Becoming an Outstanding Primary School Teacher

Grigg, Russell

doi:10.4324/9781315761091

Cited by 4 publications

(8 citation statements)

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“…These problems may include writing outcomes which are unspecific, unfocused, or not centered on the actual intended learning of language, but instead on the activities to be carried out in lessons. The difficulties are also similar to those noted and anticipated by curriculum studies theorists such as Grigg (2015), Fautley and Savage (2013), and Gronlund and Brookhart (2009).…”

supporting

confidence: 83%

“…Another point to clarify is that this approach to writing learning outcomes is offered solely as a guide for teacher planning and reflection and not as a set of targets to be presented to pupils at the start of a lesson. For a discussion on this topic, see Grigg (, pp. 275–276).…”

Section: The Practice Of Writing Learning Outcomes For English Languamentioning

confidence: 99%

“…These more aesthetic outcomes can be assessed by the teacher monitoring pupils’ engagement in lessons through observation (Goodman, ) or by means of personal response tasks. Grigg (, p. 275) argues that this type of more open outcome—less specific and measurable than generally advised by writers in curriculum studies—is especially important in potentially engaging pupils in higher‐order thinking.…”

Section: The Five‐step Process Of Writing Learning Outcomes For Englimentioning

confidence: 99%

“…The first is that in order to identify learning, teachers have to have thorough knowledge of their subject discipline. According to Grigg (2015), a deep discipline-specific knowledge is necessary to enable teachers to achieve a focus on learning and to promote higher order thinking among pupils in their lessons. In this regard, Savage (2015), Fautley and Savage (2013), and Gronlund and Brookhart (2009) note the tendency to state learning activities or teaching strategies in the outcomes, instead of pupils' learning.…”

Section: Review Of the Lesson-planning Literature In Curriculum Studiesmentioning

confidence: 99%

“…The focus on activity may be more evident in primary school planning in the United Kingdom, where there is a greater use of cross-curricular approaches than in secondary education, as noted by Fautley and Savage (2013), and where one theme or topic may be used to teach various school subjects. Additionally, Grigg (2015) cites research by McCutcheon (1980) to demonstrate how teachers first determine activities when planning lessons in U.S. elementary schools. Another reason for this tendency to focus on activity might be the emphasis from curriculum studies on pupils' performance as demonstrative of learning (Magar, 1997).…”

Section: Review Of the Lesson-planning Literature In Curriculum Studiesmentioning

confidence: 99%

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Writing Learning Outcomes for English Language Lessons in Multilingual Schools

Jones

2016

TESOL J

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This article proposes a pedagogic innovation in teacher education by articulating a method for writing learning outcomes for English language lessons in multilingual school contexts. The argument for this approach is founded on curriculum studies; however, the practice also draws specifically on applied psycholinguistic and sociolinguistic theories of teaching and learning the English language. Examples support this five‐step process of writing learning outcomes in detailing how to identify a focus, specify language, ensure appropriateness, create coherence, and revise. Although the approach addresses research studies reporting that experienced teachers encounter difficulties in lesson planning, here the practice is offered as a way of educating novice teachers to clarify their ideas about language teaching and assessment through reflection. Additionally, the process serves as a means for teachers to develop greater language awareness as subject content knowledge. This technique of writing learning outcomes for language lessons, therefore, may assist in developing language teacher professionalism.

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supporting

confidence: 83%

Section: The Practice Of Writing Learning Outcomes For English Languamentioning

confidence: 99%

Section: The Five‐step Process Of Writing Learning Outcomes For Englimentioning

confidence: 99%

Section: Review Of the Lesson-planning Literature In Curriculum Studiesmentioning

confidence: 99%

Section: Review Of the Lesson-planning Literature In Curriculum Studiesmentioning

confidence: 99%

See 3 more Smart Citations