Closing activities
Authors
Vilchis, Verónica
Issue Date
2021
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
Mexico
Abstract
Context: This study took place in a rural elementary school in Buenavista, Jilotepec, Mexico. The teacher focused on her sixth-grade class of 20 students aged 11-12 with a basic level of English. Students attended English lessons three times a week for 45 minutes. The teacher aimed to address her students'difficulty in retaining knowledge from previous lessons and her struggles with low engagement during closing activities.
Aims: The research aimed to explore and improve the effectiveness of closing activities in helping students reflect on and retain their learning. Specifically, it sought to understand the objectives of these activities, how they promoted reflection, and students' perceptions and engagement during this part of the lesson.
Methods: The teacher used a student questionnaire, peer observations, and a reflective journal. The questionnaire, administered in Spanish, explored students' feelings, preferences, and perceptions of closing activities. Peer observations provided external insights into classroom behaviour, and the journal captured the teacher's reflections on the activities and students' responses.
Findings: The research revealed that students viewed closing activities as primarily for setting homework, with little connection to reflection or learning consolidation. Many students found these activities either boring or confusing. A majority expressed a preference for games and pair work, while others valued opportunities to write notes. The teacher discovered that her methods often excluded many students from reflecting and that her own objectives for closing activities lacked clarity.
Implications: The teacher implemented two strategies: a 'thinking dice' activity for pair-based reflection and learning journals for individual writing. Both tools successfully engaged students, promoted reflection, and catered to different learning preferences. Teachers might learn from this example to design closing activities that combine interactive and introspective elements, allowing students to consolidate learning effectively within a short timeframe.
Aims: The research aimed to explore and improve the effectiveness of closing activities in helping students reflect on and retain their learning. Specifically, it sought to understand the objectives of these activities, how they promoted reflection, and students' perceptions and engagement during this part of the lesson.
Methods: The teacher used a student questionnaire, peer observations, and a reflective journal. The questionnaire, administered in Spanish, explored students' feelings, preferences, and perceptions of closing activities. Peer observations provided external insights into classroom behaviour, and the journal captured the teacher's reflections on the activities and students' responses.
Findings: The research revealed that students viewed closing activities as primarily for setting homework, with little connection to reflection or learning consolidation. Many students found these activities either boring or confusing. A majority expressed a preference for games and pair work, while others valued opportunities to write notes. The teacher discovered that her methods often excluded many students from reflecting and that her own objectives for closing activities lacked clarity.
Implications: The teacher implemented two strategies: a 'thinking dice' activity for pair-based reflection and learning journals for individual writing. Both tools successfully engaged students, promoted reflection, and catered to different learning preferences. Teachers might learn from this example to design closing activities that combine interactive and introspective elements, allowing students to consolidate learning effectively within a short timeframe.
Description
Keywords (free text)
english as a foreign language , closing activities , student reflection , student engagement , learning journals , pair work , exploratory action research