NENU-Camtree Teacher Research Project 2024
Permanent URI for this collection
NENU-Camtree Teacher Research Project began in April 2024, involving 24 teachers, 12 from Panshi Experimental Primary School. Teachers used the Camtree 'Think-Talk Toolbox' to design inquiries into the role of think-talk skills in their own classrooms.
Browse
Recent Submissions
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) Wang, YanContext: 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 在小学英语课堂小组讨论活动中提升学生表达技能 (Developing Expression Skills through Group Discussion in Primary English Classes)(2024) Wang, YanContext: This study explores how expression skills set out in the Think-Talk Toolkit (TTT) could be used to improve third-grade students' participation in group discussions in an English classroom in Panshi Experimental Primary School, China, against a background of curriculum reform. Aims: The primary goal is to improve the quality of group discussions and increase student participation in English lessons. The teacher sought to develop students' confidence, encourage the use of English in discussions, and foster critical and innovative thinking by applying TTT expression strategies such as openness and inviting students to express their viewpoints. Methods: An action research approach was applied over five classroom sessions. The study involved progressively introducing TTT expression skills into group discussions, encouraging students to use a bilingual approach (English and Chinese) to share ideas. Data was collected through classroom observations and interviews, focusing on how students engaged with the group discussion activities and the impact of the TTT strategies on their participation. Findings: The use of TTT expression strategies, particularly fostering openness and encouraging students to express their viewpoints, significantly increased students' participation in group discussions. Students progressed from passive participation to actively contributing ideas, with some previously very hesitant students becoming much more active. However, students’ low levels of language and lack of confidence meant that the original plan was adapted to focus on reinforcing expression skills rather than progressing to try and introduce critical thinking skills before students were able to meaningfully engage with these. Implications: Other educators might find that using TTT expression strategies can help increase student participation in group discussions, especially for students at an early stage of learning English. Encouraging openness and active expression can help students overcome barriers like fear of making mistakes, leading to more dynamic and inclusive classroom interactions.