Literaturnachweis - Detailanzeige
| Autor/inn/en | Whyte, Barbara; Deane, Penny |
|---|---|
| Titel | Best Intentions: Using Convergent Practices Divergently |
| Quelle | In: Teachers and Curriculum, 17 (2017) 1, S.31-37 (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2382-0349 |
| Schlagwörter | Summative Evaluation; Teaching Methods; Observation; Reflection; Integrated Curriculum; Personal Autonomy; Student Empowerment; Educational Practices; Teaching Experience; Instructional Innovation; Foreign Countries; New Zealand |
| Abstract | Summative assessment and explicit teaching are on the increase in New Zealand primary and intermediate learning spaces; either, or both, frequently used by teachers to assist with requirements for National Standards. Combined use means learning destinations are set by teachers within convergent practice, allowing little room for student exploration, curiosity and questions. In contrast, the vision, values and key competencies in the New Zealand Curriculum (NZC) promote teacher action towards more divergent practices that enable multiple opportunities for student input and negotiation. In this article we draw on collaborative observation and teacher reflection, to provide an example of an integrated curriculum approach effectively incorporating summative assessment and explicit teaching within a divergent learning programme, that enhances rather than constrains student learning autonomy. (As Provided). |
| Anmerkungen | Wilf Malcolm Institute for Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://tandc.ac.nz/tandc |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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