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ERIC Number: EJ830834
Record Type: Journal
Publication Date: 2006-Mar
Pages: 8
Abstractor: As Provided
Reference Count: 13
ISBN: N/A
ISSN: ISSN-0300-4279
Making the Plenary Session Count
Watt, Hazel; Burrell, Andrew
Education 3-13, v34 n1 p11-18 Mar 2006
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.)
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
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A