Embed Size (px)
Citation preview
TeachMeetExplicit Progress, Implicit Literacy
Monday 10th November 2014
Apprentice
• To identify components of effective literacy
Jedi
• To explore a literacy-centric learning activity
Jedi Master
• To judge how to adapt learning activity for own contexts
Explicit Progress, Implicit Literacy
Learning Objectives
Explicit Progress, Implicit Literacy• To identify components of effective literacy
“All teachers should:demonstrate an understanding of and take responsibility for promoting high standards of literacy,
articulacy and the correct use of standard English, whatever the teacher’s specialist subject”.
Reading Writing Speaking &
Listening
“Tell me and I
forget. Teach
me and I remember.
Involve me and
I learn.”
• To explore a literacy-centric learning activity
• To identify components of effective literacy
Learning Grid
• To explore a literacy-centric learning activity
• To identify components of effective literacy
• To judge how to adapt learning activity for own contexts
LEARNING GRID: Pupils engage with this learning activity in pairs,
and require a die and a counter each.
Pupils play on a grid of thirty-six squares which
have quotations, images, definitions, keywords,
key dates, assessment criteria, equations,
formulas, symbolic references or concepts.
Each pupil rolls their die twice in order to select
two different squares using the x and y axis.
Pupils then need to forge a connection or link
between those squares, discussing this link before
writing it down.
Pupils work independently within their pairs, but
can use a teacher’s assistance but this costs a
counter, limiting a pair’s aid to two occasions.
After a set time, pairs join with another pair to
share connections before an evaluation sheet is
completed to review learning.
• To explore a literacy-centric learning activity
• To identify components of effective literacy
• To judge how to adapt learning activity for own contexts
LEARNING GRID: While exploring quotations, definitions, keywords,
assessment criteria or concepts, pupils need to
demonstrate their ability to comprehend material
(READING).
Pupils discuss the connections and links they make,
and have to share this learning with another pair
later (SPEAKING AND LISTENING).
Pupils have to write their connections and links
down in the exercise books, and complete an
evaluation sheet as part of the plenary (WRITING).
The task causes pupils to challenge themselves
through thinking through links, and progressively
working up Bloom’s Taxonomy through the lesson.
The grids can be differentiated through changing
the content within squares, or by adding the
amount of connections pupils need to make within
one link (three or four instead of two).
Apprentice •To identify components of effective literacy
Jedi •To explore a literacy-centric learning activity
Jedi Master •To judge how to adapt learning activity for own contexts
Judge Your Own Progress
Learning ObjectivesContact Details:
[email protected] / [email protected]
www.linkedin.com/in/danielopoku
@DGOpoku87
