Illuminating Learning: Exploring the Use of Traffic Light Cards in a Secondary English Classroom

Context: This study takes place in a diverse Year 7 class at Comberton Village College (CVC), which has a mixed-attainment structure and emphasizes inclusivity and educational equality. The focus is on addressing the challenge of keeping all students engaged in English lessons, particularly in a classroom where students have varying degrees of confidence and learning needs in the language learning. Aims: The primary aim of the research is to investigate the impact of the traffic light card system—a teaching tool designed to encourage student participation and facilitate monitoring of learning—in a mixed-attainment classroom. The study seeks to answer three research questions: whether the traffic light card can help teachers assess students’ learning situations, whether it can improve students’ engagement in class, and how best to implement this method effectively. Methods: The research was conducted with a class of 32 students using a traffic light card system where students could signal their understanding by showing green (confident) or red (confused) cards. Classroom observations, transcripts of student dialogues, and feedback from students, teachers, and peer reviewers were collected across multiple lessons featuring different teaching approaches, including question-driven activities and peer collaboration. Findings: The findings indicated that the traffic light card system effectively illuminated student understanding and engagement. The variability in students' responses highlighted the challenge of managing mixed learning readiness and needs. Initial usage showed some students preferred direct interaction with the teacher over seeking peer support, indicating reliance on teacher authority. However, as the lessons progressed, there was an increase in students’ willingness to engage with peers for assistance, leading to more collaborative learning. Implications: This study suggests that the traffic light card system can facilitate formative assessment and promote a collaborative classroom environment. It emphasizes the importance of explicit instruction on its use, enabling teachers to adjust their methods in response to real-time feedback from students. The increasing use of peer support signifies a potential shift toward student-centred learning, where students feel more empowered to communicate their learning needs without fear of embarrassment.

Keywords (free text)

traffic light cards, formative assessment, educational dialogue, learner confidence

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/1153

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