Trends Based Learning- The Results

The main conclusion taken from the data collected shows that student focus drops off at the 20 minute mark (see table 1) during traditional curriculum lessons. This was counterbalanced during the trends based learning lessons with curriculum disruption (Conrad, et al., 2015) and the implementation of ‘active’ aesthetic learning methods lead to much heightened levels of focus that sustained throughout the whole lesson (see table 2). On top of this, trends based learning methods, had the ability to fully incorporate students from all educational needs in the classroom, being of particular interest to students in the SEN category of learning. It was clear from the data collected that there was overwhelming support from the students in response to the interventions conducted in the classroom, adding further weight to the claim that meaningful experiences and various types of interactions encourage genuine and elongated engagement in the classroom (Saxe, & Wilson, 2021). Through the teachers' use of educational connoisseurship; creating innovative and engaging trends based lesson material, the student engagement rates were not only enhanced, but to an almost perfect level, achieving a total engagement of 95% from the total lesson times. Through this research, it has become clear that students can be engaged to a higher level, making way for potential improvements in the way students are educated in the UK national curriculum.

Scott JW McGuigan (2022)

Mean Classroom engagement levels for Traditional Curriculum Lessons Compared to Trends Based Learning Lessons