A Study of the Impact of Using the TASC Wheel on Children's Involvement in their Own Learning

Abstract

This study aims to investigate use of the TASC Wheel (Thinking Actively in a Social Context) in developing children's thinking skills and its' relationship to motivating learning. The topic work guided by the TASC Framework was aligned with real-life visits to theatres, living museums and exhibitions. The research examines improvements in writing, particularly of boys, who are regularly reported as under-achieving in national tests. This research involved three primary schools and included children across a range of abilities and gender. The methodology involved using both quantitative and qualitative data which was partly gained through the use of questionnaires and discussions with teachers and children. Quantitative evidence was also obtained from samples of children's writing from Year 2 to Year 6 (pupils aged 7 to 11) throughout the year 2006–2007. This data was used for comparison with national tests and optional SATs (Statutory Assessment Tests). A more in-depth study was carried out in Year 3 (pupils aged 8) using qualitative data gained from observations of children's level of involvement in the classroom, based on research previously carried out by the Effective Early Learning Project (EEL). Further qualitative evidence was gained from a sample of Year 3 parents keeping diaries of their children's enthusiasm and motivation for learning outside of school Evidence from teachers suggests that use of the TASC Wheel does have the potential to improve children's motivation to learn through personalised learning driven by experiential out-of-school visits.