Making the Plenary Session Count
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| Title: | Making the Plenary Session Count |
|---|---|
| Language: | English |
| Authors: | Watt, Hazel, Burrell, Andrew |
| Source: | Education 3-13. Mar 2006 34(1):11-18. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 8 |
| Publication Date: | 2006 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education |
| Descriptors: | Measures (Individuals), Teaching Methods, Formative Evaluation, Lesson Plans, Teacher Attitudes, Educational Practices, Use Studies, Course Objectives, Literacy, Numeracy, Instructional Improvement |
| DOI: | 10.1080/03004270500507537 |
| ISSN: | 0300-4279 |
| Abstract: | This article reports a small-scale study into the functions of the plenary session. It offers information about the ways that plenary sessions are being understood and implemented in one school, and offers an example of the usefulness of small-scale, school-based projects for enhancing reflectiveness and sharing perspectives among a staff group. The findings suggest that, while teachers used the plenary to monitor and assess children and to consolidate their understanding, the plenary sessions reflected distinct phases in the teaching-learning process which were based to some extent on the teachers' previous formative assessments. The issues raised are pertinent throughout the primary age phase and may support teachers in their own attempts to reflect on what we consider to be an important yet under-researched part of the lesson--the plenary. (Contains 2 tables and 1 figure.) |
| Abstractor: | As Provided |
| Number of References: | 13 |
| Entry Date: | 2009 |
| Accession Number: | EJ830834 |
| Database: | ERIC |
| Abstract: | This article reports a small-scale study into the functions of the plenary session. It offers information about the ways that plenary sessions are being understood and implemented in one school, and offers an example of the usefulness of small-scale, school-based projects for enhancing reflectiveness and sharing perspectives among a staff group. The findings suggest that, while teachers used the plenary to monitor and assess children and to consolidate their understanding, the plenary sessions reflected distinct phases in the teaching-learning process which were based to some extent on the teachers' previous formative assessments. The issues raised are pertinent throughout the primary age phase and may support teachers in their own attempts to reflect on what we consider to be an important yet under-researched part of the lesson--the plenary. (Contains 2 tables and 1 figure.) |
|---|---|
| ISSN: | 0300-4279 |
| DOI: | 10.1080/03004270500507537 |
