Jack Inglis

Biology with Science

Clyde Valley High

  • Digital Learning: Pupil Engagement

In what way does changing the focus on an exit pass affect pupil engagement in Digital Learning?

Rationale

As teachers, one of our main goals is to make sure that our pupils are engaged with the teaching and learning in our classrooms. We strive to keep lessons entertaining and achieve maximum engagement from our pupils, however with the effects of COVID-19, this is becoming increasingly difficult. When conducting digital lessons during lockdown, I found it challenging to establish methods of motivating pupil within both my BGE and certificate classes, as most work was pupil-led. Through discussions with colleagues about aspects of digital learning, we concluded that the use of formative assessment was the best way to increase pupil engagement, particularly exit passes.

Exit passes at the end of the lessons are shown to be an effective method “that elicit[s] immediate information about student learning” (Garrison and Ehringhaus 2007). The benefits of using exit passes to increase pupil engagement are highlighted by Mastromonaco (2015), who suggests that exit passes are a successful pedagogical approach to increase engagement and improve learning experiences. Fisher and Frey (2004) also advocate for exit passes but suggest that they can be used to create a sense of ownership of learning for the pupil. Therefore, through the reflection of previous uses of exit passes, it became apparent that a combination of two was most prominent; using exit passes to gauge understanding and using exit passes to determine pupil feedback on the lesson. For the purpose of this enquiry the two styles of phrased around the terms understanding and enjoyment respectively. This highlighted an opportunity to observe the engagement levels of classes after being presented with both types of exit passes through digital lessons. One exit pass tailored to insight into pupil understanding and the other to harnessing student voice through feedback.

Aims

The aim of this enquiry was to investigate if changing the focus of an exit pass had an effect on pupil engagement. This enquiry alternates the focus of the exit pass between questions of pupil understanding and questions of pupil enjoyment.

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