When considering research that could be conducted in a meaningful way in the classroom, the issue of attention span, focus and pupil engagement was something that continued to arise throughout discussion. Encouraging student participation is difficult and William argues that relying on ‘hands up’ is simply not productive (William, D: 2010). Introducing an interim check where everyone is asked to evaluate learning would mean participation is encouraged, only being asked to show hands to a yes or no question that all students were answering. Self-reflection could arguably lead to engagement and participation in learning. Ensuring that students are focussed on their task and accurately doing what the teacher is asking of them is the responsibility of the teacher but the idea of interim checks stood out as it presented an opportunity where students can be encouraged to be responsible for assessing their own learning. It is argued that simply saying to students ‘do your best’ is not enough to achieve a successful outcome, providing more scope for an interim check to engage students and help them stay on task and challenge themselves. Getting inside the minds of learners and seeing learning through their eyes is vital and interim checks could arguably provide this opportunity. (Hattie, J: 2009). Carol Dweck (2014) also talks about growth mindset and the power of motivating yourself to achieve, even if it is eventually. In other words, a learning curve takes place and success might be ‘not yet’. A check in the middle of learning could effectively challenge students and help them to develop a growth mindset.
Aim 1 –To assess if students responded well to the introduction of an interim check during learning. The hope was that students would be receptive to this interim check in order for it to be effective.
Aim 2- To establish the overall effect of the interim checks on learning. This aim included pupil feedback at the end of the four week research period.