Pupil involvement in planning topics using KWL grids: opinions of teachers, student teachers and pupils

ABSTRACT

Pupil involvement in planning is one way in which teachers listen to the “pupil voice”. This paper focuses on pupil involvement in planning class topics using KWL grids. The opinions of teachers, teacher education students and primary school pupils in Northern Ireland were sought on this using questionnaires and interviews. The vast majority of teachers and student teachers responded positively, many commenting that the pupils had reacted favourably, enthusiastically or with enjoyment, and that they seemed to be more motivated, responsive and interested in topics in which they had some “ownership”. Negative opinions expressed by teachers included arguments about difficulties in incorporating pupil ideas into their planning as well as practical concerns about using a KWL grid with younger or less able pupils. More fundamental were fears about loss of teacher control, teacher authority being undermined, and “interference” in teacher planning. One of the outcomes of the study is a list of recommendations for good practice when using KWL grids.

KEYWORDS:

• Pupil voice
• pupil planning
• KWL grids
• cross-curricular topics

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Richard Greenwood

Dr Richard Greenwood is a Senior Lecturer at Stranmillis University College, Belfast, BT9 5DY, Northern Ireland, e-mail [email protected]. He has worked there for 27 years, lecturing in primary curriculum studies geography courses including an option in Local Studies as well as “Area of Specialism” modules in primary geography and more generalist modules on primary teaching and on ICT.