Teaching and Learning Archives - Deira International School (DIS)

What Is the Impact of Differentiated Tasks on Pupils’ Self Belief and Motivation

Amy Beck

In education, there is wide contention regarding the definition of adaptive teaching and how this compares to differentiation. I am interested in finding out how pupils perceived differentiated tasks, to consider the implications for teaching and learning.

How Can Visual Cues Support EYFS Children to Articulate Their Next Steps in Learning?

Emma Murdie

This action research study was embedded in everyday classroom practice and aimed to enhance children's ability to reflect on and communicate their next steps. Through the introduction of the ‘Even Better Butterfly’ Learning Character, followed by visual cue prompts, the effects were monitored by a targeted intervention over a period of twelve weeks.

How Does the Removal Of 3 Differentiated Chilli Challenges Impact Children’s Motivation and Confidence with Their Learning?

Thomas Fitt

At Arcadia British School (ABS), children are provided with chilli challenge questions in all subjects. In Year 4, children choose independent tasks based on their confidence level. Whilst this approach differentiates tasks, it can cap what children produce and limit their potential.

Implementing Metacognitive Strategies to Improve Long-Term Retention in Foundation Subjects

Katie Glendening

In international British schools, particularly within the British Schools in the Middle East (BSME) network, teachers face unique challenges: condensed curriculum delivery, culturally diverse classrooms and the need to deliver deep, meaningful learning within tight timeframes. These constraints are particularly apparent when teaching foundation subjects such as History, Geography, and Design Technology, which are often taught under cross-curricular umbrellas due to time limitations.

Note-Taking: What Do International Students Report About Their Experiences with Cornell Notes and Its Impact in Lessons?

Justine Elamatha

Amid a holistic school improvement program, the whole-school librarian identified an opportunity to introduce a systematic note-taking strategy using Cornell Notes. This action research project was conducted to evaluate student perceptions and usage of the Cornell Notes system across different grade levels.

Exam Anxiety: Can Strategic Use of Starter Tasks Replicate and Hence Reduce Mental Blocks in Tests?

Emma Jones

In the realm of secondary education, exam anxiety is a pervasive issue that affects a significant portion of students, with estimates ranging from 20% to 40% globally (von der Embse et al., 2018). This anxiety, characterized by physical, emotional, cognitive, and behavioral symptoms, can severely impair academic performance, leading to lower test scores and overall achievement (Segool et al., 2013). This action research investigates the potential of starter tasks to alleviate exam anxiety by easing students into the testing process, thereby improving their performance.

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