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      Best intentions: Using convergent practices divergently

      Whyte, Barbara; Deane, Penny
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      T&C Whyte & Deane Best intentions.pdf
      Published version, 225.4Kb
      DOI
       10.15663/tandc.v17i1.175
      Link
       tandc.ac.nz
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      Citation
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      Whyte, B., & Deane, P. (2017). Best intentions: Using convergent practices divergently. Teachers and Curriculum, 17(1), 31–37.
      Permanent Research Commons link: https://hdl.handle.net/10289/11443
      Abstract
      Summative assessment and explicit teaching are on the increase in New Zealand primary and intermediate learning spaces; either, or both, frequently used by teachers to assist with requirements for National Standards. Combined use means learning destinations are set by teachers within convergent practice, allowing little room for student exploration, curiosity and questions. In contrast, the vision, values and key competencies in the New Zealand Curriculum (NZC) promote teacher action towards more divergent practices that enable multiple opportunities for student input and negotiation. In this article we draw on collaborative observation and teacher reflection, to provide an example of an integrated curriculum approach effectively incorporating summative assessment and explicit teaching within a divergent learning programme, that enhances rather than constrains student learning autonomy.
      Date
      2017
      Type
      Journal Article
      Publisher
      Wilf Malcolm Institute of Educational Research
      Rights
      This work is licensed under a Creative Commons Attribution-NonCommercialShareAlike 4.0 International License.
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      • Education Papers [1416]
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