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    Guided Writing as a Framework for Effective Differentiation and Assessment for Learning Strategies


    Colgan, Emily (2019) Guided Writing as a Framework for Effective Differentiation and Assessment for Learning Strategies. Masters thesis, National University of Ireland Maynooth.

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    Abstract

    The process of critical reflection led to me realising a concern in my practice. This concern served as a catalyst for this self-study action research project.Through the process of critical reflection, I identified my core values as care, equity and integrity. I found that often my practice conflicted with these values.I decided that I wanted to improve how I catered for the different needs of the children in my class, particularly during writing lessons. My research question is ‘To what extent can I adopt (AfL)strategies in order to effectively differentiate writing lessons?’.The aims of this self-study action research project were:1. To find an effective way to differentiate for my class during writing lessons 2. To improve my use of assessment for learning strategies 3. To live out my values of care, integrity and equity in my practice. I implemented Guided Writing to counteract the disparity between my values and my practice. My vision was to create a learning environment where I could effectively cater for the needs of the children in my class and tailor my teaching to suit their needs. The research took place in my class, in a primary school in a disadvantaged area of Dublin. Qualitative data was collected through unstructured observations, a reflective journal and writing samples. Data was analysed using thematic analysis.As this research involved children, ethical conduct of the research was given significant consideration. Ethical issues addressed informed consent, anonymity and confidentiality as well as power-relations. The main findings of this self-study action research project were:1.Guided Writing enabled me to create an environment for differentiated writing instruction. 2.Guided Writing provided me with a way of motivating and engaging children in writing 3. Through the self-study process I am now more critically aware of my professional identity and values In conclusion, this self-study action research project has empowered me to feel confident in my actions as an educator and has solidified the ideas that language learning is an integrated process, children learn language through interactions and the role of the teacher is to support.

    Item Type: Thesis (Masters)
    Keywords: Guided; Writing; Framework; Effective; Differentiation; Assessment; Learning; Strategies; Froebel; Department of Primary and Early Childhood Education;
    Academic Unit: Faculty of Social Sciences > Froebel Department of Primary and Early Childhood Education
    Item ID: 13714
    Depositing User: IR eTheses
    Date Deposited: 01 Dec 2020 09:56
    URI:

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