LITERACY ACROSS THE CONTINUUM 2

Sticky Note

Education

Sticky Note Technique

PAD

LET

Literacy Goals

Social

COLLABORATION

PLATFORMS

TEACHING AND LEARNING

AST3 - Reflection

Pedagogy

Decoding Students write this word down on a sticky note. Once finished the student is to collect all the sticky notes and then with a knowledgeable other or independently (depending on ability) students are to use either a traditional or online dictionary to look up the meaning and learn how to decode the text with the chunk and stretch technique, to correctly sound the word into formation(Luke and Freebody, 1997). Once the student has looked up the meaning they are to explain to the teacher or buddy OR write it in their writing journal of what the meaning is, in their own words.

Making Meaning Students were able to identify unknown words, make inferences, comprehend and over better overall accuracy whilst reading. This allows them to produce more meaningful conversations with their peers and teachers whilst creating positive lifelong learning habits (Leland & Kasten p.5, 2002).

Furthermore, it provides a constructivist environment allowing students to focus on making meaning in reading with methods such as graphophonemic, semantic, syntactic and pragmatic approaches Piaget (1952, p. 7) where learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information. (Goodman, 1967)

This technique uses a combination of pedagogies such as modeling, scaffolding and the zone of proximal development as well as a combination of HITS strategies from the Board of Education (Education.vic, 2019)

LITERACY ACROSS THE CONTINUUM 2

EEC4102

Pedagogy

Pedagogy

Pedagogy

Visual deliveries allow for a better representation of people, objects, and places. Whilst written (written or typed) allows messages to be conveyed through sentences using noun groups and adjectives which are written or typed on paper or a screen. (Kalantzis, Cope, Chan, and Dalley-Trim, 2016.)

Electronic Anchor Charts: “Provide safe spaces that recognize and value student identities and backgrounds, without practicing or allowing others to practice linguistic (or any other form of) discrimination – Dr Luz Navarette Garcia (2019). For students who are not confident when using ICT, they are often seated with an able student, PST or aide to assist them contributing.

Differentiated allows students to become responsible for their own intellectual development. Differentiation also assists with student’s integration into the school setting, especially for EAL students. This approach encourages teachers to adapt their practices to their students’ personal backgrounds and characteristics. This also applies to students of different (cognitive) abilities (Tomlinson & Demirsky Allan, 2000). This inclusivity ensures students feel acknowledged, validated and valued assisting with promoting not only intrinsic motivation but also metacognitive abilities. (Grenier and Moldoveanu, 2011)

This strategy uses a range of pedagogies such as Multi modal delivery, collaborative classrooms and Visual aids: Anchor (Hattie, 1991) chart as well as a collection of HITS strategies from the board of education (Education.vic.gov.au, 2019)

From your classroom practice, annotate artifactual evidence of achieving AITSL standard:

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Aitsl.edu.au. (2019). Literacy teaching strategies. [online] Available at: https://www.aitsl.edu.au/tools-resources/resource/literacy-teaching-strategies-illustration-of-practice [Accessed 13 Apr. 2019].

Education.vic.gov.au. (2019). Reading conferences. [online] Available at: https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/teachingpracconf.aspx#link87 [Accessed 12 Apr. 2019].

Garcia, D. (2019). Teachin' It! 9780807761588 | Teachers College Press. [online] Tcpress.com. Available at: https://www.tcpress.com/teachin-it-9780807761588 [Accessed 3 May 2019].

Goodman, K. (2005) ‘Making sense of written language: A lifelong journey’, Journal of Literacy Research, 37(1), pp. 1–24. DOI: 10.1207/s15548430jlr3701_1.

Hattie J and Yates G (2014) Visible Learning and the Science of How We Learn. London: Routledge.

Kalantzis, Mary & Cope, Bill, (author.) & Chan, Eveline, (author.) & Dalley-Trim, Leanne, (author.) 2016, Literacies, Second edition, Cambridge University Press, Port Melbourne, Vic

Luke, A., & Freebody, P. (1997). Shaping the social practises of reading. In S.Muspratt, A.Luke & P.Freebody(Eds), Constructing critical literacies (pp.185-223). Catskill, NJ: Hampton Press.

Leland, C.H. and Kasten, W.C. (2002) ‘LITERACY EDUCATION FOR THE 21ST CENTURY: IT’S TIME TO CLOSE THE FACTORY’, Reading & Writing Quarterly, 18(1), pp. 5–15. DOI: 10.1080/105735602753386315.

N.Grenier, M.Moldoveanu (2011) Differentiated Pedagogy: A new teaching model in multiethnic elementary school settings in Quebec, Canada, edulearn11 Proceedings, pp.758-765.

Tomlinson, C. and Allan, S. (2000). Leadership for Differentiating Schools & Classrooms. [online] Google Books. Available at: https://books.google.com.au/books?id=R56hzQeSsMMC&printsec=frontcover#v=onepage&q&f=false [Accessed 12 May 2019].

Robert

Greenacre

AST 3

AITSL Reflection

Fatma

Gorgulu

2.6 – Information and Communication Technology (ICT): Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

3.5

Use effective classroom communication

Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.

www.PADLET.com.au

2.5

Literacy and numeracy strategies

Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

4.5

Use ICT safely, responsibly and ethically

Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching

3.4

Select and use resources

Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

AITSL

2.1

Content and teaching strategies of the teaching area

4.1

Support student participation

Identify strategies to support inclusive student participation and engagement in classroom activities.

3.2

Plan, structure and sequence learning programs

Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

5.1

Assess student learning

Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

2.2

Content selection and organisation

1.5

Differentiate teaching to meet the specific learning needs of students across the full range of abilities

3.3

Use teaching strategies

Include a range of teaching strategies.

1.6

Strategies to support full participation of students with disability

Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.

2.3

Curriculum, assessment and reporting

Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

5.3

Make consistent and comparable judgements

Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

Modeling, Visual delivery, Collaboration, Differentiation

Padlet

References