SIDRA SAEED AND HUW HUMPHREYS, DEPARTMENT OF TEACHER EDUCATION, SCHOOL OF EDUCATION AND COMMUNITIES, UNIVERSITY OF EAST LONDON, UK Introduction: Context and research focus How children respond to each other as learners through feedback is well established (Topping et al., 2003; Boon, 2016; Feil, 2021); less is known about how children learn from peer-modelling (Ohtani et al., 2013). Here we report a short study carried out in a Year 6 maths class in a London school, where the first author (Sidra) taught on her first Primary PGCE placement. The UEL PGCE course involves a research module entitled ‘Active inquiry and implementation’, using lesson study as a vehicle for enquiry (Forster and Eperjesi, 2021). The research question was How do children respond to peer-modelling of maths explanations to a Year 6 class? Peer-modelling was chosen for lesson study because Sidra’s first use of the strategy showed that children doing the modelling and those learning from them became rapid
Children’s learning through peer-modelling to a Year 6 mathematics class
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