Wrapping up classes

Context: In Iquique, Chile, a study was conducted by an English teacher at a large secondary school with over 1700 students, focusing on 11th grade students (15-year-olds). The research explored the effectiveness of wrapping up (closure) activities in English lessons to enhance student learning and retention. Aims: To investigate the impact of different wrapping-up activities on students' ability to recall and understand the lesson content, aiming to improve the closing stages of the lessons. Methods: The teacher observed classroom activities, collected student feedback through written exercises in Spanish, and experimented with four different wrapping-up activities: mind mapping, mini-whiteboards, traffic lights, and a learning quiz. Findings: Mind mapping and mini-whiteboards were the most effective, improving students' recall and understanding of lesson content. The traffic lights and magic bag activities were less effective according to student feedback. Implications: The study suggests that engaging and interactive wrapping-up activities, such as mind mapping and mini-whiteboards, can enhance students' learning experience and content retention, and that incorporating varied and student-centered closure activities can support effective learning outcomes.

Keywords (free text)

english as a foreign language, ending lessons, wrapping up, student feedback, self-assessment, exploratory action research

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/688

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Champion Teachers : Stories of Exploratory Action Research