Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Creative and innovative strategies to engage students in literacy
Transcript of Creative and innovative strategies to engage students in literacy
Students in Literacy Literacy Engagement for Special Needs Students •Foundation for learning, independence, and quality of life
•Used to meet social, emotional and cognitive needs
•Students affected with medical, mental and/or psychological disabilities
•Special needs students historically stigmatised and lack of literacy focus •Promote high quality dialogue and discussion
•Whole-class and group-based reading and writing activities General Approaches for Engagement •Dependant on peer-group interactive approaches
•Small group instruction
•One-to-one tutoring Engaging students with Dyslexia •Daily reading, writing and word work
•Theme-based instruction organised in blocks of time
•Work connected to other content and activities during the school day
•Highly structured Engaging students with Autism •Require partners and models such as parents and teacher aides
•Collaboration and support is vital
•Meaningful, scaffolded communication Engaging students who are deaf or hard of hearing •Word prediction
•Speech recognition and feedback
•Computer-assisted instruction Assistive Technologies •Understand issues children face
•Research and implement teaching practices and technologies
•Interaction and collaboration are important
•Promotes quality of life and success Special Needs Students Conclusion References
• Browder, D, Gibbs, S, Ahlgrim-Delzell, L, Courtade, G, Mraz, M & Flowers, C, 2009, ‘Literacy for Students With Severe Developmental Disabilities: What Should We Teach and What Should We Hope to Achieve?’, Remedial and Special Education, vol. 30, no. 5, Sage Publications Inc., California, pp. 269-282.
• Carnahan, C, Williamson, P & Christman, J, 2011, ‘Linking Cognition and Literacy in Students with Autism Spectrum Disorder’, Teaching Exceptional Children, vol. 43, no. 6, Council for Exceptional Children, Virginia, pp. 54-62.
• Hardman, F, Smith, F & Wall, K, 2005, ‘Teacher–pupil Dialogue with Pupils with Special Educational Needs in the National Literacy Strategy’, Educational Review, vol. 57, no. 3, Routledge, United Kingdom, pp. 299-316.
• Maor, D, Currie, J & Drewry, R, 2011, ‘The Effectiveness of Assistive Technologies for Children with Special Needs: A Review of Research-based Studies’, European Journal of Special Needs Education, vol. 26, no. 3, Routledge, United Kingdom, pp. 283-298.
• Sandstrom, K & Granlund, M, 2006, ‘Children’s Engagement in Different Classroom Activities’, European Journal of Special Needs Education, vol. 21, no. 3, Routledge, United Kingdom, pp. 285-300.
• Truax, R, Foo, S & Whitesell, K, 2004, ‘Literacy Learning: Meeting the Needs of Children who are Deaf or Hard of Hearing with Additional Special Needs’, Volta Review, vol. 104, no. 4, Alexander Graham Bell Association for the Deaf, Washington DC, pp. 307-326. Joan Chia, Sam Payne, Hayley Oliver, Matthew Dufty Engaging Students in Literacy 1. Technology
2. Interests and Funds of Knowledge
3. Students with special needs
4. ESL students Key Areas ‘share, discuss, challenge, reinterpret and construct their own meanings in relation to popular characters and plots’ (Diaz et al 2002 as cited by Pickering, C & Painter, J 2005 p.88) for ‘texts are embedded in the cultural and social contexts in which they ‘do their work’’ (Winch, G et al. 2010 p.117). Students' Interests and Funds of Knowledge ‘Funds of knowledge’ is ‘a positive view of the diverse everyday knowledge and experiences found in families’(Hedges, H 2011, p.26) and is described as ‘the tools, strategies and activities families engage in to live their lives’ (Hill, S p.57). ‘Research shows that using out-of-school interests will motivate boys to engage in the literacy curriculum, which in turn improves literacy results’ (Gallagher, C. and Kiggins, J 2005 p.13) Home visits
Games: Get to know jenga, bingo
Everyone is Unique classrooma web
Student of the week interviews
Share your favourite text
‘Co-operative show and tell, prior to writing, affords children opportunities to talk in small groups about personal and class interests and experiences.’ (Swan, C 2010 p.37) Discovering Explore every students' interests throughout the year
Find a mid-ground or go broader
Creative prompts/ forms of writing
Weekly journal writing Write about their interests Focus on one book book for the week as a class
Movies Books about their interests Movie activities: teachers can pause the movie and students must look up a word in the dictionary, students must write all the words they read in the subtitles after the word ‘we’, etc. Interesting and relevant
Topics about their interests
Multiple Intelligences and Blooms Taxonomy
Games Adapt literacy activities ‘Using children's lives and experiences as vehicles for their… literacy learning is effective because interests and experiences are at the core of their talking, writing (and reading)’ (Swan, C 2010 ‘p.37). Utilising students’ funds of knowledge calls teachers to move to see students in different contexts with a new lens (Comber, B & Kamler, B 2005). Learning about the specific cultural resources of communities, will inform the way we design an effective literacy curriculum (Comber, B & Kamler, B 2005). Australian Curriculum, Assessment and Reporting Authority 2012, 'The Australian Curriculum v3.0Glossary Entry for "multimodal texts"', retrieved 1 October 2012, <http://www.australiancurriculum.edu.au/Glossary?a=E&t=multimodal+texts>.
Carmichael, C & Hay, I 2009, ‘Gender differences in middle school students' interests in a statistical literacy context’ Crossing divides : MERGA 32 conference proceedings, volume 1, pages 89-96 retrieved online via A+ Education database, 5 September 2012
Comber, B & Kamler, B 2005 ‘Designing turn around pedagogies and contesting deficit assumptions’ in Comber, B & Kamler, B (ed.), Turn-around Pedagogies, Primary English Teaching Association, NSW, pp. 1-14
Department of Education and Early Childhood Development 2009, 'VELS Level 3 - Multi-Modal texts and Literature Language', retrieved 1 October 2012, <http://www.education.vic.gov.au/studentlearning/teachingresources/english/literacy/concepts/5kcmultimodallevel3.htm>.
Edwards-Groves, C 2012, 'Interactive creative technologies: changing learning practices and pedagogies in the writing classroom', Australian Journal of Language and Literacy, Vol. 35, no. 1, pp. 99-113.
Fuller, R & Hood, D 2005, ‘Utilising community funds of knowledge as resources for school learning’ in Comber, B & Kamler, B (ed.), Turn-around Pedagogies, Primary English Teaching Association, NSW, pp. 63-76
Gallagher, C. and Kiggins, J 2005, ‘Boys own adventure story : the real picture on boys and literacy’ Professional Educator; v.4 n.4 p.13-17 retrieved online via A+ Education database, 5 September 2012
Hedges, H 2011, ‘Rethinking Sponge Bob and Ninja Turtles : popular culture as funds of knowledge for curriculum co-construction’ Australasian Journal of Early Childhood; v.36 n.1 p.25-29 retrieved online via A+ Education database, 5 September 2012
Hill, S 2009 Developing Early Literacy: Assessment and Teaching, Eleanor Curtain Publishing, VIC
Peterson, C 2005, ‘Teacher-student networks: Using technology-infused curriculum to turn around students at risk’ in Comber, B & Kamler, B (ed.), Turn-around Pedagogies, Primary English Teaching Association, NSW, pp. 47-62
Pickering, C & Painter, J 2005, ‘Using Shrek and Bart Simpson to build respectful learning communities’, in Comber, B & Kamler, B (ed.), Turn-around Pedagogies, Primary English Teaching Association, NSW, pp. 77-92
Simpson, A & Walsh, M 2012, 'The impact of technology on reading practices for 21C learners', Scan, vol. 31, no. 1, pp.34-39
Swan, C 2010 ‘Children write about items of interest : holidays or not’ Practically Primary; v.15 n.1 p.35-37 retrieved online via A+ Education database, 5 September 2012
Winch, G Johnston, R March, P Ljungdahl, L & Holliday, M 2010, Literacy, 4th edn, Oxford University Press, NSW References Using technology to engage
students in literacy "Digital technologies are fundamentally shifting learning" (Edwards-Groves 2012, p.99)
Our students are living in a 'technoliterate' world.
In today's classrooms, students are thriving on the use of technology.
(Edwards-Groves 2012) "Technology use in society has paved a changing landscape for producing texts in classrooms" (Edwards-Groves 2012, p.99)
"...broad scope of possibilities for new social, new literacy and new pedagogical practices" (Edwards-Groves 2012, p.99)
Literacy requires "multimodality, creativity, technological and technical complexity" (Edwards-Groves 2012, p.99) "Use of creativity-orientated teaching is necessary to extend students range of understandings, skills and knowledge"
Give students the opportunity to "develop, share and access multiple textual meanings" (Edwards-Groves 2012, p.102) Multimodal texts Picture story books Comics Websites Magazines Reference books Videos Television advertisements Social networking VELS (DEECD 2009) definition of multimodal texts: "in which a number of different modes are integrated to form a composite 'whole'.
ACARA definition of multimodal texts: "combination of two or more communication modes" (for example; print, image and spoken text, as in film or computer presentation). Examples of activities of using
technology in literacy to
engage students Using Interactive White Board to identify text structure Simpson & Walsh 2012, p.37 Australia: 25% of school students are from non-English speaking backgrounds (Hammond,
2001, p.101) U.S: schools now serve more than 14 million children nationwide who come from households in
which English is not the primary language (Pu, 2010, p.137). Canada: immigrants make up nearly 20% of the population and labour force, U.K and New Zealand: immigration has increased rapidly in the last two decades and is on the
rise (Adesope et. al. 2011, p.630). Many immigrants face literacy-related barriers to success in education and therefore in the future
in the labour force (Adesope et. al. 2011, p.629), HOW do you tackle the literacy needs of immigrant students? We must cater for everyone!! HOW????????
How do we do this, with a language barrier?
How do we keep a non-English speaking student engaged, particularly in literacy? Xing: I bounced the basketball to Trevor; he dribbled up the field.
Ms. Baker: Field?
Parker: A basketball doesn’t have a field.
Students: NO! Not the field. Court!
Ms. Baker: Thank you. Next, Parker, (she then continued the lesson).
Pu (2010, p.138) Funds of knowledge
Prior language learning experiences Lessons MUST be:
• Catered for all individuals and their learning needs and styles HOW?
• Cooperative reading,
• Systematic phonics instruction,
• Guided reading,
• Multimedia-assisted reading,
• Free and structured writing (include native tongue)
• Family involvement
• Find out as much as you can about your students' interests
• Provide as diverse a selection of extracurricular materials for students to browse through, before, during and after class.
• Plan some activities that stimulate language through experience
• Graphic organisers
• Use a variety of writing/reading/speaking/listening experiences
• Encourage illustrations
• Visual literacy
• Sticky notes/labels/flash cards
• Student-teacher and peer to peer collaboration/discussion Cooperative
reading There is evidence in the literature that proficient literacy in a second language can be achieved when ‘peers engage in interactions and cooperatively negotiate meaning and shared understanding’ (Adesope et al, 2011, p632). - Using Flip Cams to present student learning in literature circles
- Using iPads to digitally read texts Systematic phonics instruction
This is all about how a letter sounds, so an example in the classroom would be focusing on one
letter and its different sounds and fonts.
Learning about phonics can also be a great assistance in becoming a confident speller. Using the interactive white board to identify text structure Watching a video advertisement for a popular soft drink to study the impact of the different modes of music, image and text on their feelings about the product Study of Harry Potter series, students worked on a wiki that allowed them to share their personal response to the text with peers Multimedia-assisted reading
• TV with subtitles
• Internet What examples have you taught or observed in the classroom? Family involvement
A 2002 annual synthesis of studies on parent and family involvement conducted by Southwest
Educational Development Laboratory concluded that "the evidence is consistent, positive,
and convincing: families have a major influence on their children's achievement in school and
throughout life." (Stewman, 2011, p.50) Provide as diverse a selection of extracurricular materials for students to browse through
before, during and after class.
By having all these around the classroom this exposes students to English in a more relaxed and
informal way. Plan some activities that stimulate language through experience
• Songs and singing, group work, play based learning through investigations, role plays,
• Get out of the classroom where possible Graphic organisers
Research shows that the use of graphic organisers can help students, particularly ESL students,structure their thoughts and organise their thinking to assist them in expressing what they want to write. Simpson & Walsh 2012, p.37 Simpson & Walsh 2012, p.37 Simpson & Walsh 2012, p.37 Use a variety of writing/reading/speaking/listening experiences
- include all types of different genres, and many resources Student-teacher and peer to peer collaboration/discussion
Maximising opportunities Sticky notes/labels/flash cards
Visual representations of words http://alphaplustechtuesdays.pbworks.com/f/1301679021/smart_board.jpg http://carinbondar.com/wp-content/uploads/2011/03/book-hungry-caterpillar.jpg Thank you and any questions? http://www.bookclub9.com/userimages/user1367_1169032414.jpg http://jahous.com/images/fredbasset.gif REFERENCES
Adesope, O, Lavin, T, Thompson, T & Ungerleider, C, 2011, ‘Pedagogical strategies for
teaching literacy to ESL immigrant students: A meta-analysis.’ British Journal of Educational
Psychology, Vol. 81, pp. 629-653
Hammond, J, 2008, ‘Challenging pedagogies: Engaging ESL students in intellectual quality.’
Australian Journal of Language and Literacy, Vol. 31, no.2, pp.101
Pu, C, 2010, ‘Rethinking literacy instruction to non LEP/ESL labelled language minority
students.’ Literacy Teaching and Learning, Vol 15, Nos 1 & 2, pp. 137-155
Stewman, R, 2011, ‘Engaging ESL parents through literacy’, Parents & Schools, Vol. Nov/Dec,
pp.50 http://4.bp.blogspot.com/--Wvh6UA_-7o/UD0WryGNmpI/AAAAAAAAASA/zd7dJsDu1wk/s1600/multiple-websites.jpg http://profpmaher.com.au/wp-content/plugins/youtube-simplegallery/video-icon.png http://www.ecav.com.au/archive/demo/images/classroom1.jpg http://www.vrml.k12.la.us/dozier/gif/2_AprilWinnerProject.jpg