Action Research
P9: An action research study into the use of a daily board
Author: Vivien Bailey, Class Teacher, Warren Junior School, Barking and Dagenham
Date: 2004
Summary
The use of a digital daily board was found to improve reading skills and inclusion in a Year 3 class.
Actions and Methodology
The teacher digitised her traditional 'daily board' and displayed it through the visualiser. The board displays the day's schedule, notes for teacher and class, and behaviour management tools such as a table of 'points' and information on who had gained and lost 'golden time.' She then worked to assess the impact of her daily board over a five month period as part of her MA. Data collection included a journal, observation, open-ended questionnaire, multiple choice survey through interactive voting system, staff questionnaires and interviews with selected children.
Outcomes
The teacher feels that the biggest impact was on reading skills. 80% of students enjoyed reading from the board and 42% felt that their reading had improved through this. Reading standards in the class rose significantly more rapidly than in other classes during the research, although the teacher notes that she employed a number of other strategies to promote reading.
Tools for motivation and behaviour management were displayed on the board, and some children perceived that this helped them to improve their behaviour. The author notes improved concentration and behaviour due to enhanced pace using quick hyperlinks.
Improved clarity and visual appeal was effective for all students, particularly the three students with special educational needs in the class.
Inclusion of pictures supported recognition and comprehension for the student with a statement for learning and communication.
The large font and good contrast enabled a visually-impaired student to see the daily board, while also making it clear for all students. Strong visual stimuli were widely recognised as a highly effective communication tool for Gary, a student with autism. Furthermore, Gary tended to become disturbed by change, and the board enabled the presentation of changing information in consistent visual format, thereby minimising disruptions.
In the end, Vivien's template was shared and the majority of teachers in the school now maintain a digital daily board.
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