PGCE Research Bites 1: Supporting pupils with ADHD in the blended learning environment with Ellis Seddon

Emma & Tom Talk Teaching

Welcome to the first in a new podcast venture! From the team behind Emma and Tom Talk Teaching we present PGCE Research Bites!

Every year our PGCE students produce high-quality research work that informs their own philosophy and practice, and benefits the schools they work with. We've decided to make use of the 'in between' Fridays to share some of the very best of that work with you.

We've got one PGCE student each time, who has 30 minutes to talk through their work and what they found. You'll hear details about the academic literature they discovered, the conclusions they drew from it, and the recommendations they came up with for their own practice and their placement school.

This week, Ellis Seddon from PGCE Secondary Religious Education talks about the work she did to better understand how to support pupils with ADHD while working in a blended learning environment. With Ellis's kind permission, you can click here to take a look at the visual summary of her research!

Ellis's six pieces of academic literature that she discussed in detail are below.

We'll be back with a regular podcast episode next week, and PGCE Research Bites will be back in a fortnight!

• Halverson, L.R. and Graham, C.R., (2019). Learner Engagement in Blended Learning Environment: A Conceptual Framework. Online Learning [online] 23(2). Available from: <https://files.eric.ed.gov/fulltext/EJ1218398.pdf> [accessed 22nd December 2020], pp.145-178.
• Morsink, S., Sonuga-Barke, E., Mies, G., Glorie, N., Lemiere, J., Van der Oord, S and Danckaerts, M., (2017). What motivates individuals with ADHD? A qualitative analysis from the adolescent’s point of view. European Child & Adolescent Pyschiatry¸[online] 26(8). Available from: <https://pubmed.ncbi.nlm.nih.gov/28233072/> [accessed 22nd December 2020], pp.923-932.
• Guderjahn, L., Gold, A., Stadler, G. and Gawrilow, C., (2013). Self-regulation strategies support children with ADHD to overcome symptom-related behaviour in the classroom. ADHD Attention Deficit and Hyperactivity Disorders [online] 5(4). Available from: <https://www.researchgate.net/publication/256985255> pp.397-407.
• Martin, A.J., (2013). Improving the Achievement, Motivation, and Engagement of Students with ADHD: The Role of Personal Best Goals and Other Growth-Based Approaches. Australian Journey of Guidance and Counselling [online] 23(1). Available from: <https://www.doe.virginia.gov/support/school-psychology-services/professional-development/2016/resources/adhd_article.pdf> [accessed 22nd December 2020], pp. 143-155.
• Driggs, C. and Brillante, J., (2020). Culture of Attention and Engagement. In: Lemov, D. ed. Teaching in the Online Classroom: Surviving and Thriving in the New Normal. Hoboken: Jossey-Bass, pp. 57-80.
• Cross, S., (2019). Using VLEs to Offer Higher Education Students Choice and Differentiation in Learning Activities: Micro-Pathway Learning Design Implementation and Opportunities. In: Orngreen, R., Buhl, M., Meyer, B. 18th European Conference on e-Learning (ECEL 2019). Copenhagen, 7-8 November. Sonning Common: Academic Conferences and Publishing International Limited, pp. 137-144.