I have a keen interest in ensuring pupils are engaged in the Science curriculum and remain on task throughout lessons. One method used within my classroom on a regular basis, is the use of formative assessment strategies which are underpinned by academic research (Wiliam, 2011). These tools are used within my lessons as a means of instant feedback to allow for reflection and adaptation of teaching and learning within the classroom. However, I consider it to also be a valuable tool in increasing autonomy and pupil ownership of learning, particularly when related to questioning in the classroom.
Questioning is considered to be one of the most widely employed methods of formative assessment by teachers, however, we often fall into the scenario whereby the same group of young people in our classes are participating, leaving others behind. Effective questioning can therefore be considered redundant without taking extra steps to ensure whole class participation (Hattie, 2012). To support pupil learning, well planned questioning with the use of scaffolding and Show-Me Boards could be considered to optimise learning. The benefit of using Show-Me Boards include raising pupils’ willingness to learn, enjoyment, confidence and motivation (McLean, 2010).
Verbal responses in my classroom often come from individuals who are confident and so due to my understanding of this, it has stimulated my curiosity in experimenting with ways in which I can allow all learners to be involved. Due to this, I was motivated to conduct this enquiry looking at: “What happens when Show-Me Boards are used in the classroom?”.
This enquiry aims to investigate what happens when Show-Me Boards are used in the Science classroom. This focuses on the impact that they have on learning and will also incorporate their impact on student participation, confidence and enjoyment.