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Building Adaptive expertise in the teaching of writing

Research Report

Noella McKenzie

06-Mar-2020

Yes

This project sought to increase teacher confidence and knowledge in the teaching of writing in K-2 classrooms, impart practical strategies for team teaching, and lead to increased support for a focus on the teaching of writing in the early years from school leadership teams and instructional leaders (ILs) in the project schools. A key tenet of the Professional Learning (4 sessions across the year) was the importance of drawing and talking in the learning of writing. The outcomes of the project were positive with all intended outcomes achieved (see key outcomes above). The main achievements included the increased knowledge about writing and the teaching of writing and the increased confidence in the teaching of writing (teachers) and the support for the teaching of writings (ILs). Participants were excited about the teaching strategies shared in the PL sessions and to varying degrees they were utilising these with positive outcomes. Draw, Talk, Write and Share and Interactive Writing had both proved successful in engaging students in writing, improving student attitude towards writing and providing opportunities and structure for students to develop writing skills and knowledge. The classroom observations and video data support our understandings that changing practice is more difficult than changing knowledge and confidence. This identifies the need for teachers to receive ongoing support from ILs in addition to access to quality PL input. Likewise ILs need ongoing support if they are to support classroom practice.

Title File name/URL File type & size Date Description
Building adaptive expertise in the teaching of writing Mackenzie Final Report Writing Project 2019_Issued March 20_20.pdf Mackenzie Final Report Writing Project 2019_Issued March 20_20.pdf 2131 KB [pdf] 20-Mar-2020 Final Report