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Developing the foundations for dialogic feedback in order to better understand the 'learning gap' from a pupil's perspective

Dann, R; (2015) Developing the foundations for dialogic feedback in order to better understand the 'learning gap' from a pupil's perspective. London Review of Education , 13 (3) pp. 5-20. 10.18546/LRE.13.3.03. Green open access

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Abstract

This paper details a pilot study with 9–10-year olds who are not adequately progressing in their learning. The study explores pupils’ own understandings and articulation of their ‘learning gap’ (the gap between learning now and next) through discussions centred on their feedback and targets from teachers in both numeracy and literacy. A one-to-one dialogic approach is developed that reveals that pupils have very different articulations of their future learning than their teachers in literacy (predominantly writing) and very little notion of any future learning in numeracy. By further understanding ways in which pupils understand their ‘learning gap’ this study points to ways in which teachers and pupils may use dialogic approaches to more successfully align their differing perceptions to more effectively promote learning

Type: Article
Title: Developing the foundations for dialogic feedback in order to better understand the 'learning gap' from a pupil's perspective
Open access status: An open access version is available from UCL Discovery
DOI: 10.18546/LRE.13.3.03
Publisher version: http://dx.doi.org/10.18546/LRE.13.3.03
Language: English
Additional information: © Copyright 2015 Dann. This is an Open Access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Keywords: Learning gap; feedback; dialogic; communicative-action; interpretation
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/1536198
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