Adaptive Teaching: Peer support
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Authors
Issue Date
2025
Educational Level
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 4 Post-secondary non-tertiary education
ISCED Level 3 Upper Secondary Education
ISCED Level 4 Post-secondary non-tertiary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The lesson study aimed to explore the use of peer support as a means to help students remain focused during lessons within a mainstream secondary school setting. The study involved planning and implementation phases over several weeks, incorporating ethical considerations for data publication.
Aims: The main objective of the lesson study was to evaluate the efficacy of focus cards used in peer support pairings among students with and without special educational needs and disabilities (SEND). The study sought to determine the optimal pairing of students to maximise the effectiveness of these tools.
Methods: The research was conducted through a series of structured lesson observations and follow-up discussions, involving a team of educators in designated roles. The process included selecting students, conducting observations across multiple lessons, and discussing outcomes based on the implementation of focus cards. Adaptations were made, such as changing student pairings, to assess varying levels of success.
Findings: Observations revealed a mixed response to the use of focus cards. Successful outcomes were observed in some pairings, such as with a Year 10 student receiving effective support from a peer; however, negative interactions were noted in other pairings, where dynamics led to distractions rather than focus. The effectiveness of focus cards depended significantly on the careful selection of peers and, in some cases, the introduction of rewards to reinforce positive behaviours.
Implications: The findings suggest that while peer support and focus cards can be beneficial in managing student concentration, the selection of appropriate pairings is critical. The study highlights that the implementation of such strategies may require time for integration into classroom routines and underscores the importance of considering individual student needs. Moreover, positive social interactions may develop through peer support, fostering self-awareness and self-regulation in students with focus challenges. The insights gained may offer valuable considerations for educators seeking to enhance student engagement and the effectiveness of peer-supported learning.
Aims: The main objective of the lesson study was to evaluate the efficacy of focus cards used in peer support pairings among students with and without special educational needs and disabilities (SEND). The study sought to determine the optimal pairing of students to maximise the effectiveness of these tools.
Methods: The research was conducted through a series of structured lesson observations and follow-up discussions, involving a team of educators in designated roles. The process included selecting students, conducting observations across multiple lessons, and discussing outcomes based on the implementation of focus cards. Adaptations were made, such as changing student pairings, to assess varying levels of success.
Findings: Observations revealed a mixed response to the use of focus cards. Successful outcomes were observed in some pairings, such as with a Year 10 student receiving effective support from a peer; however, negative interactions were noted in other pairings, where dynamics led to distractions rather than focus. The effectiveness of focus cards depended significantly on the careful selection of peers and, in some cases, the introduction of rewards to reinforce positive behaviours.
Implications: The findings suggest that while peer support and focus cards can be beneficial in managing student concentration, the selection of appropriate pairings is critical. The study highlights that the implementation of such strategies may require time for integration into classroom routines and underscores the importance of considering individual student needs. Moreover, positive social interactions may develop through peer support, fostering self-awareness and self-regulation in students with focus challenges. The insights gained may offer valuable considerations for educators seeking to enhance student engagement and the effectiveness of peer-supported learning.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND) , mainstream secondary , adaptive teaching , peer support