Multiple choice questioning and whole class feedback
Emmanuel College will investigate what impact using Learning By Questions followed by whole class feedback delivered for 30 minutes each week for 18 weeks has on the attainment of Year 7 pupils in science knowledge when compared with business as usual.
One of the main challenges that the school faces is improving the outcomes of pupil premium (PP) or ever free school meals (FSM) pupils. As pupils who are PP or FSM are more likely to have medium- to low-attainment in primary school, the intervention will measure the impact, if any, on these pupils.
The main focus of the innovation is to assess the impact of whole class feedback on the quality of feedback, staff workload and the attainment of all pupils including those that are PP or FSM.
Lessons in science notionally have the structure: instruction – practice – feedback.
School data suggests that instruction is carried out well, but lessons are weaker on practice and feedback. To address this, intervention classes will receive one lesson a week where “practice” is achieved using Learning By Questions question sets completed by pupils in class, and feedback is delivered by the class teacher, depending on the pupils’ performance on the question sets. This might involve, for example, re-teaching a misunderstood area of content to some, or all, of the class. This approach should deliver more immediate, and therefore more effective, feedback to pupils, leading to better understanding and retention of knowledge.
Control classes will continue with business as usual.
Sets (to be confirmed) in Year 7 science will use the Learning by Questions resource for 30 minutes and staff will use whole class (or individual or small group) feedback to ‘bridge the gaps’ using the assessment data for the remainder of the lesson (between 15–20 minutes). Control classes will continue with business as usual.