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Teaching strategies for the middle years

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Katherine Kolarik

on 13 November 2014

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Transcript of Teaching strategies for the middle years

'I want my students to want to read'
Strategies and process
The fact that popular texts can bring much pleasure to students should be harnessed as this pleasure can be harnessed to enthuse students to critically engage in more traditional texts that may initially seem irrelevant or impenetrable (Callahan & Low, 2004; Kenway & Bullen, 2001; Williams, 2003, 2005, as in Henderson, 2012, p.86)
Active learners = critical lifelong learners
Writing literacy
I like to Read it, Read it

de Bono's thinking hats (http://www.education.vic.gov.au)
reciprocal teaching and collaboration (DEEC, 2013)
group vs individual work
not every writing is for assessment
activating critical thinking skills
deconstruction - reconstruction -construction (www.education.vic.gov.au)
discussions,reflection, participation
build schema
build semantic knowledge
have children choose their books
use authentic texts
use popular texts (Henderson, 2012)
involve and engage students by giving roles - leader, predictor, clarifier, questioner, summariser (DEEC, 2013)
move from Guided to Shared to Individual reading strategies to suit individual learners (Winch, 2010)
The present and beyond
Student engagement
Don't judge a book by its cover
Adolescents challenged with 'crazed hormones'!
1. Use authentic texts in the class

2. Use popular culture. Don't let it become
'the impossible passion' of the modern classroom (Brookes, 2008b, as in Henderson, 2012)

3. Have an arsenal of activities, appealing to multi-intellegences (Frondeville)

4. Step away from the learning process. Learn to be the facilitator and guide to students. Help them become lifelong critical thinkers (Nobori)
Moving away from the stereotype; people don't need to be challenged to live up to a label

Teaching strategies for the middle years

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