NENU-Camtree Teacher Research Project 2024

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https://hdl.handle.net/20.500.14069/740

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.

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    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, Yan
    Context: 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.