Close encounters
Close encounters
Authors
Catton, Janette
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 test the hypothesis that involving pupils in direct experiences would motivate them to write, and that when combined with careful teaching, this would improve the quality of their writing.
Aims: The main aim of the project was to engage and motivate children who were underachieving and disengaged in literacy, and to improve the quality of their writing.
Methods: The participants in this case study were headteachers, middle leaders, National Strategies consultants, subject leaders, teachers, and pupils. Methods used included demonstration lessons, planning support, assessment for learning, self and peer assessment, and use of ICT to produce a comic strip.
Findings: The project was successful in engaging and motivating children who were underachieving and disengaged in literacy. Attitudes to writing changed positively, with children enjoying the experiences and producing work of greater length. Teachers improved in their use of assessment for learning and adapted their planning to meet the children's needs.
Implications: The findings of this case study suggest that involving pupils in direct experiences can motivate them to write, improve the quality of their writing, and close the gap between reading and writing attainment. It also suggests that assessment for learning and flexible teaching approaches are essential elements for successful replication.
Aims: The main aim of the project was to engage and motivate children who were underachieving and disengaged in literacy, and to improve the quality of their writing.
Methods: The participants in this case study were headteachers, middle leaders, National Strategies consultants, subject leaders, teachers, and pupils. Methods used included demonstration lessons, planning support, assessment for learning, self and peer assessment, and use of ICT to produce a comic strip.
Findings: The project was successful in engaging and motivating children who were underachieving and disengaged in literacy. Attitudes to writing changed positively, with children enjoying the experiences and producing work of greater length. Teachers improved in their use of assessment for learning and adapted their planning to meet the children's needs.
Implications: The findings of this case study suggest that involving pupils in direct experiences can motivate them to write, improve the quality of their writing, and close the gap between reading and writing attainment. It also suggests that assessment for learning and flexible teaching approaches are essential elements for successful replication.
Description
Keywords (free text)
Primary education,
English - writing