Nasreen Majid, Institute of Education email@example.com
All students on the BA Primary Education (QTS) programme develop a piece of research, entitled, Advanced Teaching Project (ATP). This blog summarises how the ATP conference is used to develop peer learning in order for part 2 students to learn from the research experiences of part 3 students.
- Develop sustained and structured scaffolds to undertake effective undergraduate research
- Develop high quality peer learning opportunities
- Develop a culture of educational research
- Enable an understanding that teaching is a research informed profession.
Module ED3PI1 is a 40 credit module, assessed through an 8000 word ATP dissertation. The ATP develops our trainee teaches’ educational research skills. The preparation for this project starts at the end of part 2, with an introductory lecture and a conference in the summer term, showcasing the research undertaken by the part 3 students.
The conference aims are firstly to celebrate the outstanding work undertaken by our students and the teaching aim is for peer learning, where the part 3 presentations and posters inform part 2s on the best approaches to write a strong piece of undergraduate research. This approach amplifies the impact of learning as it is an exchange between peers and based on the part 3 students’ experiences of writing their ATP over an academic year.
The student presentations highlight the research undertaken, how they conducted their literature review, their methodological approach and the effectiveness of this. The students share ‘top tips’ throughout the presentation to enable collaborative learning. The presenters use mentimeter to generate questions, thus providing an anonymous platform for part 2 students to ask questions freely.
The ATP conference sets a foundation for the students to develop a sustained and structured approach to undergraduate research. This is measured by the way students engage with their ATPs and the quality of research output. Furthermore, the ATP work serves as a springboard for some part 3 students to undertake Masters level work as well as being encouraged to publish their research. A major impact of the conference is the high quality peer learning opportunities that take place. This culminates to our students building a strong identity as educational researchers.
The materials shared at the conference, including the presentations and posters are drawn upon across part 3, during the teaching input for the module to further consolidate the learning experienced during the ATP conference. The videos developed during the conference are shared across the academic year to facilitate further learning.
The process of developing high quality projects for the ATP using a peer learning model provides a strong opportunity for students to collaborate and learn from the previous cohort’s experiences. It is clear from the observations that the part 2 students gain a great deal from listening to and being assured by the part 3 students about the ATP writing and learning process. Evidently, learning from peers and understanding that the part 3 students were in the same situation one year ago, provides food for thought for the part 2 students and enables then to recognise that although the work is very challenging, it is ‘doable’ to a high standard because they have seen outstanding examples of work from their peers. Overall, I am always impressed by the work that goes into the presentations and the professional way the part 3 students deliver their research to their peers.
Link to the IOE news feed featuring the ATP conference: