Improving oral rehearsal skills to lead to quality written outcomes
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Authors
Tinsdeall, Jennifer
Issue Date
2010
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to explore the impact of Talk for Writing on pupil learning, teaching, and school organization and leadership.
Aims: The main aim is to improve writing outcomes by integrating oral rehearsal and scaffolded talk throughout all phases of the writing process, leading to better quality written outcomes.
Methods: The participants in this case study are Ethel Wainwright primary school, the headteacher, SIP, teachers, LA consultant, and AST. They are working together to improve writing outcomes through talk for writing. Methods used to impact pupil learning included integrated oral rehearsal, scaffolded talk, focused questioning, and walk and talk activities to encourage internalization of language structure and better quality written outcomes.
Findings: The main findings of this case study are that talk for writing has had a positive impact on pupil learning, teaching, and school organization and leadership. It has resulted in improved writing outcomes, increased confidence in writing, and increased teacher confidence in using a range of drama and speaking and listening techniques.
Implications: The findings suggest that Talk for Writing can have a positive impact on pupil learning, teaching, and school organization and leadership. It requires support from the Headteacher and SLT, CPD training, and regular monitoring to ensure continuity and identify further training needs.
Aims: The main aim is to improve writing outcomes by integrating oral rehearsal and scaffolded talk throughout all phases of the writing process, leading to better quality written outcomes.
Methods: The participants in this case study are Ethel Wainwright primary school, the headteacher, SIP, teachers, LA consultant, and AST. They are working together to improve writing outcomes through talk for writing. Methods used to impact pupil learning included integrated oral rehearsal, scaffolded talk, focused questioning, and walk and talk activities to encourage internalization of language structure and better quality written outcomes.
Findings: The main findings of this case study are that talk for writing has had a positive impact on pupil learning, teaching, and school organization and leadership. It has resulted in improved writing outcomes, increased confidence in writing, and increased teacher confidence in using a range of drama and speaking and listening techniques.
Implications: The findings suggest that Talk for Writing can have a positive impact on pupil learning, teaching, and school organization and leadership. It requires support from the Headteacher and SLT, CPD training, and regular monitoring to ensure continuity and identify further training needs.
Description
Keywords (free text)
Primary education , English - speaking and listening , English - writing