Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.703144
Title: "I think when I work with other people I can let go of all of my ideas and tell them out loud' : the impact of a Thinking Skills approach upon pupils' experiences of maths
Author: Mulholland Shipley, Kirstin Elizabeth
ISNI:       0000 0004 6060 4500
Awarding Body: Newcastle University
Current Institution: University of Newcastle upon Tyne
Date of Award: 2016
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Abstract:
This study investigates the impacts of a Thinking Skills based pedagogy upon pupils’ experiences of Maths, focusing upon three aspects: progress; self-concept; and the development of metacognition. Literature relating to Thinking Skills suggests that it can have significant impact, with the open nature of tasks and focus upon collaboration providing an alternative to more traditional, de-personalised forms of teaching. The implemented approach ensured increased opportunities for pupils to work collaboratively within mixed-attaining groups. This was combined with a shift from teacher to pupil-led talk, and the use of questions to probe thinking. Key strategies included a visual metaphor to encourage pupils to articulate problem solving strategies and pupils’ involvement in formulating learning goals. The research originates in challenges identified from my own primary classroom and was undertaken between September 2011 and July 2013. It details the shared experiences, of myself, as teacher-researcher, and my pupils - a cohort of 37 Upper Key Stage Two pupils. I have adopted an ‘action inquiry’ approach, which combines elements of action research and case-study. Research employed mixed methods, including the use of progress and attainment data; a measure of self-concept; and pupil views templates to chart development in pupils’ metacognition. This was further supplemented by two embedded case studies following individual children within the focus cohort. Results show a positive impact, but a complex one. Key findings include an increase in the proportion of pupils making better than expected progress; a positive shift in pupils’ selfconcept; and pupils’ increased focus upon discussions about learning, suggesting the development of metacognition. Overarching these conclusions has been a gradual change in my understanding of the nature of a Thinking Skills approach, becoming synonymous with my beliefs surrounding education in general. In short, Thinking Skills has become my philosophy for education.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.703144  DOI: Not available
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