Guided writing as a means of precise intervention at Wave One
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Authors
Shook, Kirsten
Issue Date
2009
Type
Research Report
Language
en
Keywords (free text)
Primary education , Assessment and target setting , Communication, language and literacy , English - writing
Alternative Title
Abstract
Background: The purpose of the study was to secure quality teaching and improve writing skills for underachieving groups of pupils by exploring and implementing aspects of Assessment for Learning.
Aims: The main aim of the Wave One intervention was to secure quality teaching and improve writing skills for underachieving groups of pupils through Assessment for Learning and self-evaluative and reflective skills.
Methods: The participants in this case study are headteachers, middle leaders, senior leadership teams, school improvement partners, subject leaders, teachers, and pupils. Methods used included differentiated training sessions, facilitated questioning, team-teaching, modelling, learning walks/study visits, periodic teacher assessment, and pupil consultation data.
Findings: The main findings of this case study are that Wave One intervention has had a positive impact on pupil learning, teaching, and school organization and leadership. It has resulted in increased proportions of cohorts achieving age-related expectations, deeper understanding of teaching strategies, increased motivation, and improved relationships between teachers and pupils.
Implications: The findings suggest that providing differentiated training sessions, modelling, and team-teaching can lead to improved writing skills, increased motivation, and deeper relationships between teachers and students. This can lead to increased expectations and ownership of learning processes.