Practice‐based research on the development of activating instruction and self‐directed student learning: Dutch writing instruction

Abstract

A team of secondary school language teachers and a teacher trainer developed a new method for Dutch writing instruction. The principles underlying the method were derived from insights regarding activating instruction and self‐directed student learning. The development entailed two phases. In the first phase, the exploration of actual problems in classroom practice stood central. The second phase involved the development, testing, evaluation, and adjustment of new methods. The activities and outcomes for both phases are analysed and described in detail. Data were collected from both students and teachers for development and research purposes. The new method—which is characterized by student interaction, reflection, and rewriting of texts—was found to be effective.

Keywords:

• action research
• curriculum development
• student participation
• teacher improvement
• writing assignment

Notes

1. For reasons of readability, the exact sources of the quotations are not reported here.

2. The following sources were used for this exploration: Bruffee (1984); van de Ven (1994); a draft for van de Ven (2004); and a short summary of Hoel (2000).