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Meaningful writing instruction: Using functional grammar to personalise learning in low SES early childhood classrooms in Tasmania
Citation
Thomas, DP, Meaningful writing instruction: Using functional grammar to personalise learning in low SES early childhood classrooms in Tasmania, Programme of the 2017 AATE and ALEA National Conference, 6-9 July 2017, Hobart, Tasmania, pp. 3. (2017) [Non Refereed Conference Paper]
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Abstract
Personalised learning is a form of instruction that tailors teaching to individual student
needs. It has been described as a route to a more socially inclusive education system that engages learners as they view learning experiences as meaningfully aligned with short and long-term learning needs. While international evidence suggests personalised learning can transform good schools into great schools, it is often confused with differentiation and individuation. Despite some conceptual fuzziness, researchers typically agree that personalised approaches promote student-centred teaching, stage-based groupings, student autonomy around learning goals and activities, flexible use of learning spaces, team-teaching, team-planning, and making student reasoning visible. This paper presents a case study using a design-based research approach to personalise learning about narrative and persuasive writing in two early childhood classrooms in a low SES school in Tasmania. The discussion will focus on the effectiveness of professional learning, writing instruction, and student learning in this personalised context
Item Details
| Item Type: | Non Refereed Conference Paper |
|---|---|
| Keywords: | Personalised learning, Systemic Functional Linguistics, Early Childhood Education, Writing instruction |
| Research Division: | Education |
| Research Group: | Curriculum and Pedagogy |
| Research Field: | English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) |
| Objective Division: | Education and Training |
| Objective Group: | Teaching and Instruction |
| Objective Field: | Pedagogy |
| UTAS Author: | Thomas, DP (Dr Damon Thomas) |
| ID Code: | 119854 |
| Year Published: | 2017 |
| Funding Support: | Australian Research Council (LP150100558) |
| Deposited By: | Education |
| Deposited On: | 2017-08-07 |
| Last Modified: | 2017-10-06 |
| Downloads: | 0 |
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