Differentiation and Guided Writing
Loading...
Authors
Meechan, Louise
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 improve the quality of guided writing in 6 classrooms by introducing differentiated objectives, flexible groupings, and support for writing materials.
Aims: The main aim of this development work was to improve the quality of teaching and standards of guided writing in Years 3 and 4, with a focus on differentiated objectives and flexible groupings.
Methods: The participants in this case study are 6 teachers in Years 3 and 4, a Leading Teacher, a local ECaW consultant, and a Headteacher. Methods used include classroom observations, collaborative planning, staff meetings, use of support for writing materials, learning conversations, work scrutiny, and professional dialogue.
Findings: The main findings are that guided writing sessions are now taking place in all classes, with differentiated objectives and flexible groupings. Children are more confident writers and have improved attainment in writing. Teachers are more confident in their teaching of writing and have improved subject knowledge.
Implications: The findings suggest that providing teachers with the time and resources to focus on guided writing, as well as the use of support materials, can lead to improved outcomes for pupils in terms of their writing attainment and confidence.
Aims: The main aim of this development work was to improve the quality of teaching and standards of guided writing in Years 3 and 4, with a focus on differentiated objectives and flexible groupings.
Methods: The participants in this case study are 6 teachers in Years 3 and 4, a Leading Teacher, a local ECaW consultant, and a Headteacher. Methods used include classroom observations, collaborative planning, staff meetings, use of support for writing materials, learning conversations, work scrutiny, and professional dialogue.
Findings: The main findings are that guided writing sessions are now taking place in all classes, with differentiated objectives and flexible groupings. Children are more confident writers and have improved attainment in writing. Teachers are more confident in their teaching of writing and have improved subject knowledge.
Implications: The findings suggest that providing teachers with the time and resources to focus on guided writing, as well as the use of support materials, can lead to improved outcomes for pupils in terms of their writing attainment and confidence.
Description
Keywords (free text)
Primary education , English - writing