Lessons in ‘Learning bites’
A process evaluation using technology and questioning to create small bites of targeted learning in lessons
Description of innovation
Our research innovation was designed to raise the achievement of middle prior-attaining classes. It was felt that the Learning by Questions (LbQ) software would benefit these pupils by aiding factual recall in science as well as enhancing application skills in maths. Both of these skills can often be a stumbling block for pupils in achieving the higher grades. The LbQ software, through the use of tablets, provided a range of questions for pupils to complete as well as giving them automatic feedback. In addition, teachers frequently used the interactive board activities to rectify pupil misconceptions.
Summary of evaluation
The evaluation was based around three classes in both maths and science. Two of these classes, in both maths and science, were control groups and the other was used as the intervention class. The intervention classes used the LbQ resources in the majority of their lessons; the control classes did not. We had planned to measure science and maths attainment of all pupils before and after intervention classes had used LbQ, but the research approach had to be dramatically altered due to the Covid-19 situation. Therefore, we have instead gathered qualitative findings from the teachers involved in the project.
Summary of findings
Due to the interruption of data collection the findings from this project can only be treated as tentative. However, the research did illuminate a range of advantages, as well as some disadvantages, to our innovation. From a teaching perspective, LbQ was a useful tool to aid in recall and application skills. It was also an efficient and effective way to gauge pupils’ understanding and address any misconceptions. However, the teachers involved thought it was also important to reflect on any practical issues as well as discuss whether the innovation could be implemented throughout the whole school.