1. Interactive Teaching Strategies in Literacy
The National
Literacy Strategy
Interactive TeachingInteractive Teaching
Strategies in LiteracyStrategies in Literacy
2. Interactive Teaching Strategies in Literacy
The National
Literacy Strategy
Aims for the session:Aims for the session:
• To identify different learning stylesTo identify different learning styles
• To explore how interactive teachingTo explore how interactive teaching
strategies support all learnersstrategies support all learners
• To share practical ideas for whole classTo share practical ideas for whole class
teachingteaching
3. Interactive Teaching Strategies in Literacy
The National
Literacy Strategy
Learning StylesLearning Styles
• Visual Learners 29% -Visual Learners 29% -
remember images, shapesremember images, shapes
and coloursand colours
• Auditory Learners 34% -Auditory Learners 34% -
remember voices, soundsremember voices, sounds
and musicand music
• Kinaesthetic 37% - rememberKinaesthetic 37% - remember
by doing, moving andby doing, moving and
touchingtouching
4. Interactive Teaching Strategies in Literacy
The National
Literacy Strategy
Interesting…?Interesting…?
A teacher once commented that virtually all theA teacher once commented that virtually all the
children in her “bottom group” appeared to bechildren in her “bottom group” appeared to be
kinaesthetic learners. Almost immediately, shekinaesthetic learners. Almost immediately, she
posed the question - was this a coincidence, orposed the question - was this a coincidence, or
had they found their way into a “bottom group”had they found their way into a “bottom group”
because they had made little progress workingbecause they had made little progress working
consistently outside of their preferred learningconsistently outside of their preferred learning
style?style?
5. Interactive Teaching Strategies in Literacy
The National
Literacy Strategy
The best whole class teaching...The best whole class teaching...
• engages the pupils in their learning;engages the pupils in their learning;
• is organised to meet objectives;is organised to meet objectives;
• builds on existing skills;builds on existing skills;
• draws on repertoire of teachingdraws on repertoire of teaching
strategies;strategies;
• provides for a range of learning styles;provides for a range of learning styles;
• cultivates transferable, independentcultivates transferable, independent
learning.learning.
6. Interactive Teaching Strategies in Literacy
The National
Literacy Strategy
Interactive techniquesInteractive techniques
• The whole class session should be interactive, with aThe whole class session should be interactive, with a
balance of contributions from teacher and pupils;balance of contributions from teacher and pupils;
• Interactive techniques should serve and not detract fromInteractive techniques should serve and not detract from
from the objective;from the objective;
• Model the technique a number of times before youModel the technique a number of times before you
expect the children to use it effectively;expect the children to use it effectively;
• Support pupils who will be less confident by rehearsing,Support pupils who will be less confident by rehearsing,
priming or pairing them;priming or pairing them;
• Consider the space you will need if pupils are to moveConsider the space you will need if pupils are to move
around comfortably;around comfortably;
• Consider how you will distribute, collect, store andConsider how you will distribute, collect, store and
protect resourcesprotect resources
7. Interactive Teaching Strategies in Literacy
The National
Literacy Strategy
Interactive techniques...Interactive techniques...
• Show Me!Show Me!
• Thinking timeThinking time
• Paired TalkPaired Talk
• Get up and Go!Get up and Go!
• DramaDrama
NOT interactive!!
8. Interactive Teaching Strategies in Literacy
The National
Literacy Strategy
ActivityActivity
Complete the ‘Interactive Techniques’ chart.Complete the ‘Interactive Techniques’ chart.
9. Interactive Teaching Strategies in Literacy
The National
Literacy Strategy
Show Me!Show Me!
• WhiteboardsWhiteboards
• FansFans
• CardsCards
• Thumbs Up!Thumbs Up!
10. Interactive Teaching Strategies in Literacy
The National
Literacy Strategy
Thinking TimeThinking Time
• Giving pupils time toGiving pupils time to
gather their thoughtsgather their thoughts
• Talk to their neighboursTalk to their neighbours
• Make some notesMake some notes
11. Interactive Teaching Strategies in Literacy
The National
Literacy Strategy
Paired TalkPaired Talk
• Tightly focused taskTightly focused task
• Time limitTime limit
• Oral rehearsalOral rehearsal
• Maximum participationMaximum participation
• Recognition for all contributionsRecognition for all contributions
12. Interactive Teaching Strategies in Literacy
The National
Literacy Strategy
Discuss with your partner and completeDiscuss with your partner and complete
this sentence.this sentence.
Interactive teaching is importantInteractive teaching is important
because...because...
13. Interactive Teaching Strategies in Literacy
The National
Literacy Strategy
Get Up and Go!Get Up and Go!
Commits pupils to action and movement:Commits pupils to action and movement:
• Progression in PhonicsProgression in Phonics
• Spelling BankSpelling Bank
• Developing Early WritingDeveloping Early Writing
• Grammar for WritingGrammar for Writing
14. Interactive Teaching Strategies in Literacy
The National
Literacy Strategy
DramaDrama
• Hot SeatingHot Seating
• Role PlayRole Play
• Freeze FramesFreeze Frames
Author’s chair
15. Interactive Teaching Strategies in Literacy
The National
Literacy Strategy
Video Clips - hot seatingVideo Clips - hot seating
16. Interactive Teaching Strategies in Literacy
The National
Literacy Strategy
Freeze Frame ActivityFreeze Frame Activity
Extract from:
‘Harry Potter and the
Philosopher’s Stone’
J.K. Rowling
17. Interactive Teaching Strategies in Literacy
The National
Literacy Strategy
Harry was frying eggs by the time Dudley arrived in the kitchenHarry was frying eggs by the time Dudley arrived in the kitchen
with his mother. Dudley looked a lot like Uncle Vernon. He had awith his mother. Dudley looked a lot like Uncle Vernon. He had a
large pink face, not much neck, small, watery blue eyes, and thicklarge pink face, not much neck, small, watery blue eyes, and thick
blond hair that lay smoothly on his thick, fat head. Aunt Petuniablond hair that lay smoothly on his thick, fat head. Aunt Petunia
often said that Dudley looked like a baby angel – Harry often saidoften said that Dudley looked like a baby angel – Harry often said
that Dudley looked like a pig in a wig.that Dudley looked like a pig in a wig.
Harry put the plates of egg and bacon on the table, which wasHarry put the plates of egg and bacon on the table, which was
difficult as there wasn’t much room. Dudley, meanwhile, wasdifficult as there wasn’t much room. Dudley, meanwhile, was
counting his presents. His face fell.counting his presents. His face fell.
““Thirty-six,” he said, looking up at his mother and father. “That’sThirty-six,” he said, looking up at his mother and father. “That’s
two less than last year.”two less than last year.”
““Darling, you haven’t counted Auntie Marge’s present, see, it’s hereDarling, you haven’t counted Auntie Marge’s present, see, it’s here
under this big one from Mommy and Daddy.”under this big one from Mommy and Daddy.”
““All right, thirty-seven then,” said Dudley, going red in the face.All right, thirty-seven then,” said Dudley, going red in the face.
Harry, who could see a huge Dudley tantrum coming on, beganHarry, who could see a huge Dudley tantrum coming on, began
wolfing down his breakfast as fast as possible in case Dudley turnedwolfing down his breakfast as fast as possible in case Dudley turned
the table over.the table over.
18. Interactive Teaching Strategies in Literacy
The National
Literacy Strategy
I remember...I remember...
• 5% of what I hear5% of what I hear
• 10% of what I read10% of what I read
• 20% of what I hear and read20% of what I hear and read
• 30% of what I am shown30% of what I am shown
• 50% of what I discuss50% of what I discuss
• 75% of what I do75% of what I do
• 90% of what I teach others90% of what I teach others
Before the participants arrive:
Stick up the letters for NSEW
Distribute handouts, whiteboards, pens, and ‘Show Me!’ cards
Welcome participants.
Introduce yourself.
Talk through the aims for the session.
Expand on the powerpoint notes:
Visual Learners
Learn best when they can use pictures, mind maps, diagrams, flow charts, visual artefacts, key words, display, TV, video camera, ICT, posters…
Auditory Learners
Learn best through sound, discussions (paired or groups), tapes, debates, rhymes, repetition, drama, music, explanation, ICT…
Kinaesthetic Learner
Learn best through movement or touch, ICT, experiments, trips, sequencing, placing events on a timeline, physical movement, role play, brain gym..
Read the quote to the course participants, or give them time to read it. Ask them to consider children in groups in their classes. What types of learners make up the majority of each group.
Draw out: Is the ‘bottom group’ mainly made up of kinaesthetic learners?
Techniques for kinaesthetic learners:
connect ideas to physical movement
change positions when listening or learning different ideas
tactile experiences - touch, feel, do things practically
Draw out that teachers who use interactive strategies involve children in their learning, and provide for a range of learning styles.
Objective - Emphasise that the objective should lead the choice of strategy rather than other way round!
Modelling - It is very important that children see the strategy modelled - emphasise this! E.g. demonstrating paired talk with the teaching assistant, if you don’t have a teaching assistant prime an able child beforehand and use him/her.
Supporting - again, having a teaching assistant can be very helpful but another more able child can work well too.
Space - remember Y6 children do not always have to sit at their tables, and Reception children can be trained to move into a circle, or next to their ‘talking partner’.
Very briefly explain each technique. You will return to each one in more detail later on.
Show Me!
Involves each pupil in giving a response simultaneously, the results of which the teacher can see at a glance.
Thinking Time
Gives children a moment to gather their thoughts before offering a response. This is ‘time-out’ from the teacher-driven discussion.
Paired Talk
Gives children the opportunity to share ideas and refine their thinking with a partner.
Get Up and Go
Commits pupils to action and usually physical movement.
Drama
Some drama techniques are suitable for use in the whole class part of the Literacy Hour.
Give participants 5-10 mins to discuss and complete the chart (Handout p.2)
Explain that they will be able to complete the ‘examples’ during the session.
Take feedback and opportunities to share good practice.
Whiteboards - children work on whiteboards, usually one between two, in response to a tightly focused prompt from the teacher.
Write down a word that has two meanings but the same spelling
Define trowel in four words, then in two words
Write down an adverb for the way I’m walking (e.g. slowly)
Write down a word you might find in the first line of a fairy story (now line up and consider how you might change the order)
Fans - Show participant a fan you use in your class and explain how you use it
Cards - Give out verb, adjective, noun cards (one card per participant)
Ask participants to hold up their card if it matches the relevant part of speech for the word light in: Turn off the light (noun), Light the fire (verb), I had a light meal (adjective)
Thumbs up - participants may remember this one from the plenary twilight. Children put up their thumbs when they hear/see something they have been asked to listen/look for, e.g. direct speech
Health Warning!!
Show Me! Activities are not random exercises in mental agility. They must serve the purpose of teaching or reinforcing the objective.
Give examples of when you have used this strategy effectively.
Tightly… - ensure that the children know what is expected of them. If necessary, model beforehand.
Time Limit - give a fixed, short period of time.
Oral rehearsal - to clarify their thinking before speaking to the whole class. This helps to raise children’s confidence.
Maximum - all children are involved. No-one can opt-out, and no-one will feel frustrated.
Recognition - everybody has had an audience.
To demonstrate paired talk, ask the participants to complete the sentence with a partner.
Give no more than 2 mins.
Take feedback.
These are the types of activities teachers are most reluctant to try. However, they are very beneficial for kinaesthetic learners.
Children would typically have to get up to point things out, move a card, pin something on a line, or similar.
Point out Progression in Phonics, Spelling Bank, Developing Early Writing and Grammar for Writing all contain examples of ‘Get Up and Go’ activities, e.g. human sentences
Activities:
NSEW- give out the pictures and make sure each participant knows what their picture is. Explain that the participants have to stand at the station that matches the middle (medial) sound in their word.
Hot seating
One child takes on the role of author/character from a story. The other children ask questions, and the child answers in role.
The teacher will need to model this.
Role Play
In groups, children are asked to develop or improvise on a story.
Freeze Frames
A group/pair of children are asked to recreate a scene from a book. The rest of the children can ask them questions about their feelings etc.
Watch the video showing an example of hot seating.
Ask the participants to consider the different roles of the children in the class.
Explain to participants they will read an extract from ‘Harry Potter and the Philosopher’s Stone’.
After reading the extract you will choose 4 people to take on the roles of the characters.
Ask for four volunteers to take on the roles of Petunia, Vernon, Harry and Dudley.
Choose a fifth person to ‘position’ the characters if you wish.
Once in position, tap each character in turn, asking them to explain how they are feeling. Allow participants to ask questions.
Bring the session to a conclusion by reminding participants of how children learn, using the above list.
This list is also presented as a poster in the pack.
Thank participants.
Ensure that everyone has signed the register - this is very important.
