills in a structured academic setting, enabling students to develop essential life skills while deepening their understanding of literary texts. By embedding collaboration into the study of poetry, the study sought to create a participatory learning environment where students could achieve educational outcomes through cooperative analysis and interpretation. Methods: Three research lessons (RLs) were conducted with increasing autonomy in collaborative tasks. In RL1, students used a scaffold to guide collaboration, planning a multimedia presentation on To Kill a Mockingbird characters. In RL2, scaffolding was removed to encourage initiative, focusing on poetic techniques and analysis. RL3 involved regrouping students by ability, emphasizing independent collaborative engagement. Student observations and feedback informed adjustments after each lesson. Findings: The study found that explicit scaffolding was necessary for fostering effective collaboration, as simply assigning group work did not guarantee successful teamwork. Students benefited from guided collaboration tools, as these provided a clear framework that structured their engagement with both the curriculum and collaborative tasks. When scaffolded instructions were removed, higher-performing students exhibited more initiative, while others struggled with effective group interaction, highlighting the varied impact of collaborative frameworks across different student profiles. Implications: Insights from the study suggest that structured guidance is valuable for teaching collaboration skills, especially in tasks requiring collective problem-solving. Teachers might learn that incorporating frameworks to model collaboration can help students of varied abilities navigate group dynamics more effectively. The findings also indicate that repeated use of these frameworks could gradually foster independent collaboration in students over time.Item Developing listening comprehension skills(2021)Context: This study was conducted at Escuela Normal No. 1 de Toluca in Mexico, where the focus was on developing listening comprehension skills among a group of eight female third-year English language teaching trainees (LESI programme). The students, aged 20-22, had an average language proficiency level of B1, but their listening skills were notably weaker, often scoring at A2 level in mock exams. Given the students' need for B2 certification as future English teachers, improving listening comprehension was a priority. Aims: The project aimed to identify strategies to improve students' listening comprehension skills and confidence. Specifically, it explored the impact of pre-teaching vocabulary and teaching inference strategies to help students approach listening tasks more effectively and prepare for certification exams. Methods: Data were gathered using student questionnaires, reflective journal notes, peer observation, and student interviews. During the intervention, Mel pre-taught key vocabulary before listening tasks, introduced the strategy of inferring meaning using a structured chart, and provided practice with certification-style exercises. Participation was encouraged using a "Card-O-Matic" technique to ensure all learners were engaged. Findings: Pre-teaching vocabulary significantly improved students' comprehension, as it activated prior knowledge and clarified meanings before listening. The inference strategy helped learners extract information by cross-referencing prior knowledge with details from the audio. Most students found the strategy straightforward after repetition and reported greater confidence in approaching listening tasks. Additionally, the structured exercises increased awareness of listening exam formats, and student performance improved on mock exams, with some learners achieving B2-level certification. Implications: This study demonstrates that teaching listening strategies explicitly, such as pre-teaching vocabulary and practising inference, can help learners improve their comprehension and confidence. Teachers in similar contexts might explore these approaches, particularly in exam-focused environments, to provide students with tools for better performance.
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