1. Feedback Overall very well done! Strong commitment to project topic, passion came through Real effort to find relevant literature

2. Strengths  Very interesting research areas / very diverse  Good level of reflection – link between theory and practice  Clear attempt to break topic down into areas / themes  Coherent, clear, well thought out  Well written

3. Weaknesses  Some research topics still too broad  Aims too broad  Need for themes to be defined  Very little indication of literature  Sources: vary some not primary or secondary!

4. Eg. Title / Topic too broad  What are the most effective classroom teaching strategies for children who are disruptive?

5. Aims: too big / confusing  Does the child excel in their learning if these strategies are put in place?  What are the methods for inclusion in the classroom?  What are the strategies for cognitively impulsive children?  What are the suggested classroom accommodations for specific behaviour?

6. Look again….  What are the most effective classroom teaching strategies for children who are disruptive? Initial training of teachers re inclusive classroom Range of SEN that present in mainstream classrooms Role of SNA How SNAs and teachers work together Inservice training on SEN for teachers Protocol for assessment of students with SEN Teaching strategies for inclusion

7. Look again….  What are the most effective classroom teaching strategies for children who are disruptive? Initial training of teachers re inclusive classroom Range of SEN that present in mainstream classrooms Role of SNA How SNAs and teachers work together Inservice training on SEN for teachers Protocol for assessment of students with SEN Teaching strategies for inclusion

8. Themes – don’t assume  Examine your topic area in detail  Read the literature  Logical, sequential, chronological, philosophical  Show links, define relationships  Themes – headings – subheadings  If you put teaching strategies as a sub- heading you must show how it relates to the previous heading through critical writing – comparing or contrasting

9. Read the Literature  Primary source: A primary source is an original object or document -- the raw material or first-hand information.  Primary sources include historical and legal documents, eyewitness accounts, results of experiments, statistical data, pieces of creative writing, and art objects.  In the natural and social sciences, primary sources are often empirical studies -- research where an experiment was done or a direct observation was made. Articles or papers that present those findings are primary sources.

10. Read the Literature  Secondary source:  Something written about a primary source. Secondary sources include comments on, interpretations of, or discussions about the original material.  You can think of secondary sources as second-hand information.  Secondary source materials can be articles in newspapers or popular magazines, book or movie reviews, or articles found in scholarly journals that discuss or evaluate someone else's original research.

11. Language: not objective ‘I believe that this topic is very urgent and important. Its of great significance even for most experienced teachers who often feel confused or even appalled because of the behaviour of the student with learning disabilities. I truly consider that most teachers are not educated in this area and as a result they are not able to implement these strategies in their classrooms thus the child may not be able to excel in their learning. School psychologists believe that the inability to concentrate, poor academic progress, tantrums, defiance, aggression and poor social skills can present a challenge for any teacher. Teachers can feel frustrated when they realise that the classroom is beyond their control but they CAN have success with children who have learning disabilities.’

12. Language  Sweeping Statements: many people agree, all research shows, crisis, critical, everyone agrees…..  Words showing bias: effective, sufficient, successful, appalling  Colloquial language: it is a well known fact… a damning indictment….shocking lack  Listing of facts or information – no effort to write critically to fluidly present an argument or contextualise a gap

13. Referencing  Harvard System  Must reference everything that you are paraphrasing or quoting  Adds weight to argument  Shows breadth of research  Allows contrast and comparison  Contributes to validity

14. Ethics  Confirmation of who will require ethical approval next week  30 are high risk: topic area: SEN, Bullying participant: vulnerable population Method: observation Approach: comparative study