The document discusses various strategies and approaches for effectively teaching literacy skills to refugees and students, including scaffolding instruction, modeling practices, and developing metacognition through reflective thinking exercises. It also outlines different tutoring types, the context framework for understanding communications, and a teaching and learning cycle for developing literacy and language skills.

1. Refugee Action
Support
Overview to the Orientation
of Literacy and Learning

2. STA R S

3. Type of Improvement
observed

4. Type of Improvement
observed
• Engagement within the school
and in the classroom;

5. Type of Improvement
observed
• Engagement within the school
and in the classroom;
• Development of organisational
skills and study habits;

6. Type of Improvement
observed
• Engagement within the school
and in the classroom;
• Development of organisational
skills and study habits;
• Development of speaking and
listening skills

7. Type of Improvement
observed
• Engagement within the school
and in the classroom;
• Development of organisational
skills and study habits;
• Development of speaking and
listening skills
• Development of writing skills for
classroom purposes

8. Type of Improvement
observed
• Engagement within the school
and in the classroom;
• Development of organisational
skills and study habits;
• Development of speaking and
listening skills
• Development of writing skills for
classroom purposes
• Development of academic
reading strategies

25. Effective
Environments

26. Effective
Environments
• Effective Coordination

27. Effective
Environments
• Effective Coordination
• Flexible and Responsive

28. Effective
Environments
• Effective Coordination
• Flexible and Responsive
• A Friendly Environment

29. Effective
Environments
• Effective Coordination
• Flexible and Responsive
• A Friendly Environment
• Tutoring across subjects

30. Effective
Environments
• Effective Coordination
• Flexible and Responsive
• A Friendly Environment
• Tutoring across subjects
• Family and community
involvement

31. Four Types of
Tutoring

32. Four Types of
Tutoring
Reactive -

33. Four Types of
Tutoring
Reactive -

34. Four Types of
Tutoring
Reactive -
Proactive -

35. Four Types of
Tutoring
Reactive -
Proactive -

36. Four Types of
Tutoring
Reactive -
Proactive -
Routines -

37. Four Types of
Tutoring
Reactive -
Proactive -
Routines -

38. Four Types of
Tutoring
Reactive -
Proactive -
Routines -
Mentoring -

39. Teaching & Learning Cycle
GOOD ESL PEDAGOGY
Embed Learning
and Communication
Together
Build communicative
capacity

40. • Teaching involves initiating
an individual into a series
of practices
• Teaching involves
modelling the practices
and processes to the
“uninitiated”
• Teaching involves providing
scaffolded activities so
students can begin to
notice the patterns in
content and in the learning
process.

41. • Teaching involves initiating
an individual into a series
of practices
• Teaching involves
modelling the practices
and processes to the Joint construction
“uninitiated”
• Teaching involves providing
scaffolded activities so
students can begin to
notice the patterns in
content and in the learning
process.

42. • Teaching involves initiating
an individual into a series
of practices
• Teaching involves
modelling the practices
and processes to the
“uninitiated”
• Teaching involves providing
scaffolded activities so
students can begin to
notice the patterns in
content and in the learning
process.

43. • Teaching involves initiating
an individual into a series
of practices
• Teaching involves
modelling the practices
and processes to the Modeling
“uninitiated”
• Teaching involves providing
scaffolded activities so
students can begin to
notice the patterns in
content and in the learning
process.

44. • Teaching involves initiating
an individual into a series
of practices
• Teaching involves
modelling the practices
and processes to the Modeling
“uninitiated”
Guided
• Teaching involves providing
construction
scaffolded activities so
students can begin to
notice the patterns in
content and in the learning
process.

45. • Teaching involves initiating
an individual into a series
of practices
• Teaching involves
modelling the practices
and processes to the Modeling
“uninitiated”
• Teaching involves providing
scaffolded activities so
students can begin to
notice the patterns in
content and in the learning
process.

46. • Teaching involves initiating
an individual into a series
of practices
• Teaching involves
modelling the practices
and processes to the Modeling
“uninitiated”
• Teaching involves providing Scaffolding
scaffolded activities so
students can begin to
notice the patterns in
content and in the learning
process.

47. • Teaching involves initiating
an individual into a series
of practices
• Teaching involves
modelling the practices
and processes to the Modeling
“uninitiated”
• Teaching involves providing Scaffolding
scaffolded activities so
students can begin to
notice the patterns in Independent
content and in the learning construction
process.

48. The [student] as a novice is continually attempting to make sense of
new situations and to acquire the skills necessary to function in those
situations. The teacher’s role is to help the [student] by arranging tasks
and activities in such a way that they are easily accessible.
Intersubjectivity, shared understanding based on common area of
focus is seen by adherents of literacy engagement as a crucial
prerequisite for successful communication between teacher and
[student] (Verhoeven and Snow, 2001, pp. 5).

49. Four Modes of Teaching
• Explicit Instruction - Fully and clearly expressed or demonstrated
• Scaffolded Instruction - approach involves a sequence of guided
activities that focuses initiating students into the process, structure and
pacing of mode of communication;
• Situated Practice - draws on the experience of applied meaning-making
in lifeworlds, the public realm, and workplaces; and
• Tacit Teaching - teaching that develops through the tutors modelling
tasks and tutor/tutee co-constructing knowledge and skills together.
• Developing Metacognition - encouraging reflective thinking so a
student articulate (a) what they learned or acquired, (b) how they learned or
acquired the knowledge/skills, and (c) developed an awareness of learning
styles.

50. CONTEXT

51. CONTEXT

52. CONTEXT

53. CONTEXT
FIELD

54. CONTEXT
FIELD
(factual knowledge,
language/vocabulary,
terminology)
(experiences and
understands, concepts,
and purposes)

55. CONTEXT
FIELD MODE
(factual knowledge,
language/vocabulary,
terminology)
(experiences and
understands, concepts,
and purposes)

56. CONTEXT
FIELD MODE
(factual knowledge,
language/vocabulary, (text type or textual form)
terminology)
(oral vs written)
(experiences and (visual and print)
understands, concepts, (mathematical modes)
and purposes)

57. CONTEXT
FIELD MODE TENOR
(factual knowledge,
language/vocabulary, (text type or textual form)
terminology)
(oral vs written)
(experiences and (visual and print)
understands, concepts, (mathematical modes)
and purposes)

58. CONTEXT
FIELD MODE TENOR
(factual knowledge, (can presents itself
language/vocabulary, (text type or textual form) through register)
terminology)
(oral vs written) (the identity/spirit of the
(experiences and (visual and print) communication)
understands, concepts, (mathematical modes)
and purposes) (arts vs science)

59. CONTEXT
FIELD MODE TENOR
(can presents itself
(text type or textual form) through register)
(oral vs written) (the identity/spirit of the
(visual and print) communication)
(mathematical modes)
(arts vs science)

60. CONTEXT
FIELD MODE TENOR
(can presents itself
through register)
(the identity/spirit of the
communication)
(arts vs science)

61. CONTEXT
FIELD MODE TENOR

62. Teaching & Learning Cycle
GOOD ESL PEDAGOGY
Embed Learning
and Communication
Together
Build communicative
capacity

65. little “d” discourse

66. little “d” discourse

70. Teaching & Learning Cycle

71. Teaching & Learning Cycle

72. • Negotiating the Field;
• Deconstructing;
• Deconstructing the Context + Situation of Use;
• Deconstructing the Text
• Joint Construction
• Guided Construction
• Independent Construction;
• Reflective Practice

73. Four Literate Roles
Psycholinguistic and Cognitive
• Decoder; (techniques)
• Meaning Maker; (tools of interpretation)
Socio-linguistic and cultural
• Text user and participants;
• Explorer - learning through reading