Teaching Approaches/Developing language - Revision history

SimonKnight: Redirected page to Teaching Approaches/Language

2012-10-13T10:56:25Z

Redirected page to Teaching Approaches/Language

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	~~{{redirect:~~Teaching Approaches/Language}}		#REDIRECT [[Teaching Approaches/Language]]

SimonKnight at 10:55, 13 October 2012

2012-10-13T10:55:53Z

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		{{redirect:Teaching Approaches/Language}}

SimonKnight: Blanked the page

2012-10-13T10:54:51Z

Blanked the page

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SimonKnight: SimonKnight moved page Teaching Approaches/Developing Language to Teaching Approaches/Developing language

2012-09-28T12:46:00Z

SimonKnight moved page Teaching Approaches/Developing Language to Teaching Approaches/Developing language

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Revision as of 12:46, 28 September 2012

SimonKnight at 15:21, 20 September 2012

2012-09-20T15:21:34Z

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			{{teaching approach header}}
	Readers should refer to the section on [[:Category:Dialogue\|Dialogue]] for guidance on dialogue. Readers should also consider the specific guidance given in the sections [[:Category:Mathematical thinking\|Mathematical thinking]] and [[:Category:Think like a scientist\|Thinking like a scientist]].		Readers should refer to the section on [[:Category:Dialogue\|Dialogue]] for guidance on dialogue. Readers should also consider the specific guidance given in the sections [[:Category:Mathematical thinking\|Mathematical thinking]] and [[:Category:Think like a scientist\|Thinking like a scientist]].

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	* Vygotsky, L. (1980) Mind in society (ed M. Cole et al.). Harvard University Press. ISBN: 0674576292.		* Vygotsky, L. (1980) Mind in society (ed M. Cole et al.). Harvard University Press. ISBN: 0674576292.
	* Wood, D., Bruner, J. S. and Ross, G. (1976) ‘The role of tutoring in problem solving’. Child Psychiatry 17.}}		* Wood, D., Bruner, J. S. and Ross, G. (1976) ‘The role of tutoring in problem solving’. Child Psychiatry 17.}}

			{{teaching approach footer}}

SimonKnight at 10:31, 14 September 2012

2012-09-14T10:31:38Z

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SimonKnight at 09:10, 14 September 2012

2012-09-14T09:10:00Z

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	\|Readers should refer to the section on [[Category:Dialogue\|Dialogue]] for guidance on dialogue. Readers should also consider the specific guidance given in the sections [[Category:Mathematical thinking\|Mathematical thinking]] and [[Category:Think like a scientist\|Thinking like a scientist]].		\|Readers should refer to the section on [[:Category:Dialogue\|Dialogue]] for guidance on dialogue. Readers should also consider the specific guidance given in the sections [[:Category:Mathematical thinking\|Mathematical thinking]] and [[:Category:Think like a scientist\|Thinking like a scientist]].

	=Developing Reading=		=Developing Reading=
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	Teachers need to provide good examples of texts so that pupils are able jointly to investigate and analyse the features as readers or as writers. Callaghan and Rothery (1998) suggest that there are three stages in this approach		Teachers need to provide good examples of texts so that pupils are able jointly to investigate and analyse the features as readers or as writers. Callaghan and Rothery (1998) suggest that there are three stages in this approach
	* [[Category:Modeling\|modelling]]: teacher shares information about the uses and features of the text type (genre);		* [[:Category:Modeling\|modelling]]: teacher shares information about the uses and features of the text type (genre);
	* joint construction: teacher and pupils work together to construct a new text sharing the same generic features;		* joint construction: teacher and pupils work together to construct a new text sharing the same generic features;
	* independent construction: pupils construct a new text in the same genre, drafting and editing in consultation with peers and the teacher.		* independent construction: pupils construct a new text in the same genre, drafting and editing in consultation with peers and the teacher.

SimonKnight at 09:05, 14 September 2012

2012-09-14T09:05:22Z

← Older revision		Revision as of 09:05, 14 September 2012
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	Readers should refer to the section on [[Category:Dialogue]] for guidance on dialogue. Readers should also consider the specific guidance given in the sections [[Category:Mathematical thinking\|Mathematical thinking]] and [[Category:Think like a scientist\|Thinking like a scientist]].		\|Readers should refer to the section on [[Category:Dialogue\|Dialogue]] for guidance on dialogue. Readers should also consider the specific guidance given in the sections [[Category:Mathematical thinking\|Mathematical thinking]] and [[Category:Think like a scientist\|Thinking like a scientist]].

	=Developing Reading=		=Developing Reading=

SimonKnight at 09:04, 14 September 2012

2012-09-14T09:04:05Z

← Older revision		Revision as of 09:04, 14 September 2012
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	Readers should refer to the section on [[Category:~~Dialogue\|~~Dialogue]] for guidance on dialogue. Readers should also consider the specific guidance given in the sections [[Category:Mathematical thinking\|Mathematical thinking]] and [[Category:Think like a scientist\|Thinking like a scientist]].		Readers should refer to the section on [[Category:Dialogue]] for guidance on dialogue. Readers should also consider the specific guidance given in the sections [[Category:Mathematical thinking\|Mathematical thinking]] and [[Category:Think like a scientist\|Thinking like a scientist]].

	=Developing Reading=		=Developing Reading=

SimonKnight: /* Recent research into reading comprehension (or making meaning from texts) */

2012-08-30T17:19:51Z

Recent research into reading comprehension (or making meaning from texts)

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	=Developing Reading=		=Developing Reading=
	==Recent research into reading comprehension (or making meaning from texts)==		==Recent research into reading comprehension (or making meaning from texts)==
	{{adaptedfrom\|Improving Reading - Research Summary\|Over the last few years there has been a renewed research interest (Pressley 2000, Kintsch 1998) into what is called, in the USA, ‘reading comprehension’. This renewed research interest is not, however, a return to the concept of comprehension current in the period from 1945 to 1980. At that time the research was characterised by attempts to identify the sub-skills of comprehension, then to establish some sort of hierarchy and then to teach these identified skills to pupils in progressive order. (Such an approach is still to be found in some reading comprehension exercises.) Rather, the renewed research focus is based on seeing the child as actively engaging with the text to create meaning. It emphasises the acquisition of strategies whilst engaged in authentic reading, rather than being taught as a separate suite of skills; it has broadened the range of strategies to include both cognitive and interpretive strategies and it uses a problem-solving approach. It also recognises the impact of reader differences and the wider socio- cultural context within which any act of reading takes place.		{{adaptedfrom\|Improving Reading - Research Summary\|Whole\|Over the last few years there has been a renewed research interest (Pressley 2000, Kintsch 1998) into what is called, in the USA, ‘reading comprehension’. This renewed research interest is not, however, a return to the concept of comprehension current in the period from 1945 to 1980. At that time the research was characterised by attempts to identify the sub-skills of comprehension, then to establish some sort of hierarchy and then to teach these identified skills to pupils in progressive order. (Such an approach is still to be found in some reading comprehension exercises.) Rather, the renewed research focus is based on seeing the child as actively engaging with the text to create meaning. It emphasises the acquisition of strategies whilst engaged in authentic reading, rather than being taught as a separate suite of skills; it has broadened the range of strategies to include both cognitive and interpretive strategies and it uses a problem-solving approach. It also recognises the impact of reader differences and the wider socio- cultural context within which any act of reading takes place.

	Pressley (2000) has undertaken a major research review in this field and he offers a list of approaches to reading development, and particularly comprehension development, which represent an up-to-date synthesis of all the major strands of research-derived strategies for improving reading. Some of it is particular to Key Stages 1 and 2, but much of it is directly relevant to Key Stage 3.		Pressley (2000) has undertaken a major research review in this field and he offers a list of approaches to reading development, and particularly comprehension development, which represent an up-to-date synthesis of all the major strands of research-derived strategies for improving reading. Some of it is particular to Key Stages 1 and 2, but much of it is directly relevant to Key Stage 3.