363 research outputs found
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Writing about bugs: Teacher modelling peer response and feedback
No full textThis is one teacher’s story about teaching writing. It describes and explains how Mickey (the second author) encouraged her young writers (6–7-year-olds) to collaborate with their peers ‘to make their writing even better’. The article describes how the teacher, Mickey, redesigned her writing lessons to further scaffold beginner writers. Mickey fostered peer response that involved the young writers working with partners—first by becoming active listeners, taking on the role of audience, and then by providing specific feedback on each other’s texts. This resulted in Mickey’s students developing the social skills of collaboration and capacity to engage in dialogic conversations. Furthermore, the students’ developing understanding of evaluation and critique enhanced their ability to change and improve their own written texts
Planning for sustainability from the outset
No full textWhat are the elements of professional learning that lead to an increase of the likelihood of new learning and understandings being embedded into teacher practices? This article details some of the strategies the author has successfully employed to establish a context whereby an innovation would be sustained past the time of the Ministry Gifted and Talented Education contract. A ‘wedge model’ was adopted so that over time, the balance of responsibility and power shifted from her as facilitator, to the staff through a range of collaborative processes
“Tell me, where do the children play?” Encouraging cross-sector conversations.
No full textThis is a Thinkpiece and does not require an abstrac
