Projects

The LOCIT process is all about understanding what makes ‘successful’ learning. To understand learning we have to listen to what learners say. Teachers have to work with learners to analyse learning whatever their age and levels. Future learning has to involve teachers and learners planning and evaluating their classroom experiences together. The LOCIT tool invites teachers and learners to do just that. On this page you will find information about projects which have used the LOCIT approach. Please contact us if you need to know more.

Inclusive Pedagogy – New Approaches to Learning

Early interventions that enhance the language, literacy, numeracy and social skills of disadvantaged children

This eighteen month project (2010 -2012) is funded by the Esmée Fairbairn Foundation and seeks to explore the role of pupil voice in self-assessment as an inclusive pedagogical practice. The research is being conducted at two primary school sites; one in Cambridge and one in Aberdeenshire. In Cambridge we are working with two teachers at the Year One stage with groups of children aged five and six. In Aberdeenshire we are working with one teacher who has an older composite Year Three/Four class of six and seven year olds.

There are two overarching aims in this project. One of these aims is to extend current research on inclusive pedagogical practices, which has highlighted the importance of two key areas: firstly the role of pupil voice in self-assessment and its role in enhancing learning for all; and secondly how the craft knowledge of teachers committed to inclusive pedagogy develops as they learn to listen. The second aim focused on teacher professional learning.

The research was designed to capture empirical evidence of ‘respectful conversations’ (Giugni, 2006, p106) about the learners’ self assessment as well as qualitative evidence of classroom practice using the LOCIT (Lesson Observation and Critical Incident Technique) process (Coyle et al., 2010) to form a digital evidence base to enable data sharing across the schools and to allow teachers and pupils involved to reflect on the process.  Data analysis will involve ‘multiple-case’ analyses (Stake, 2006) to explore differences in choice of significant moments between teachers, children and researchers.

The LOCIT process has been useful in three significant ways. Firstly in each of the schools, the recording of classroom activity and the children’s responses to their learning has formed a basis for pupil/teacher dialogue to take place in the classroom during or immediately after the activity. Once uploaded onto LOCIT, these recordings have also formed a basis for teacher/researcher professional dialogue to take place within each school.

Finally the LOCIT site has allowed both teachers and researchers to share and discuss significant moments in practice despite the geographical distance that separates them.

M. Beaton, June 2011

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