Interactive teaching in literacy and language - Revision history

Bjoern at 17:46, 18 February 2015

2015-02-18T17:46:33Z

← Older revision		Revision as of 17:46, 18 February 2015
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	* Group work and drama		* Group work and drama

	= Further reading =		= Further reading and acknowledgements =

	~~Some parts of this resource are adapted from~~
	{{Talk for Writing ack}}		{{Talk for Writing ack}}
	~~which also gives further details.~~

Bjoern at 12:36, 11 February 2015

2015-02-11T12:36:08Z

← Older revision		Revision as of 12:36, 11 February 2015
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	* Envoys		* Envoys
	* Group work and drama		* Group work and drama

			= Further reading =

			Some parts of this resource are adapted from
			{{Talk for Writing ack}}
			which also gives further details.

Bjoern at 21:39, 10 February 2015

2015-02-10T21:39:40Z

← Older revision		Revision as of 21:39, 10 February 2015
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	{{IPLT}}~~{{Draft}}~~		{{IPLT\|Introduction}}
	~~=Introduction=~~

	This professional development resource for teachers provides examples of practical ideas and techniques to promote interactive teaching across the Literacy and Languages curriculum. As stated in the 2003 Zambia Basic Education Literacy and Language Syllabus:

			This professional development resource for teachers provides examples of practical ideas and techniques to promote interactive teaching across the Literacy and Languages curriculum. I could also be used in conjunction with the [[OER4Schools]] resource, for teachers in sub-Saharan Africa. As stated in the 2003 Zambia Basic Education Literacy and Language Syllabus:
			<blockquote>
	Listening and Speaking skills are very important. Learning to listen accurately and respond to the spoken word increases the pupil’s confidence, builds up their receptive skills and allows them to be exposed to different forms of language. This is the reason why listening and speaking skills are the basis of all language work.		Listening and Speaking skills are very important. Learning to listen accurately and respond to the spoken word increases the pupil’s confidence, builds up their receptive skills and allows them to be exposed to different forms of language. This is the reason why listening and speaking skills are the basis of all language work.
			</blockquote>
	The strategies and ideas outlined are all designed to promote listening and speaking and active learning, which are key features of interactive teaching. In addition to supporting the general outcomes for Listening and Speaking in the Syllabus, these activities and techniques also help to promote pupil engagement with, and achievement in, Reading for Comprehension and Writing through multimodal and multisensory interactions and expression. They encourage pupils to explore, discuss and build on their own and others’ ideas, enabling them to create joint knowledge products and take responsibility for their own learning.		The strategies and ideas outlined are all designed to promote listening and speaking and active learning, which are key features of interactive teaching. In addition to supporting the general outcomes for Listening and Speaking in the Syllabus, these activities and techniques also help to promote pupil engagement with, and achievement in, Reading for Comprehension and Writing through multimodal and multisensory interactions and expression. They encourage pupils to explore, discuss and build on their own and others’ ideas, enabling them to create joint knowledge products and take responsibility for their own learning.

Bjoern at 21:05, 10 February 2015

2015-02-10T21:05:32Z

← Older revision		Revision as of 21:05, 10 February 2015
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	{{IPLT}}		{{IPLT}}{{Draft}}
	{{Draft}}
	=Introduction=		=Introduction=

	This professional development resource for teachers provides examples of practical ideas and techniques to promote interactive teaching across the Literacy and Languages curriculum. As stated in the 2003 Zambia Basic Education Literacy and Language Syllabus:		This professional development resource for teachers provides examples of practical ideas and techniques to promote interactive teaching across the Literacy and Languages curriculum. As stated in the 2003 Zambia Basic Education Literacy and Language Syllabus:


	Listening and Speaking skills are very important. Learning to listen accurately and respond to the spoken word increases the pupil’s confidence, builds up their receptive skills and allows them to be exposed to different forms of language. This is the reason why listening and speaking skills are the basis of all language work.		Listening and Speaking skills are very important. Learning to listen accurately and respond to the spoken word increases the pupil’s confidence, builds up their receptive skills and allows them to be exposed to different forms of language. This is the reason why listening and speaking skills are the basis of all language work.


	The strategies and ideas outlined are all designed to promote listening and speaking and active learning, which are key features of interactive teaching. In addition to supporting the general outcomes for Listening and Speaking in the Syllabus, these activities and techniques also help to promote pupil engagement with, and achievement in, Reading for Comprehension and Writing through multimodal and multisensory interactions and expression. They encourage pupils to explore, discuss and build on their own and others’ ideas, enabling them to create joint knowledge products and take responsibility for their own learning.		The strategies and ideas outlined are all designed to promote listening and speaking and active learning, which are key features of interactive teaching. In addition to supporting the general outcomes for Listening and Speaking in the Syllabus, these activities and techniques also help to promote pupil engagement with, and achievement in, Reading for Comprehension and Writing through multimodal and multisensory interactions and expression. They encourage pupils to explore, discuss and build on their own and others’ ideas, enabling them to create joint knowledge products and take responsibility for their own learning.


	This collection of ideas is designed to provide ideas for lesson starters, including ‘warm ups’ and games and lesson introductions to be used in whole class teaching and discussions. However, these practical ideas can also be used in small group work during a lesson, or at the end of a lesson (plenary) to consolidate learning and provide opportunities for assessment of pupils’ understanding. Some examples are provided to demonstrate how the activities can be extended to a whole lesson.		This collection of ideas is designed to provide ideas for lesson starters, including ‘warm ups’ and games and lesson introductions to be used in whole class teaching and discussions. However, these practical ideas can also be used in small group work during a lesson, or at the end of a lesson (plenary) to consolidate learning and provide opportunities for assessment of pupils’ understanding. Some examples are provided to demonstrate how the activities can be extended to a whole lesson.


	A suggested teaching sequence for Literacy and Language lessons is this		A suggested teaching sequence for Literacy and Language lessons is this
	[[Interactive_pedagogy_in_literacy_teaching/Lesson Plan\|lesson plan]]:		[[Interactive_pedagogy_in_literacy_teaching/Lesson Plan\|lesson plan]]:
	{{:Interactive_pedagogy_in_literacy_teaching/Lesson Plan}}		{{:Interactive_pedagogy_in_literacy_teaching/Lesson Plan}}


	Following an interactive lesson, it is helpful to display examples of the children’s working ideas and completed work. The process and thinking that has occurred during the lesson is important. Displays can be annotated with questions and pupils’ thoughts about what they have been working on and achieved.		Following an interactive lesson, it is helpful to display examples of the children’s working ideas and completed work. The process and thinking that has occurred during the lesson is important. Displays can be annotated with questions and pupils’ thoughts about what they have been working on and achieved.

	The activities outlined are not intended to be used as prescriptive lesson plans, but can be modified and adapted to meet lesson objectives as appropriate.		The activities outlined are not intended to be used as prescriptive lesson plans, but can be modified and adapted to meet lesson objectives as appropriate.


	=Resources required=		=Resources required=

	Most of the activities suggested require only blackboard and chalk for the teacher and paper and pencils/pens for pupils, although sets of mini blackboards for pupils are desirable in order for them to be able to display their thinking following talk. Wherever possible, images and objects can also be used to stimulate talk and thinking. Books and texts are also valuable resources as stimuli for active learning.		Most of the activities suggested require only blackboard and chalk for the teacher and paper and pencils/pens for pupils, although sets of mini blackboards for pupils are desirable in order for them to be able to display their thinking following talk. Wherever possible, images and objects can also be used to stimulate talk and thinking. Books and texts are also valuable resources as stimuli for active learning.


	=Overview=		=Overview=
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	[[Interactive teaching in literacy and language/1. Warm ups, games, and introductions\|Section 1. Warm ups, games, and introductions]]		[[Interactive teaching in literacy and language/1. Warm ups, games, and introductions\|Section 1. Warm ups, games, and introductions]]
	{{:Interactive pedagogy in literacy teaching/1. Warm ups TOC}}		{{:Interactive pedagogy in literacy teaching/1. Warm ups TOC}}


	[[/2. Talk for writing\|Section 2: Talk for writing]]		[[/2. Talk for writing\|Section 2: Talk for writing]]
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	* Word and language games		* Word and language games
	* Role play and drama		* Role play and drama


	[[/3. Group work\|Section 3: Group work]]		[[/3. Group work\|Section 3: Group work]]

Bjoern at 19:44, 10 February 2015

2015-02-10T19:44:55Z

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	* Group work and drama		* Group work and drama

	~~'''Acknowledgement'''~~
	~~The resources on this page were created by Mary Ann Wolpert of the University of Cambridge Faculty of Education.~~

Sara hennessy: /* Overview */

2012-07-08T14:05:02Z

Overview

← Older revision		Revision as of 14:05, 8 July 2012
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	* Envoys		* Envoys
	* Group work and drama		* Group work and drama

			'''Acknowledgement'''
			The resources on this page were created by Mary Ann Wolpert of the University of Cambridge Faculty of Education.

Bjoern at 09:29, 13 April 2012

2012-04-13T09:29:45Z

← Older revision		Revision as of 09:29, 13 April 2012
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	{{IPLT}}		{{IPLT}}
			{{Draft}}
	=Introduction=		=Introduction=

Bh213: /* Overview */

2012-02-13T15:04:45Z

Overview

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	=Overview=		=Overview=

	[[/1. Warm ups, games, and introductions\|Section 1. Warm ups, games, and introductions]]		[[Interactive teaching in literacy and language/1. Warm ups, games, and introductions\|Section 1. Warm ups, games, and introductions]]
	{{:Interactive pedagogy in literacy teaching/1. Warm ups TOC}}		{{:Interactive pedagogy in literacy teaching/1. Warm ups TOC}}

Sch30: moved Interactive pedagogy in literacy teaching to Interactive teaching in literacy and language

2012-02-10T14:41:56Z

moved Interactive pedagogy in literacy teaching to Interactive teaching in literacy and language

← Older revision

Revision as of 14:41, 10 February 2012

Celj2 at 15:27, 9 February 2012

2012-02-09T15:27:32Z

← Older revision		Revision as of 15:27, 9 February 2012
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	[[Interactive_pedagogy_in_literacy_teaching/Lesson Plan\|lesson plan]]:		[[Interactive_pedagogy_in_literacy_teaching/Lesson Plan\|lesson plan]]:
	{{:Interactive_pedagogy_in_literacy_teaching/Lesson Plan}}		{{:Interactive_pedagogy_in_literacy_teaching/Lesson Plan}}


	Following an interactive lesson, it is helpful to display examples of the children’s working ideas and completed work. The process and thinking that has occurred during the lesson is important. Displays can be annotated with questions and pupils’ thoughts about what they have been working on and achieved.		Following an interactive lesson, it is helpful to display examples of the children’s working ideas and completed work. The process and thinking that has occurred during the lesson is important. Displays can be annotated with questions and pupils’ thoughts about what they have been working on and achieved.