Using self-regulation to Improve Writing

Jun 7, 2017 | Uncategorized

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The Using Self-Regulation to Improve Writing strategy is part of a larger program of 23 projects aimed at increasing the writing skills of children in transition between elementary and secondary education. With funding from the Education Endowment Foundation (EEF), 23 schools located in western Yorkshire have formed the Calderdale Excellence Partnership to implement the Self-Regulated Strategy Development (SRSD) practice.

The goal of the SRSD methodology is to give students the tools they need to write, while supporting them to keep them motivated. It is a model of writing assistance, in which the student is encouraged to plan, write, edit and revise what he or she has written, always in relation to memorable experiences. The practice is developed through 6 steps: delivering the appropriate knowledge in relation to the characteristics of each student; discussing with students in a feedback process; defining a writing model; memorizing it; guiding students in their note-taking; and leaving enough space for independent work.

Memorable recreational activities that give rise to writing practice include visits to castles, historic buildings, and personal stories. In order for teachers to take ownership of the SRSD methodology and apply it in the best way, the intervention includes training in small groups. At the end of the year, the participating teachers meet to discuss their experiences and collectively identify the strengths and weaknesses of the program.

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