What do we teachers need to know to enhance our creativity? A report on a pilot project into primary school pupils' perceptions of their identities as learners

Hood, Philip

doi:10.1080/03004270701577487

Cited by 4 publications

(9 citation statements)

References 15 publications

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“…Both quantitative and qualitative results indicated that Vietnamese upper primary students preferred learning in small groups to learning as individuals. This concurs with many studies (Elbaum et al, 1997;Hallam et al, 2003;Hood, 2008;Johnson, 2006;Kaldi et al, 2009;McManus & Gettinger, 1996;Mulryan, 1994;Veenman et al, 2000;etc).…”

Section: Students' Preference For Small Group Learningsupporting

confidence: 91%

“…Similarly, Hood (2008), in his pilot project of students' perceptions of their identity as learners, described that mainly the students preferred working with partners to working by themselves. Mostly this was because they enjoy being helped by friends and having fun when working with others.…”

Section: Students' Perceptions Of Cooperative Small Group Learningmentioning

confidence: 99%

“…Relating to the research question number one, many researchers advocate small group learning and cooperative learning for the high positive impacts on students' outcomes in all aspects: academic, social, and attitude (Johnson & Johnson, 1985, 1991Slavin, 1991Slavin, , 1995Stevens & Slavin, 1995). Research into students' perceptions also provided numerous benefits for this method (Hood, 2008;Kaldi et al, 2009;McManus & Gettinger, 1996;Mulryan, 1994;Veenman et al, 2000). Findings from quantitative data of this study again confirmed the benefits of small group learning for Vietnamese upper primary students' learning and social outcomes.…”

Section: Students' Perceptions Of Benefits Of Small Group Learningmentioning

confidence: 99%

“…Talking about why primary students prefer learning in cooperation to learning as an individual, Hood (2008), in a pilot project investigating eight to nine year-old students' perceptions of their identity as learners, interprets responses into three main categories: social, equal collaborative, and negative self-view. The social preference occurs when students find working with others fun and enjoyable.…”

Section: Students' Perceptions Of Benefits Of Small Group Learningmentioning

confidence: 99%

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Upper Primary Students' Perceptions of Small Group Learning in Learning Vietnamese Language

Nguyen¹

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<p>The purpose of this study was to investigate the perceptions of upper-year students in Vietnamese primary schools about learning in small groups when studying Vietnamese language in comparison to traditional methods. Students’ perceptions of small group learning were explored through examination of five main factors: benefits, difficulties, group types, individual accountability, and group assessment. An interpretive approach was used to explore the topic, from which data were collected in a two-phase multi-case study using both quantitative and qualitative methods. Four classes of three primary schools in Ho Chi Minh City, having different applications of small groups in learning, were selected for observation and survey by questionnaire. Twenty four students from the first phase of the study varying in gender and learning achievement were chosen for face-to-face interviews to examine more in-depth their perceptions about small group learning. To improve the trustworthiness of the research, teachers from these classes and principles of the schools were interviewed to obtain a more accurate overview of the research. The study found that overall, Vietnamese upper-primary students preferred to learning in small groups to the traditional whole-class model despite the differences in implementing small group learning in each school. The results showed a positive concurrence with existing literature on the main findings, such as the three main benefits to students’ outcomes (e.g. academic achievement, social skills, and attitudes); and some inevitable difficulties when using this method for learning (e.g. time management, isolation and lack of group skills). The students’ choices of group types also reflected the current international students’ perceptions (e.g. preference for heterogeneous ability but homogeneous gender group). The research also presented some interesting points unique to the Vietnamese context which might enrich the current literature of students’ perceptions of small group learning. They were the preference for large group sizes, the two-aspects of leadership, the preference for whole-group assessment, and the suitability of this method for learning Vietnamese language rather than other subjects. The research also showed the underlying influences of the desire for better achievement, the consideration for others’ feelings and the collective cultural context on Vietnamese upper primary students’ views of small group learning in learning Vietnamese language. The relationships between students’ gender and achievement to their perceptions of small group learning were also mentioned and described though these were not strong enough to generalise. A theoretical framework was proposed to illustrate the research findings. These findings suggest that small group learning should be implemented more frequently in Vietnamese primary schools and the study recommends that there be further training in group skills for students.</p>

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Section: Students' Preference For Small Group Learningsupporting

confidence: 91%

Section: Students' Perceptions Of Cooperative Small Group Learningmentioning

confidence: 99%

Section: Students' Perceptions Of Benefits Of Small Group Learningmentioning

confidence: 99%

Section: Students' Perceptions Of Benefits Of Small Group Learningmentioning

confidence: 99%

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Upper Primary Students' Perceptions of Small Group Learning in Learning Vietnamese Language

Nguyen¹

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“…As academic practitioners we recognised that the learning process might be enhanced if students were taught how reflexive dialogue could enhance learning. Academic staff took account of how blogs gave a more central role to student voice, positioning the students as educational change-makers (Hood, 2008).…”

mentioning

confidence: 99%

The interdisciplinary use of blogs and online communities in teacher education

Caldwell

Heaton

2016

The International Journal of Information and Learning Technology

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Purpose – Online learning is developing rapidly in higher education. As a result, in the Initial Teacher Education Division at The University of Northampton, UK, academics have experimented with methods to embed blogs and online communities into courses to enhance learning for staff and students. The paper aims to discuss this issue. Design/methodology/approach – This paper critically analyses the approach used to examine media-rich multimodal content that was shared through these tools. Findings – The paper models how blogs and communities have enhanced interdisciplinary subject teaching, staff development and student engagement. This is achieved by sharing case studies from the courses which model the strengths and limitations of practices adopted. Originality/value – Focused discussion demonstrates how reflexivity, communities of practice and experimentation with technological teaching strategies fuel the learning that occurred.

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Moods, emotions and creative thinking: A framework for teaching

Newton

2013

Thinking Skills and Creativity

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What do we teachers need to know to enhance our creativity? A report on a pilot project into primary school pupils' perceptions of their identities as learners

Cited by 4 publications

References 15 publications

Upper Primary Students' Perceptions of Small Group Learning in Learning Vietnamese Language

Upper Primary Students' Perceptions of Small Group Learning in Learning Vietnamese Language

The interdisciplinary use of blogs and online communities in teacher education

Moods, emotions and creative thinking: A framework for teaching

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