2019 WCGTC World Conference

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3.5.12 Providing Multiple Pathways to Creating a Poetry Portfolio through Process Differentiation

This study, which was conducted in a Singapore school for high-ability learners, examined how the use of a differentiated instruction approach facilitated students’ creative writing process in a grade eight poetry portfolio task where a menu of writing prompts presented multiple pathways to poetry writing. Quantitative analysis of the writing prompts chosen by students and qualitative analysis of students’ artifacts and focus group discussion responses showed that the approach of process differentiation enabled students to (i) maximize their learning capacities, (ii) experience success, and (iii) connect emotionally with the subject matter of their poems.

Author(s):

Kia Yin Jassie Teo
jassie.teo@rgs.edu.sg
Raffles Girls' School (Secondary)
Singapore

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I am a Senior Teacher teaching at Raffles Girls' School (Secondary) and a member of the school's research arm, the RGS Centre for Pedagogical Research and Learning.

 



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