Using Lesson Study to raise standards in early writing
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Authors
Parker, Lucy
Issue Date
2012
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 improve early writing progression for struggling Year 1 pupils by using a Lesson Study approach that involved collaborative planning, teaching, observing, and reflecting.
Aims: The aim of the study was to improve early writing progression for a small group of unmotivated and anxious Year 1 pupils through a Lesson Study approach, focusing on using phonetically plausible spelling, building on familiar phrases/sentences, encouraging creativity with language, and providing opportunities for peer feedback and short, timed writing intervals to reduce anxiety.
Methods: The project used a lesson study sequence and introduced strategies such as imitating and commenting on each other's work, offering specific praise, and timed writing intervals to help boost progress for students with varying levels of confidence and anxiety in writing.
Findings: Lesson Study approach improved early writing progression for unmotivated and anxious pupils through strategies such as repeating structures, timed challenges, and group motivation. Pupils made progress through imitation and positive reinforcement from peers, with specific praise being powerful. Short, timed intervals for writing helped anxious writers.
Implications: The findings suggest that collaborative learning and positive reinforcement can improve writing skills in students, particularly those lacking confidence or experiencing anxiety. Lesson studies can be an effective way to identify and implement successful teaching strategies.
Aims: The aim of the study was to improve early writing progression for a small group of unmotivated and anxious Year 1 pupils through a Lesson Study approach, focusing on using phonetically plausible spelling, building on familiar phrases/sentences, encouraging creativity with language, and providing opportunities for peer feedback and short, timed writing intervals to reduce anxiety.
Methods: The project used a lesson study sequence and introduced strategies such as imitating and commenting on each other's work, offering specific praise, and timed writing intervals to help boost progress for students with varying levels of confidence and anxiety in writing.
Findings: Lesson Study approach improved early writing progression for unmotivated and anxious pupils through strategies such as repeating structures, timed challenges, and group motivation. Pupils made progress through imitation and positive reinforcement from peers, with specific praise being powerful. Short, timed intervals for writing helped anxious writers.
Implications: The findings suggest that collaborative learning and positive reinforcement can improve writing skills in students, particularly those lacking confidence or experiencing anxiety. Lesson studies can be an effective way to identify and implement successful teaching strategies.
Description
Keywords (free text)
lesson study , story writing , literacy , collaborative learning , primary education