Investigating Teaching and Learning Essay

a) With reference to a lesson which you have taught and drawing upon educational theory and

academic literature, critically reflect upon how you have effectively used questioning in a lesson to

promote pupils’ learning (4,500 word essay).

b) You are required to illustrate, in an appendix to the essay, evidence of how you planned for

effective questioning (lesson plan), and what you have learned from reflecting upon the lesson

(lesson evaluation). The reflection should also include observation feedback (lesson observation)

and discussion with the class teacher (training record) (1,500 word equivalent appended evidence).

Indicative structure and word count (4,500 words)

1. Introduction to the assignment

• Setting for the lesson

a. Where does the lesson fit within the medium-term plan and scheme of work?

b. Where is the learning taking place?

• Subject

• School context (anonymise)

2. In planning your lesson, how has your knowledge of how learning takes place influenced

your approach to inclusive teaching?

3. Critique of how questioning promoted pupils’ learning

• What is the purpose of the lesson – what type of knowledge is being learnt?

• With reference to techniques and resources, how is questioning being used by the

teacher and the pupils to promote inclusive learning in the lesson?

• How effectively was questioning used to promote inclusive learning?

4. Conclusion

Appendices (1500 word)

Lesson plan, observation feedback, weekly training meeting record.

Critical engagement and analysis of literature

Critical engagement is the critiquing of academic literature whereby the reader considers the

following questions:

– What are the key arguments being presented by the author in relation to the subject?

– Are these arguments robust?

– Do you accept or challenge their arguments?

– Are there other authors that agree with them (and possibly you)?

– Are there other authors who disagree with them (and possibly you)?

– Why are there different views? Is this in relation to the context of the author (time,

geography, and politics?) or are there different views within the same context based

on differing evidence sources?

If the evidence is based upon research then consideration must be given to where, when and how

the research was undertaken.

– Is the geographical location of the research comparable to the context of the writer (you)?

– When was the research undertaken? Has society/politics/education changed since that

time?

– Is the methodology robust? Is there an appropriate sample group? Does the sample

represent the context of your own experience? Does it lead to results that can be trusted to

be part of your own argument either in support or defence of your position?

– It is also interesting to note who the researcher is and their other work as they may have

developed their argument.

You need not give an answer to every question above when developing a point but should have

considered them when developing your argument.

Useful Tips for Quotations

• Do not quote for the sake of it. A quotation should be used to illuminate a point just made or

about to be made.

• Avoid quoting in a vacuum. Do not assume a quotation, on its own, will make your point without

any further contribution from you. You need to show why you have chosen it and how it illustrates

your argument.

• Avoid quoting at great length. Sometimes quoting at length may be justified but usually keep

quotations to a reasonable length.

• Avoid making your quotations mere duplicates of the points they accompany. Use your

quotations to comment on them and to draw out issues and extend debate.