Session 2 Des Hewitt & Ani Thomas University Of Derby


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Session 2 Des Hewitt & Ani Thomas University Of Derby

  1. 1. EDUCATION, HEALTH AND SCIENCES Leading Literacy Project University of Derby Dr Des Hewitt & Ani Thomas
  2. 2. Practical Aims of Project • Observe good practice of the teaching of Early reading EDUCATION, HEALTH AND SCIENCES • Analyse good practice of the teaching of Early reading • Explore and understand the wider view of reading in the classroom • Plan and teach suitable learning sequences in the teaching of early reading including the teaching of phonics • Adapt their own practice under the guidance of experienced teachers of early reading • Evaluate their own performance including assessment of children’s progress • Engage in professional dialogue in order to reflect and understand effective practice in the teaching of early reading • Reflect on their own progress against their personal goals
  3. 3. University of Derby Leading Literacy Schools’ Project EDUCATION, HEALTH AND SCIENCES 1 2 3 4 5 6 7 • 1. Input and reinforcement of teaching of early reading. • 2. Experience of teaching of early reading on main placement. • 3. Post placement evaluation of the student’s teaching of early reading. • 4. Phase 1 of Leading Literacy Project. • 5. Phase 2 of Leading Literacy Project. • 6. Return and evaluation of Leading Literacy placement journals. • 7. Leading Literacy Conference, school and student feedback disseminated.
  4. 4. Identifying Students EDUCATION, HEALTH AND SCIENCES • PGCE and BEd Yr 4 • Student Audit: Teaching of Early Reading Post- Placement Support. • Self Assessment: students asked to provide evidence of progress they had made in the teaching of Early Reading. Key part of the process. Add on placement and students needed to be keen to engage. However.. • Guidance provided: recommended that some students should undertake placement
  5. 5. Identifying Schools EDUCATION, HEALTH AND SCIENCES • Identified 11 partnership schools that had excellent model of Early Reading Skills Teaching
  6. 6. Timings EDUCATION, HEALTH AND SCIENCES • Issue around when to undertake project • Difficulties with timetabling • Future: reconsider when to undertake project e.g. end of Year 2, Year 3? • Four visits into school • First two visits were observation of good practice, wider view of reading, classroom and school environment, analysing good practice, professional dialogue • Following two visits were engaging with planning, teaching, assessment under guidance of mentor
  7. 7. Phase 1: analyzing good practice in teaching and learning of early reading EDUCATION, HEALTH AND SCIENCES • Focus on children’s learning – What do we know about progress in reading? – How do we know that (evidence)? – What are the expectations of early reading for these children? • Modelling good practice to develop early reading skills, attitudes, understanding etc in children • Analyzing application of early reading skills across the curriculum • Working with others. • Meet to discuss professional thinking behind the teacher’s practice • Agree targets with students
  8. 8. Phase 2: applying principles and practices in the teaching and learning of early reading EDUCATION, HEALTH AND SCIENCES • Give the students an area of reading to develop • Be specific about LO’s and any associated resources • Adapt and apply the principles and practices of early reading with a group of children • Plan, teach and evaluate learning in an area of early reading for a group of children according to above • Receive written feedback from your LLS mentor/ class teacher • Meet to discuss students’ application and practice of skills • Agree targets with students
  9. 9. Post Placement Overview EDUCATION, HEALTH AND SCIENCES • Student feedback of Project from their journals and their evaluations • School feedback from school evaluations • Impact on future developments in Initial Teacher Education (ITE) with regards to the teaching of Early reading
  10. 10. Student Feedback – Personal Targets EDUCATION, HEALTH AND SCIENCES • Knowledge and understanding of teaching strategies • Familiarity with ‘Letters and Sounds’ document • Understand Phases and expected progress for each phase • Assessment of phonics • Understanding the terminology used in phonic teaching
  11. 11. Student Feedback – Personal Targets EDUCATION, HEALTH AND SCIENCES • How to teach phonics using a multi- sensory approach • Planning for phonics; understanding the process of plan, teach and assess • Observing good practice in the teaching of early reading • Getting over the ‘fear’ of teaching phonics
  12. 12. Student Evaluations EDUCATION, HEALTH AND SCIENCES The process of selection for project: • It enabled the students to reflect on their strengths and weaknesses • Perhaps some students that would have benefitted from the project were not identified during selection process The input from sessions on the project: • Clear and informative The usefulness of the journal: • Glossary of terms • Information on the simple and wider view of reading
  13. 13. Student Evaluations EDUCATION, HEALTH AND SCIENCES Experience and support in school: • Supportive and informative mentors • Good opportunities to observe effective practice • Excellent professional dialogue
  14. 14. School Evaluations EDUCATION, HEALTH AND SCIENCES • Guidance and information regarding the Project from the University was informative • Information for students about the project’s aims was good • Funding was welcomed and used efficiently to allow teachers and students to engage in professional dialogue • Liaison between Leading Schools would be welcomed
  15. 15. Implications for our provision of the teaching of early reading on our ITE Programme EDUCATION, HEALTH AND SCIENCES • Provide opportunities for students to observe and learn from effective teachers and practitioners • Providing a bank of expertise for ITE for the teaching of Early reading which can be drawn on to support school and centre-based training • Explore and evaluate our current provision in the teaching of early reading and use the project’s outcome to enhance the students’ understanding of effective teaching of early reading
  16. 16. Implications for our provision of the teaching of early reading on our ITE Programme EDUCATION, HEALTH AND SCIENCES • Review timing of project, possibly implement earlier in programme • Improve professional development for mentors in supporting the students • To continue to develop the partnership between ourselves and the mentors within the Leading Literacy Schools • To forge further liaisons between the Leading Literacy Schools and develop future research projects
  17. 17. Possible future research areas EDUCATION, HEALTH AND SCIENCES • Improving boy’s attainment in reading and writing • Provision for the teaching of early reading skills being continued into Key Stage 2 • The use of story telling through role-play
  18. 18. The schools EDUCATION, HEALTH AND SCIENCES • Griffe Field Primary, Littleover DH • Alvaston Infants, Derby DH • Mickleover Primary, Derby JB • Stenson Fields Primary, Derby JB • Heathefields Primary, Hatton DH • Silverhill Primary, Derby AT • Borrow Wood Infants, Borrowash JB • Findern Primary, Findern AT • Hilton Primary, Hilton AT • Pear Tree Infants, Derby, JB • Kirk Langley Primary, Kirk Langley, DH
  19. 19. Financial support EDUCATION, HEALTH AND SCIENCES TDA payment of £900 paid to University • £450 will be paid to each school via invoice as for all Partnership payments • £450 will be used by University to: – manage LLS arrangements; – organise an LLS conference in Summer 2009; – Pay supply for one teacher from each LLS school to attend conference; – Evaluate LLS arrangements and disseminate via Mentor training/ Partnership meetings