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To P.E.E. or Not to P.E.E.: Using Scaffolding to Develop Written Responses - Moulton College

Principal focus of the project

This project sought to answer the question: how can staff best support learners in structuring their responses to meet the requirements of a set task?

Areas of learning
What is this about and what were the main findings?

Tutors noted there was often a mismatch between verbal and written responses by students. This project set out to examine the usefulness of scaffolds in supporting learners to respond to questions where there are very clear success criteria. A range or scaffolding resources were offered to GSCE re-sit students and similar resources were also offered to vocational students in theory classes. The majority of students stated they preferred the more formulaic scaffolds and the project highlighted how beneficial collaboration between English teachers, vocational lecturers and learning support staff can be.

Number of participants who worked with the project
100+
Learners
1
Organisations
11-20
Staff
Name of associate programmes

OTLA Phase 6 (English)

Summary

An OTLA project by Moulton College that investigated the following question: how can staff best support learners in structuring their responses to meet the requirements of a set task?

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