A whole school approach to guided writing
A whole school approach to guided writing
Authors
Warner, Claire
Date
2009
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 the writing skills of small groups of children in school through a personalised approach, CPD, and evaluation of results.
Aims: The main aim of this development work was to improve children's writing skills through a personalised approach, guided writing training, and support from the LA.
Methods: Participants included teachers, middle leaders, subject leaders, support staff, and LA consultants, all of whom worked together to improve writing for small groups of children. Methods used included CPD sessions, guided writing training, time to trial guided writing, evaluation/discussion of benefits and barriers, support from LA, whole-school approach, and systems to help children work independently.
Findings: The main findings of this case study are that introducing a renewed framework, guided writing training, and support from the LA have resulted in improved writing results, increased confidence in pupils, and improved teaching and school organisation.
Implications: The findings suggest that introducing a renewed framework, guided writing training, and giving teachers time to trial guided writing can have a positive impact on pupil learning, teaching, and school organization and leadership.
Aims: The main aim of this development work was to improve children's writing skills through a personalised approach, guided writing training, and support from the LA.
Methods: Participants included teachers, middle leaders, subject leaders, support staff, and LA consultants, all of whom worked together to improve writing for small groups of children. Methods used included CPD sessions, guided writing training, time to trial guided writing, evaluation/discussion of benefits and barriers, support from LA, whole-school approach, and systems to help children work independently.
Findings: The main findings of this case study are that introducing a renewed framework, guided writing training, and support from the LA have resulted in improved writing results, increased confidence in pupils, and improved teaching and school organisation.
Implications: The findings suggest that introducing a renewed framework, guided writing training, and giving teachers time to trial guided writing can have a positive impact on pupil learning, teaching, and school organization and leadership.
Description
Keywords (free text)
Primary education,
English - writing