View
214
Download
0
Category
Tags:
Preview:
Citation preview
OVERVIEW•Multiliteracies Pedagogies
-Components and principles - Cambourne’s Conditions: Instructional
framework -Whole-part-whole: Instructional
framework
•Curriculum Planning and Classroom Organization
-decisions and factors
3Copyright © 2013 Nelson Education Ltd.
David Paul’s Grade 2 class
•Re-read the vignette that opens the chapter
•What do you notice?•What instructional reading and writing
strategies are demonstrated?•How is Guided Reading being delivered?•What options do the children have?•How is the space organized to maximize
learning?Copyright © 2013 Nelson Education Ltd.
4
Components
1) Situated Practice -immersion, interests, backgrounds and experiences, community, needs
2) Overt Instruction-scaffolding, funds of knowledge, support
3) Critical Framing -contextualize, relations of power
4) Transformed Practice -transfer, critical reflection, assessment
6Copyright © 2013 Nelson Education Ltd.
Principles
•Gradual release of responsibility model•All aspects of the language arts receiving
context-appropriate emphasis •Basing teaching on students’ funds of
knowledge •Ongoing professional development•Responding to context and discriminating
among a variety of resources and teaching strategies
•Negotiating socio-cultural and political factors that affect the classroom and learning
•Whole-part-whole instruction 7Copyright © 2013 Nelson Education Ltd.
Cambourne’s Conditions
•Can you see yourself using this model as a framework for your literacy teaching?
•You will use different instructional approaches but this template could exist in all of your classrooms, K through 6
Copyright © 2013 Nelson Education Ltd.8
ImmersionStudents need to be surrounded by a language rich environment that includes oral, visual, and written communication.
DemonstrationStudents need opportunities to observe models of the way language is used by making explicit the invisible processes.
EngagementStudents need to understand the powerful reasons for wanting to join what Frank Smith (1998) has called “the literacy club”.
9Copyright © 2013 Nelson Education Ltd.
Cambourne’s Conditions: Instructional Framework
Cambourne’s Conditions: Instructional Framework
Expectation Students need to be in an environment where adults believe they will acquire literacy skills.
ResponsibilityStudents need to be given opportunities to make learning decisions that facilitate ownership and independence.
Approximation Students need to feel free to make attempts as they test their language hypotheses that move them closer and closer to conventional language use.
10Copyright © 2013 Nelson Education Ltd.
Cambourne’s Conditions: Instructional Framework
UseStudents need to have opportunities to apply their developing literacy abilities in meaningful ways.
ResponseStudents need to receive feedback from knowledgeable people on their attempts at using language.
11Copyright © 2013 Nelson Education Ltd.
Whole-Part-Whole: Instructional Framework
Focus on Meaning (whole) • Immerse students to a variety of texts (visual, behavioral, print-based etc.
and discuss their meaning)• Access students’ funds of knowledge in order to connect them to the texts
and affirm identity• Learning with, through, and about whole texts
Focus on Language (part)
• Explicit teaching of skill, strategy or textual features
• Activate students’ prior knowledge about the skill, strategy or textual feature L
• Learning about how the parts function
Focus on Use (whole)• Students transfer or use what they learned• Create texts to make sense and use of new knowledge and allow students to
explore and further their identities.• Learning to apply what was learned with, through, and about texts
12Copyright © 2013 Nelson Education Ltd.
Decisions and Factors
Long-Range Planning
Cycle: planning, implementing, assessing, evaluating,
revising
14Copyright © 2013 Nelson Education Ltd.
Decisions and Factors
Materials and Resources
• basal reading series• anthologies • media• levelled readers• authentic children’s literature• non-book resources
15Copyright © 2013 Nelson Education Ltd.
Decisions and Factors
Organizing Learners
• whole-class teaching• ability grouping• interest groups• research groups• next step groups• pairs • peer tutoring• cooperative learning• individual activities
16Copyright © 2013 Nelson Education Ltd.
Time• Short time blocks
• Long time blocks
• Time Guidelines-every day, 2-3 times a week, once a week
• Integration
17Copyright © 2013 Nelson Education Ltd.
Decisions and Factors
Think back to the template …•Heather’s framework for working with
her students captures; a daily focus that is expectation based, whole group, small group and one-on-one support and the use of a range of mentor texts to enhance literacy instruction
Copyright © 2013 Nelson Education Ltd.18
Space
• layout and learner organization
• learning centres
• technology and media
19Copyright © 2013 Nelson Education Ltd.
Decisions and Factors
Diversity
•Culturally and Linguistically Diverse (CLD) Learners
•Learners who struggle•Aboriginal students•Learners identified as exceptional
20Copyright © 2013 Nelson Education Ltd.
Decisions and Factors
Planning for Learners Who Struggle with Literacy Achievement•Start at the classroom level•Offer instruction in different modes•Provide increased reading and writing
time•Match materials/context and readers•Increased time for literacy instruction•Ensure quality instruction•Take appropriate measures when
intervention is neededCopyright © 2013 Nelson Education Ltd.
21
Family Partnerships
•encouraging•sharing information•public library use•providing materials and methods•bridging home and school literacy•homework club• translation services
22Copyright © 2013 Nelson Education Ltd.
Decisions and Factors
SUMMARY• Multiliteracies pedagogies draw on theories,
components and principles that are dynamic and commensurate with a broad understanding of literacy.
• Instructionally, mulitiltieracies pedagogies can be organized using frameworks such as Cambourne’s conditions and the whole-part-whole model.
• Many decisions and factors must be made and considered when developing programming informed by multiliteracies theory and pedagogies.
23Copyright © 2013 Nelson Education Ltd.
Recommended