The document discusses interactive teaching strategies in literacy. It identifies different learning styles such as visual, auditory, and kinesthetic. Interactive techniques are important as they engage pupils and accommodate different learning styles. Some interactive techniques discussed include think-pair-share, role play, and using whiteboards. The goal is for teaching to be interactive to benefit all students.
Rah awakening advanced adolescents (2013) blue1rob howard
Teaching English to advanced level teenagers is tough using the materials we have been given. Some ideas and projects to achieve success are presented here. For more info, contact: rahstar1@yahoo.com
Four Blocks Literacy for Students with Complex Communication NeedsJane Farrall
The document describes the implementation of the Four Blocks literacy program at Willans Hill School, which educates students with intellectual and physical disabilities. Previously, the school lacked a consistent literacy curriculum and students with complex communication needs were not fully included. The Four Blocks program was introduced to provide all students with opportunities to develop communication skills across reading, writing, and language arts. Teachers received training, support staff roles were expanded, and resources were implemented to ensure all students could participate in the Four Blocks blocks of Guided Reading, Self-Selected Reading, Writing, and Working with Words. This led to positive changes including increased engagement, quicker response times from students, and a focus on valuing every student's contributions.
Maryellen Rooney Moreau is the president and founder of MindWing Concepts, Inc., which owns intellectual property rights to Story Grammar Marker and other narrative development tools. She designed these tools and runs MindWing Concepts as well as provides training and presentations on their methodology. This presentation will focus on Story Grammar Marker and how it can be used to develop students' narrative skills based on the Common Core standards. Story Grammar Marker uses colorful icons to represent the organizational structure of stories and teach students narrative structure and expression.
The document provides an overview of the Four Blocks literacy approach for teaching students with diverse needs. It discusses emergent literacy, balanced literacy instruction, and the four blocks: guided reading, self-selected reading, writing, and working with words. The four blocks framework is designed to provide structured, multisensory literacy instruction adapted for each student's needs and skills.
This document provides an introduction to the Four Blocks approach to literacy instruction in special needs classrooms. It discusses emergent literacy and the traditional views of literacy learning. The Four Blocks approach provides a balanced literacy instruction incorporating phonics, whole language, guided reading and other strategies. It emphasizes meeting the diverse needs of students and ensuring all students can learn to read and write.
The document is a lesson plan for a 60 minute English class for 4-5 year old students focusing on clothing vocabulary. The plan includes the learning aims, focus, integration of skills, materials, activities, and assessment. The three main activities are: 1) introducing clothing vocabulary through a video and book, 2) having students paint and cut out clothing items to dress paper dolls, and 3) singing a song about umbrellas and drawing imaginary umbrellas. The lesson incorporates different skills, materials, and strategies to engage students through visual, auditory, and tactile activities.
Rah awakening advanced adolescents (2013) blue1rob howard
Teaching English to advanced level teenagers is tough using the materials we have been given. Some ideas and projects to achieve success are presented here. For more info, contact: rahstar1@yahoo.com
Four Blocks Literacy for Students with Complex Communication NeedsJane Farrall
The document describes the implementation of the Four Blocks literacy program at Willans Hill School, which educates students with intellectual and physical disabilities. Previously, the school lacked a consistent literacy curriculum and students with complex communication needs were not fully included. The Four Blocks program was introduced to provide all students with opportunities to develop communication skills across reading, writing, and language arts. Teachers received training, support staff roles were expanded, and resources were implemented to ensure all students could participate in the Four Blocks blocks of Guided Reading, Self-Selected Reading, Writing, and Working with Words. This led to positive changes including increased engagement, quicker response times from students, and a focus on valuing every student's contributions.
Maryellen Rooney Moreau is the president and founder of MindWing Concepts, Inc., which owns intellectual property rights to Story Grammar Marker and other narrative development tools. She designed these tools and runs MindWing Concepts as well as provides training and presentations on their methodology. This presentation will focus on Story Grammar Marker and how it can be used to develop students' narrative skills based on the Common Core standards. Story Grammar Marker uses colorful icons to represent the organizational structure of stories and teach students narrative structure and expression.
The document provides an overview of the Four Blocks literacy approach for teaching students with diverse needs. It discusses emergent literacy, balanced literacy instruction, and the four blocks: guided reading, self-selected reading, writing, and working with words. The four blocks framework is designed to provide structured, multisensory literacy instruction adapted for each student's needs and skills.
This document provides an introduction to the Four Blocks approach to literacy instruction in special needs classrooms. It discusses emergent literacy and the traditional views of literacy learning. The Four Blocks approach provides a balanced literacy instruction incorporating phonics, whole language, guided reading and other strategies. It emphasizes meeting the diverse needs of students and ensuring all students can learn to read and write.
The document is a lesson plan for a 60 minute English class for 4-5 year old students focusing on clothing vocabulary. The plan includes the learning aims, focus, integration of skills, materials, activities, and assessment. The three main activities are: 1) introducing clothing vocabulary through a video and book, 2) having students paint and cut out clothing items to dress paper dolls, and 3) singing a song about umbrellas and drawing imaginary umbrellas. The lesson incorporates different skills, materials, and strategies to engage students through visual, auditory, and tactile activities.
Back to school curriculum night presentationDavid Gerber
This document provides information from a back to school curriculum night for parents. It introduces the teachers, describes the inquiry-based education approach and use of technology. It outlines the academic subjects of language, math, units of inquiry, and library use. It discusses assessments, essential agreements, homework, communication methods, and other logistical details. The goal is to inform parents about what their children will be learning and how they can support learning at home.
The document provides strategies to support students with dyslexia. It recommends implementing strategies for all students to avoid singling out those with dyslexia. Suggested techniques include using highlighters, line spacing, font size 12-14, and breaking instructions into pieces. It also recommends encouraging organizational tools like diaries, color-coded folders, and online task managers. Teachers should focus on effort over outcomes and allow alternative ways for students to gather and demonstrate information such as audiobooks, videos, and voice recordings. Access to text-to-speech software, large print books, audiobooks, and e-readers with speech capabilities can help students with reading.
The document summarizes key topics from a methodology meeting in October 2010 run by Mrs. Faiza YOUSFI in Tipaza, Algeria. It discusses language learning theories versus language teaching methodology, including approaches like behaviorism and mentalism. It also covers learning styles, strategies, and how to identify visual, auditory, kinesthetic and tactile learning preferences. Activities that benefit different learning styles are suggested, such as using pictures and graphic organizers for visual learners or role plays and group work for kinesthetic learners. The competency-based approach links school learning to real-world contexts to make it useful and durable.
The document discusses various interactive teaching methodologies including Dale Carnegie's approach of using analogies, Bloom's taxonomy of learning objectives, and Gardner's theory of multiple intelligences. It also covers traditional chalk-and-talk methods, changing roles of teachers, and techniques like brainstorming, quizzes, group discussions, and role plays. The goal is to engage students through different learning styles and increase comprehension beyond memorization.
Language Intervention Strategies for Monolingual and Bilingual ChildrenBilinguistics
The document discusses typical aspects of intervention for individuals with language impairments, including difficulty comprehending communication, an underdeveloped sound system, and reduced expressiveness. It recommends using shared reading activities to target multiple areas of language development, as shared reading has been shown to promote language skills in both typical children and those with impairments. Sample pre-reading, reading, and post-reading activities are provided to support language interventions using books.
This document summarizes a presentation for parents about the Foundation Stage curriculum at a school. It outlines the aims of helping parents understand what their children will learn, how the curriculum is taught, and how parents can help at home. It describes the four themes of the Early Years Foundation Stage - A Unique Child, Positive Relationships, Enabling Environments, and Learning and Development. It provides details on the seven areas of learning - Personal, Social and Emotional Development, Communication and Language, Physical Development, Literacy, Mathematics, Understanding the World, and Expressive Arts and Design. It discusses typical activities, topics, and assessments in the Foundation Stage.
This professional development session focused on applying Howard Gardner's theory of multiple intelligences to classroom instruction. Teachers learned about the different intelligences and how to incorporate activities that engage students through their varied strengths. Data analysis and lesson planning techniques were discussed to help teachers identify students' intelligences and design lessons appealing to multiple profiles. Teachers also practiced enhancing existing lessons with additional intelligences and shared ideas to continue improving instructional methods.
The document provides information and strategies for teaching students how to draw conclusions and make generalizations from reading selections. It defines conclusions and generalizations, and presents five strategies for teaching these skills: 1) the CFC (Code, Fact, Conclusion) model, 2) the text-to-self strategy, 3) detecting motives, alibis, and clues, 4) using graphic organizers, and 5) asking questions that evoke conversations about inferences. Examples are provided to demonstrate each strategy. The document concludes by defining generalizations and discussing how to teach students to distinguish between valid and faulty generalizations.
Appl Presentation Training Staff To Reach AudiencesKleinwrite
This document provides an agenda and overview for a conference session on training staff to effectively connect with audiences. The session will cover how to teach audience connection, planning lessons, communication techniques, addressing different learning styles, and assessing learning. The goal is to help staff make a relevant connection and engage audiences to support conservation efforts. Effective communication, positive teaching methods, and incorporating different learning styles can help audiences develop awareness, knowledge, and a desire to take action to protect natural resources.
The document summarizes key points from a literacy conference that the author attended. Some of the main topics covered in the conference included:
- The importance of oral language, vocabulary, and explicit teaching of reading skills to struggling readers.
- The Quick60 intervention program that teaches literacy skills in small groups. Research shows this program helps accelerate learning.
- How nutrition, behavior, and learning problems can impact students' ability to focus, and practical strategies teachers can use to help these students.
- Using games and interactive online programs to engage students and teach literacy and social skills.
The document outlines an induction program for beginning teachers focused on teaching speaking skills. It discusses how speaking is an important skill and requires real-world practice. It also presents techniques to enhance speaking abilities like group work, choosing engaging topics, and using language games, role plays, discussions and other oral activities. Barriers to communication and characteristics of successful speaking activities are addressed. The document aims to provide teachers with strategies to improve student speaking proficiency.
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
Back to school curriculum night presentation 1 DG David Gerber
This document provides information from a back to school curriculum night presentation for parents. It introduces the teachers, describes the inquiry-based education approach, essential agreements, and academics including language, math, units of inquiry, and ICT. It also discusses assessment, reflections, portfolios, student-led conferences, differentiated small group work, and the purpose of homework and reading at home. Communication methods and nuts and bolts logistics are also covered.
Howard Gardner introduced the theory of multiple intelligences which posits that intelligence exists in several different forms rather than solely as a single general ability. The document outlines Gardner's theory which identifies eight types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. It provides examples of how each type of intelligence is demonstrated and suggests that teachers should recognize students' varied strengths by incorporating lessons that engage different intelligences. The document also provides study tips for students to utilize their varied intelligences through visual, auditory, physical and other sensory-engaged techniques.
The document discusses using technology to enhance instruction in the classroom. It introduces the presenter, Lisa Durff, and covers her testimony. The presentation then discusses Howard Gardner's theory of multiple intelligences and provides examples of websites that can be used to engage different intelligences. Attendees are asked to collaborate in groups to create a lesson plan using multiple intelligences and Bloom's taxonomy. The presentation aims to demonstrate that technology need not be feared and can enhance learning when used appropriately.
There are three main learning styles: visual, auditory, and tactile/kinesthetic. Visual learners prefer seeing information through pictures, diagrams, and demonstrations. Auditory learners prefer hearing information spoken and may read aloud. Tactile/kinesthetic learners prefer touch and physical interaction like role-playing and hands-on activities. People can take a learning styles test or reflect on favorite classes to determine their own dominant style. Understanding one's learning style helps students study more effectively by focusing on their strengths and addressing weaknesses. Teachers also have different styles like lecture, discussion, and blending approaches.
An introductory session to the past three years work with Changing Results for Young Readers, the results and the 'Every Child, Every Day' framework as introduced by Allington and Gabriel.
This document summarizes a presentation for parents about the Foundation Stage curriculum at a school. It outlines the aims of helping parents understand what their children will learn, how the curriculum is taught, and how parents can help at home. It describes the four themes of the Early Years Foundation Stage - A Unique Child, Positive Relationships, Enabling Environments, and Learning and Development. It provides details on what children will learn in each of the seven areas of learning and suggests ways parents can support their learning at home. The document concludes with an overview of typical school days and assessment in the Foundation Stage.
The document discusses strategies for improving teaching and learning through the use of oral and visual activities. It defines oral and visual activities and explains their advantages, including improving student comprehension, attention, information retention, and organization. Some examples of visual activities provided are pictures, diagrams, graphs, and PowerPoint slides. The document also provides recommendations for incorporating oral and visual activities in the classroom, such as using virtual whiteboards for collaboration, encouraging student visual presentations, and using concept maps and graphic organizers to facilitate learning.
Back to school curriculum night presentationDavid Gerber
This document provides information from a back to school curriculum night for parents. It introduces the teachers, describes the inquiry-based education approach and use of technology. It outlines the academic subjects of language, math, units of inquiry, and library use. It discusses assessments, essential agreements, homework, communication methods, and other logistical details. The goal is to inform parents about what their children will be learning and how they can support learning at home.
The document provides strategies to support students with dyslexia. It recommends implementing strategies for all students to avoid singling out those with dyslexia. Suggested techniques include using highlighters, line spacing, font size 12-14, and breaking instructions into pieces. It also recommends encouraging organizational tools like diaries, color-coded folders, and online task managers. Teachers should focus on effort over outcomes and allow alternative ways for students to gather and demonstrate information such as audiobooks, videos, and voice recordings. Access to text-to-speech software, large print books, audiobooks, and e-readers with speech capabilities can help students with reading.
The document summarizes key topics from a methodology meeting in October 2010 run by Mrs. Faiza YOUSFI in Tipaza, Algeria. It discusses language learning theories versus language teaching methodology, including approaches like behaviorism and mentalism. It also covers learning styles, strategies, and how to identify visual, auditory, kinesthetic and tactile learning preferences. Activities that benefit different learning styles are suggested, such as using pictures and graphic organizers for visual learners or role plays and group work for kinesthetic learners. The competency-based approach links school learning to real-world contexts to make it useful and durable.
The document discusses various interactive teaching methodologies including Dale Carnegie's approach of using analogies, Bloom's taxonomy of learning objectives, and Gardner's theory of multiple intelligences. It also covers traditional chalk-and-talk methods, changing roles of teachers, and techniques like brainstorming, quizzes, group discussions, and role plays. The goal is to engage students through different learning styles and increase comprehension beyond memorization.
Language Intervention Strategies for Monolingual and Bilingual ChildrenBilinguistics
The document discusses typical aspects of intervention for individuals with language impairments, including difficulty comprehending communication, an underdeveloped sound system, and reduced expressiveness. It recommends using shared reading activities to target multiple areas of language development, as shared reading has been shown to promote language skills in both typical children and those with impairments. Sample pre-reading, reading, and post-reading activities are provided to support language interventions using books.
This document summarizes a presentation for parents about the Foundation Stage curriculum at a school. It outlines the aims of helping parents understand what their children will learn, how the curriculum is taught, and how parents can help at home. It describes the four themes of the Early Years Foundation Stage - A Unique Child, Positive Relationships, Enabling Environments, and Learning and Development. It provides details on the seven areas of learning - Personal, Social and Emotional Development, Communication and Language, Physical Development, Literacy, Mathematics, Understanding the World, and Expressive Arts and Design. It discusses typical activities, topics, and assessments in the Foundation Stage.
This professional development session focused on applying Howard Gardner's theory of multiple intelligences to classroom instruction. Teachers learned about the different intelligences and how to incorporate activities that engage students through their varied strengths. Data analysis and lesson planning techniques were discussed to help teachers identify students' intelligences and design lessons appealing to multiple profiles. Teachers also practiced enhancing existing lessons with additional intelligences and shared ideas to continue improving instructional methods.
The document provides information and strategies for teaching students how to draw conclusions and make generalizations from reading selections. It defines conclusions and generalizations, and presents five strategies for teaching these skills: 1) the CFC (Code, Fact, Conclusion) model, 2) the text-to-self strategy, 3) detecting motives, alibis, and clues, 4) using graphic organizers, and 5) asking questions that evoke conversations about inferences. Examples are provided to demonstrate each strategy. The document concludes by defining generalizations and discussing how to teach students to distinguish between valid and faulty generalizations.
Appl Presentation Training Staff To Reach AudiencesKleinwrite
This document provides an agenda and overview for a conference session on training staff to effectively connect with audiences. The session will cover how to teach audience connection, planning lessons, communication techniques, addressing different learning styles, and assessing learning. The goal is to help staff make a relevant connection and engage audiences to support conservation efforts. Effective communication, positive teaching methods, and incorporating different learning styles can help audiences develop awareness, knowledge, and a desire to take action to protect natural resources.
The document summarizes key points from a literacy conference that the author attended. Some of the main topics covered in the conference included:
- The importance of oral language, vocabulary, and explicit teaching of reading skills to struggling readers.
- The Quick60 intervention program that teaches literacy skills in small groups. Research shows this program helps accelerate learning.
- How nutrition, behavior, and learning problems can impact students' ability to focus, and practical strategies teachers can use to help these students.
- Using games and interactive online programs to engage students and teach literacy and social skills.
The document outlines an induction program for beginning teachers focused on teaching speaking skills. It discusses how speaking is an important skill and requires real-world practice. It also presents techniques to enhance speaking abilities like group work, choosing engaging topics, and using language games, role plays, discussions and other oral activities. Barriers to communication and characteristics of successful speaking activities are addressed. The document aims to provide teachers with strategies to improve student speaking proficiency.
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
Back to school curriculum night presentation 1 DG David Gerber
This document provides information from a back to school curriculum night presentation for parents. It introduces the teachers, describes the inquiry-based education approach, essential agreements, and academics including language, math, units of inquiry, and ICT. It also discusses assessment, reflections, portfolios, student-led conferences, differentiated small group work, and the purpose of homework and reading at home. Communication methods and nuts and bolts logistics are also covered.
Howard Gardner introduced the theory of multiple intelligences which posits that intelligence exists in several different forms rather than solely as a single general ability. The document outlines Gardner's theory which identifies eight types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. It provides examples of how each type of intelligence is demonstrated and suggests that teachers should recognize students' varied strengths by incorporating lessons that engage different intelligences. The document also provides study tips for students to utilize their varied intelligences through visual, auditory, physical and other sensory-engaged techniques.
The document discusses using technology to enhance instruction in the classroom. It introduces the presenter, Lisa Durff, and covers her testimony. The presentation then discusses Howard Gardner's theory of multiple intelligences and provides examples of websites that can be used to engage different intelligences. Attendees are asked to collaborate in groups to create a lesson plan using multiple intelligences and Bloom's taxonomy. The presentation aims to demonstrate that technology need not be feared and can enhance learning when used appropriately.
There are three main learning styles: visual, auditory, and tactile/kinesthetic. Visual learners prefer seeing information through pictures, diagrams, and demonstrations. Auditory learners prefer hearing information spoken and may read aloud. Tactile/kinesthetic learners prefer touch and physical interaction like role-playing and hands-on activities. People can take a learning styles test or reflect on favorite classes to determine their own dominant style. Understanding one's learning style helps students study more effectively by focusing on their strengths and addressing weaknesses. Teachers also have different styles like lecture, discussion, and blending approaches.
An introductory session to the past three years work with Changing Results for Young Readers, the results and the 'Every Child, Every Day' framework as introduced by Allington and Gabriel.
This document summarizes a presentation for parents about the Foundation Stage curriculum at a school. It outlines the aims of helping parents understand what their children will learn, how the curriculum is taught, and how parents can help at home. It describes the four themes of the Early Years Foundation Stage - A Unique Child, Positive Relationships, Enabling Environments, and Learning and Development. It provides details on what children will learn in each of the seven areas of learning and suggests ways parents can support their learning at home. The document concludes with an overview of typical school days and assessment in the Foundation Stage.
The document discusses strategies for improving teaching and learning through the use of oral and visual activities. It defines oral and visual activities and explains their advantages, including improving student comprehension, attention, information retention, and organization. Some examples of visual activities provided are pictures, diagrams, graphs, and PowerPoint slides. The document also provides recommendations for incorporating oral and visual activities in the classroom, such as using virtual whiteboards for collaboration, encouraging student visual presentations, and using concept maps and graphic organizers to facilitate learning.
Contributi dei parlamentari del PD - Contributi L. 3/2019Partito democratico
DI SEGUITO SONO PUBBLICATI, AI SENSI DELL'ART. 11 DELLA LEGGE N. 3/2019, GLI IMPORTI RICEVUTI DALL'ENTRATA IN VIGORE DELLA SUDDETTA NORMA (31/01/2019) E FINO AL MESE SOLARE ANTECEDENTE QUELLO DELLA PUBBLICAZIONE SUL PRESENTE SITO
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Working with data is a challenge for many organizations. Nonprofits in particular may need to collect and analyze sensitive, incomplete, and/or biased historical data about people. In this talk, Dr. Cori Faklaris of UNC Charlotte provides an overview of current AI capabilities and weaknesses to consider when integrating current AI technologies into the data workflow. The talk is organized around three takeaways: (1) For better or sometimes worse, AI provides you with “infinite interns.” (2) Give people permission & guardrails to learn what works with these “interns” and what doesn’t. (3) Create a roadmap for adding in more AI to assist nonprofit work, along with strategies for bias mitigation.
Preliminary findings _OECD field visits to ten regions in the TSI EU mining r...OECDregions
Preliminary findings from OECD field visits for the project: Enhancing EU Mining Regional Ecosystems to Support the Green Transition and Secure Mineral Raw Materials Supply.
United Nations World Oceans Day 2024; June 8th " Awaken new dephts".Christina Parmionova
The program will expand our perspectives and appreciation for our blue planet, build new foundations for our relationship to the ocean, and ignite a wave of action toward necessary change.
Monitoring Health for the SDGs - Global Health Statistics 2024 - WHOChristina Parmionova
The 2024 World Health Statistics edition reviews more than 50 health-related indicators from the Sustainable Development Goals and WHO’s Thirteenth General Programme of Work. It also highlights the findings from the Global health estimates 2021, notably the impact of the COVID-19 pandemic on life expectancy and healthy life expectancy.
About Potato, The scientific name of the plant is Solanum tuberosum (L).Christina Parmionova
The potato is a starchy root vegetable native to the Americas that is consumed as a staple food in many parts of the world. Potatoes are tubers of the plant Solanum tuberosum, a perennial in the nightshade family Solanaceae. Wild potato species can be found from the southern United States to southern Chile
Synopsis (short abstract) In December 2023, the UN General Assembly proclaimed 30 May as the International Day of Potato.
Donate to charity during this holiday seasonSERUDS INDIA
For people who have money and are philanthropic, there are infinite opportunities to gift a needy person or child a Merry Christmas. Even if you are living on a shoestring budget, you will be surprised at how much you can do.
Donate Us
https://serudsindia.org/how-to-donate-to-charity-during-this-holiday-season/
#charityforchildren, #donateforchildren, #donateclothesforchildren, #donatebooksforchildren, #donatetoysforchildren, #sponsorforchildren, #sponsorclothesforchildren, #sponsorbooksforchildren, #sponsortoysforchildren, #seruds, #kurnool
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.