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Teaching Without Telling | Part II: Innovation

In Part I of this workshop for literacy practitioners, participants will identify and disrupt normative instructional models that serve to disengage learners in their organization.
by

Megan Pratt, OCT, M. Ed

on 24 October 2016

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Transcript of Teaching Without Telling | Part II: Innovation

Teaching Without Telling
CHOICE TO INNOVATE
INSTRUCTIONAL
INVENTORY

Disrupting Normative Models of Instruction Using Creative Communication to Maximize Student Learning, Engagement and Independence
Part II: Innovation
Twitter:
@MPratt_
Email:
meganpratt@live.ca
LinkedIn:
linkedin.ca/in/MeganAPratt

Ontario Native Literacy Coalition |
Changes, Challenges, Choices, Changes Conference
| Laubach Literacy Ontario

SIMPLE STRATEGIES
STRATEGY #1
INSTRUCTIONAL
INVENTORY
SHARING IS CARING
SESSION DESCRIPTION
Creative Communication
Wait-Time
Socratic Method
Active Listening
WAIT
TIME
How would you explain the use of this strategy?
Using your inventory, identify the choices for innovation that you would like to make in your practice.
What
changes
has this workshop sparked within you as a literacy practitioner or administrator?
Has something in this workshop
challenged
the way you approach
literacy education?
What new
choices
do you have now as a literacy practitioner?
Have you been given the
chance
to disrupt some normative teaching practices through this workshop? What will you do with that?
To teach is not to tell. In this two-part workshop, participants will identify and disrupt normative instructional models to master three creative communication strategies which triangulate to effortlessly enhance student learning, engagement and independence, whether one-on-one, in small groups, or in large classes.
JIGSAW ACTIVITY
1
2
3
Wait Time
Socratic Method
Active Listening
Socratic Method
Active Listening
Wait Time
Active Listening
Wait Time
Socratic Method
Please spend 15 minutes learning about your strategy with the resources provided.
How does this strategy align with andragogy?
Can you use this strategy in your work?
STRATEGY #2
SOCRATIC
METHOD
How would you explain the use of this strategy?
How does this strategy align with andragogy?
Can you use this strategy in your work?
STRATEGY #3
ACTIVE
LISTENING
How would you explain the use of this strategy?
How does this strategy align with andragogy?
Can you use this strategy in your work?
GHOTI
"fish"
"gh"
is
"f"
as in rou
gh
"o"
is
"i"
as in w
o
men
"ti"
is
"sh"
as in na
ti
on
In this spelling, the meaning stays the same, it's merely the form that is different
(breaks tradition).
Full transcript