Perspective:

Apprenticeship scaffolding
the students into the lesson and
what is expected of them

Teaching activity

Writing interim reports

self reflection

Instructional maths
groups

Apprenticeship providing
guidance and support when
needed
Nurturing students and
teacher co-constructing
achievable goals

Apprenticeship this started

with easy problems that
continued to more complex
examples.
Transmission requires
learners to have a good
mastery of the content through
the use of modelling and
exemplars

Nurturing students were

reflecting and setting achievable
goals
Transmission requires
learners to have a good
mastery of the content through
the use of media, modelling and
practice

Content

Writing autobiographies

I facilitated this lesson with some guidance and control to start with
demonstrating to students how to fill it in and what the criteria meant.
Control was handed to the children to self assess their key competencies and to
write a personal comment to their parents about how they have settled back into
school.
Students conferenced with me once they had finished where we looked at
improvements that could have been made to their comment.
One group is working with the teacher learning a particular strategy. This used a
video as an intro, modeled examples using interactive software, children working
both individually and as a group to solve examples. Children also discussed how
they solved it and the steps they took. Every child was successful by the end of the
group workshop.
Other groups worked independently: they had a variety of different things they
were doing some were working on maintenance activities, others had tasks that
built on the previous days work.

Lesson started with myself explaining the objectives and what the task involved. It
was followed with students unpacking an exemplar of a similar piece of writing
identifying the key characteristics and language features of an autobiography this
was used to give them a clear picture of what is expected from them in their piece
of writing.
Children planned and wrote their own autobiography. As they were writing I
provided them with feedback, guidance when asked for and prompts. When they
were finished they shared their work with another student in the class for student
feedback. I then conferenced with the children individually, giving formal feedback
at the end of the piece.
Target groups were met with and identified goals from gaps in their work or
previous feedback. These goals are to be worked on within writing over the next 5
6 weeks.