Know what your pre-service teacher has learnt about literacy in curriculum studies?
The topic I shall discuss is the teaching of Literacies across the Disciplines in Middle and Secondary Years; this topic is implemented in the pre service teacher’s third year at university.
The emphases of this study, briefly are:
Teachers of each different discipline are responsible for the teaching of the associated literacies alongside the teaching of the content of their discipline.
The pedagogical move of teachers teaching the literacies of their disciplines is logical, for example:
· A mathematical teacher needs to teach how her/his students read questions eliminating the unnecessary words and concentrating on the essential message. As well they compare mathematical vocabulary and generally used words.
· A science teacher shows students how to read and understand more abstract scientific information. They show ways that their students investigate, reason, talk and problem solve and write structured science reports.
· A geography teacher, teaches the meanings of geographical terminology and assists their students develop skills in decoding maps and statistics.
Teachers articulate an informed view of literacy, so they can interrogate their classroom practices.
· Teachers define and explain the concepts of literacy and understand the implications for the classroom. There is a multiplicity of literacies, for example, traditional, multimodal.
A thrust of this course is learning about developing pedagogy that leads to successful outcomes for classroom students.
· Pre-Service teachers learn how they are supported by the use of planning frameworks, pedagogy that supports students' learning as they gradually work towards independence / successful outcomes.
v
Tutorial 1 THEME Setting the scene and reading effectively.
Pedagogy is evident, even in the
first tutorial’. ‘Setting the scene’ is the requirements for successful involvement in this topic. You could align this with school
students needing to know exactly, the prerequisites of their study for the day
or future assignments.
In general, the course involves:
Within the tutorials 1-12, pre service teachers learn
about the requirements of each of the Assignments (3 major and 2 minor
assignments): they are reminded of the software that detects plagiarism: an
essential text book reading is listed each week, alongside a number of journal readings of
which they choose one to read and write about in their double entry journal (DEJ) and
discuss in class. The comparison of readings confirms a consensus of beliefs, peer reviews and research about teaching / learning. The discussion begins with quietly reading
their journals for 5 mins, and speaking from memory beginning with one in the
group referring to his/her open-ended question (one aspect of the journal). During
the discussions / answering questions, pre service teachers have prior
knowledge from their readings. Pre service teachers feedback their thoughts and
discoveries; they learn from each other. They are constantly reminded, “What
are the implications for you as a teacher?” During
every tutorial, they are involved in activities that reinforce the
learning theme. They complete assignments
which build on this physical environment. It is a new theme each week; some weeks previous
themes are built on previous learning, e.g. literacy, genres, assessment. Students learn
that to write successful essays they have interesting and to-the-point introductions: each
paragraph they think about the WHAT, HOW, WHY and the conclusion sums up the
main points.
Reading for Meaning
The constructivist approach (Piaget's theory of cognitive development, where there is an interaction between past experiences and new learning) is evident when determining pre service teachers' reading experiences. Each pre service teacher is given a Motivation
to read questionnaire to complete. (This questionnaire is the basis for
Assignment 1 where students link information from the initial readings to their questionnaire).
As
pre service students will be reading pertinent readings throughout the semester
and these will be discussed in the workshop, they need to understand what they
are reading. They learn that asking themselves questions helps them read in a
meaningful way, for example,
-
"What
does this mean?"
-
"Why
is he / she drawing that conclusion?"
- "Why
is the class reading this text?"
etc.
Students are advised to write
questions and comments in the margins, highlight information on the computer or
use post-it notes relating to each essay in the text book and journal articles
and respond in a double entry journal that is occasionally seen by their tutor
(a type of informal assessment to make sure they have captured the meaning of
the texts and their thinking is extended further). They can approach the tutor at
any time.
Tutorial 2 THEME constructive teaching of literacy
happens if students understand what literacy involves. Teachers continually
reflect on their personal experiences of literacy learning.
The
students are introduced to literacy associated with Disciplines which is
defined as the confluence of:
• Content knowledge
• Experience and skills
• Ability to read, write, listen and
speak
• Think critically in a way that is
meaningful within the particular content area.
Pre service teachers are introduced to the difference between
teaching strategies and pedagogy.
Teaching strategies describes the operations students
carry out when they are memorising, recalling information, and methods of
functioning. Teachers use the right strategy to teach a particular
concept. It could be using a Venn diagram to compare (analysis), or using a mind
map to show main points.
Pedagogy deals with the broad principles (theory) and
practices of teaching. For example, a teacher believes that teaching and
student knowledge and skill development necessitates the pedagogy of explicit
teaching, for example, scaffolding (discussed in later tutorials): teacher talk
is clearly focused on learning about language and literacy and is connected to
disciplines: lessons are interactive, student centred (examples are, experimentation
(trial and error), investigation through the asking of open-ended questions.
A teacher plans using a framework of beliefs. For
example, multiliteracies pedagogy – situated practice – I believe
that, students in the classroom must be given opportunities to demonstrate existing
knowledge on which to build new learning: overt instruction – I believe
that, through assessment, the identification of learning needs are evident -
providing interventions, relevance and using the practice of modelling are essential for successful student learning outcomes: critical framing – I believe that students,
as they learn new material, understand that because of different perspectives, the need to
analyse, infer, interpret, explore and develop reasoning strategies are necessary:
transformed practice – I believe, that students apply knowledge in multifarious
situations. For example, by comparing genres, students are able to move from
one genre to another; this flexibility is a requirement. (The New London
Group. 1996).
The use of frameworks, such as the multiliteracies
pedagogy are introduced; pre service teachers realise that using such pedagogy
they can plan in depth programmes and assess those programmes.
Overt instruction is achieved through modelling and
this pedagogy is embedded into each tutorial. For example, for assignment 1,
students are supported by being shown examples of reflection / exposition
essays.
A teacher putting in place Brian Cambourne’s Conditions
of learning (1988), ensures autonomous, ongoing and professional judgement:
Immersion,
students are surrounded by a rich environment of literacy and language.
Demonstration,
a teacher illustrates the thinking to problem solve; h/she models writing structures
Engagement,
students are actively engaged in new learning that is meaningful to their
lives.
Expectations, a teacher believes that each student can and will
learn.
Use,
students use their knowledge to
write, present, explore and experiment.
Approximation,
students are in an environment where they feel secure when taking risks.
Response, feedback from the teacher is essential; peer and
self-evaluation are also
within the context of daily
instruction.
Tutorial 3 THEME Continue to build an
understanding of literacy
Content is defined by the
terms discipline and / or learning areas.
To
embed literacy into content areas pre service teachers, understand that:
• disciplines /
learning areas differ from each other; ways people communicate and use a range
of literacy practices are distinct.
• pre service
teachers use a range of practices and resources to cater for a diverse range of
students. They keep relevant information and skill development at the forefront
of their lesson planning.
For any teacher, planning discipline / literacy programmes is purposefully contextualised within the content being taught; teachers
keep literacy concepts in mind when teaching any understandings in mathematics,
English, drama, science etc. This pedagogy is assisted when they use a literacy
planning and assessment framework.
Luke and Freebody’s, Four Resources (1999) is a
pedagogical framework which ensures all aspects of literacies are covered;
students meet the literacy challenges of all fields of learning.
Code breaking
being able to decode and encode the language structures (vocabulary, grammar,
sentence structures, paragraphs, technology). Text participant, students
use different streams of knowledge – content, context, purpose, audience to
comprehend and as a text user, they apply this knowledge,
choosing and transforming it into other forms of communication: text analyst
understanding text is crafted according to the message authors want to convey;
thinking critically happens in a meaningful way within the study of the content
of particular disciplines.
Teachers plan and assess making sure all the Four
Resources are covered in a complete programme of learning.
The pedagogy is about knowing that all parts of literacy in Secondary / Middle school is important for students to build a repertoire of literacy knowledge and skills.
Tutorial 4. THEME In each learning area (discipline),
literacy and language are both generic and content specific.
Making the learning more authentic,
pre service teachers create a typical person working in a career reflecting their
learning areas.
They examine James Gee (2001) identity theory, “Being recognized as a certain
‘kind of person’ in a given context…” James Gee’s theory is about the secondary
Discourse which is learnt through interactions outside the family – identifying
with a socially meaningful group (so applicable to middle and secondary
classrooms!) There are differences
based on social and cultural views of identity.
Dispositions (‘habits of mind’) are
developed; students think of themselves as a science person, art and drama
person, as they study the content and literacy of their discipline.
Pre service teachers investigate the
identity theory through thinking about the types of texts read in various
careers (relating to pre service teachers’ disciplines). Pre service teachers
explore, by answering these questions:
• What are the purposes
of these texts? E.g. do they persuade, instruct: are they entertaining,
provide instructions, critique…?
• What is the structure
of the texts?
• Are the texts
long or short?
• What forms do
these texts usually take?
• Are visual elements
important in written texts?
• What language
structures are used in these texts:
-
Are there some
common words or phrases?
-
Is there a unique
vocabulary?
-
Is the language
personal or impersonal?
-
What circumstances are pronouns used?
Pre service teachers discuss this follow-on question, What
do teachers need to understand about texts in their learning areas, for students
to be successful in the particular learning area?
Tutorial 5 THEME Assessment needs to be an integral
part of teaching and literacy learning …
Assessment /
planning (referring to the Four
Resources).
Assessment indicates what types of knowing and
learning are valued. Learners construct their identities from assessment and
feedback. Assessment shows what content has been mastered and how it relates to
future learning. Learning, assessment and teaching influence one another
(teaching practices may need to be changed or refined).
Pre service teachers record assessment tasks to complement each of L
& F’s Four
Resources, code breaker, text participant, text user, text analyst. They consider,
• Assessments that are formal? Learning outcomes at the end of a study, summative (e.g.
rubrics). Assessment task could be…
• Which are informal?
Ongoing as a student is ‘doing’ (e.g. guiding, conferencing, conversation). Formative,
aim is to help improve. Immediate feedback / modelling.
• Are there any
examples where students will not be aware there is an assessment process
occurring? Observation and teacher noting (e.g. noting during a
presentation, debate, quizzes, working in small groups).
• Which assessment
tasks or processes will be particularly useful for shaping the teaching in the
lesson or unit of work? Pre service teachers Opinion…
• Is there a time
where assessment seems more difficult or where informal assessment would
predominate? Examples: difficult, when students do not have the
understanding or skills to complete the assignment being assessed / they do not
know what the assessment entails. Putting in place a summative assessment, when students (or
student) are building competency in a newly learnt concept
and / or skill, during Guidance.
Comparing
classroom assessments with high-stakes texts e.g. PISA (world high-stakes testing), NAPLAN. Can high-stakes testing
be considered ‘an integral part of teaching and literacy learning?’ Pre-service
teachers discuss these questions:
• Does
high stakes testing reduce the curriculum to only that which is covered in
tests?
• Does
preparing for tests result in hours of passivity?
• What
happens to motivation?
• Are
high stakes testing a ‘one-size fits all’ approach?
• Do
students have the flexibility to transform knowledge and skills learnt in the
classroom
to high stakes testing systems?
Tutorial 6 THEME Texts from
popular culture offer a plethora of possibilities for literacy learning.
Planning using the Australian Curriculum.
Understanding that
there is a place for linking outside-the-classroom literacies, with classroom literacy
learning, students should be equipped with the critical thinking that
investigates text types such as magazines, their social purpose, analyse how
they are constructed and their purpose.
The pedagogy is explicit teaching where the texts are
deconstructed and similar texts are produced by the students.
During
the tutorial, pre service teachers:
• Learn
that their students are made familiar with a range of written, oral and visual
texts and are able to select appropriate texts, and ways of dealing with texts (LO
1);
• Understand
a range of teaching strategies that support students’ literacy development and
be able to use these strategies effectively (LO4);
• Are
able to embed literacy teaching into their content areas (LO5);
• Are
able to articulate an informed and defensible personal view of literacy so that
they can interrogate their classroom practice for consistency;
•
Learn that there are some
key reasons for using popular culture for literacy learning in the classroom.
Creating a classroom environment where learning is successful and motivating
for all students; students see it relating to their lives.
Q. What are the benefits and limitations
of using popular culture in the classroom?
Connecting learning
to student’s lives and linking the learning to school learning. It is learner centred.
A teacher adopts a constructivist approach addressing how students learn - they
link any new learning to prior experiences: value students’ points of view:
structure lessons that challenge student’s suppositions: promote higher-order
thinking. Students understand the complex
production and purposes of social texts. It may apply to unmotivated
students to change attitudes. There are varied text types in, say, magazines –
math puzzles, information about countries, issues, advertising.
X May not be seen as in-depth
learning. Teachers, will need to have a belief that pop culture can be
creative and have depth. They need to critically frame the texts and meld
literacy concept learning using pop-culture as a resource.
Pre service
teachers are made aware of the role the Australian Curriculum plays. They
locate the literacy continuum
Australian
Curriculum > General capabilities > PDF documents > Literacy
They select a learning outcome for either Level 5
(typically to be achieved by
the end of Year 8) or Level 6 (typically to be
achieved by the end of Year 10).
Pre service teachers plan for learning using backwards design:
1.
Determine the target achievement
standards (knowledge, understanding, skills). Outcomes - what will students need to know and be
able to do by the end of the unit or section of work?
|
2.
Identify
what will count as evidence of achievement of the standards.
3.
Identify
the appropriate assessment task
|
4. Select activities that will enable students to
acquire the target knowledge, understandings and skills. Plan appropriate
teaching strategies and resources. Ensure a mix of learning by discovery and
overt instruction. Develop learning activities using popular culture.
|
Tutorial 7 THEME Students need to understand the link between genre
text structures and language structures so they are able to successfully engage
with content area learning.
Pre service teachers:
•
Become familiar with a range of written, oral and
visual texts and are able to select appropriate texts and ways of dealing with texts for middle and secondary school students (LO1).
•
Understand that a text is influenced by who wrote it;
when, where and under what circumstances it is written; its intended
audience and purpose: these are contextual understandings (LO 2).
•
Know the language structures and features of different
types of texts, why they are significant, and ways of teaching them in
classrooms (LO 3).
Teachers who are confident writers
are able to construct texts in front of their students. Teachers who know what language
structures (grammar) are part of text structures, are able to deconstruct
texts.
Genre pedagogy framework.
Developing
registers - field, (content), tenor (the tone e.g. bias, empathy, humour),
mode (the style
of writing e.g. persuasive language: statements, questions: vocabulary).
Registers
determine the genres.
Setting
the context – building the field, understanding the topic.
Deconstruction,
explicitly using models to highlight text and language structures
Joint
construction, sharing knowledge and writing in front of the students.
Independent construction, familiarisation assists
students to assume greater responsibility for constructing their texts.
Pre-service teachers move from one Station to another,
experiencing different tasks that highlight particular literacy learning e.g.
writing a Response using a guide. What is your knowledge about language forms?
Tutorial 8 THEME Place based
education. Understanding,
student’s context - their local place as a basis for authentic and motivating learning.
Place-based education is an approach which can engage students in learning the required
literacy relating to content.
Place based education is the process
of using the local community and environment as a starting point to teach
concepts in English, arts, mathematics, geography, science, and other subjects
(disciplines) across the curriculum. Emphasising hands-on, real-world learning experiences,
this approach to education increases academic achievement, helps students
develop stronger ties to their community, enhances students appreciation for
the natural world, and creates a heightened commitment to serving as active,
contributing citizens.
It engages many students who are
disinterested.
Place based education is not a
one-off excursion but a long-term study. It is best achieved if it is a whole
school strategy and it is interdisciplinary (a number of disciplines are
involved).
To give all teachers undertaking
Place based education there needs to be a mutual point of understanding, for
example, they begin with a common text, a broad topic, a big open-ended question.
Teachers plan together and learn from
each other. They know the knowledge and skill development that are needed: day-by-day
activities / tasks are planned: culminating events that relate to their
discipline and the theme happens.
It must be remembered that when
necessary, disciplines still maintain their individuality.
As classroom teachers work together,
cross curricular conversations find new ways of presenting learning that often
involve innovative techniques.
Pre service teachers in groups of 4,
for example, maths, science, geography and history persons work together and
create a topic, learning outcomes, a lesson and an assessment. The environment
chosen is the university building, grounds.
Tutorial 9 THEME Equity understand links between
disadvantage and literacy learning required
Pre service teachers learn about the supportive pedagogy
of Scaffolding (see diagram in this section).
By adopting the teaching practice of scaffolding,
teachers show the purpose of the learning; modelling learning is understandable
to the students and momentum is created by building new learning on prior
knowledge and skills. When teachers scaffold it reduces uncertainty,
frustration and disappointment when their students are involved in independent
tasks and assessment tasks. Although scaffolding involves all abilities, it is
especially important for delayed learners or students who have additional
languages or dialects. When using the practice of scaffolding, teachers cater
for diversity and furthermore, it sets a daily organisation framework where
teachers begin with the whole class, move to working with small groups and
individuals and then students working mostly unassisted.
Pre-service teachers, Access
the MySchool website on their devices:
Find a School function to
locate one of four listed schools.
X
X
X
X
Look at the information about the school profile. Note
the ICSEA score (the national average is 1000), distribution of students across
the various income quartiles, and information about specific groups of
disadvantaged students.
They then access the NAPLAN (Australian high stakes testing) and discuss where the states are situated and any other information
they find (they also refer back to the discussions relating to high stakes
testing (e.g. PISA) especially, Are high stakes testing a ‘one-size fits
all’ approach.
Pre-service teachers are given a copy of a basic essay
and note the text structure and the language features of this text. They use
the basic essay to:
•
Develop a
scaffold to show the text and language structure of this basic essay. What metalanguage will be used? Metalanguage,
a language
used to discuss, describe, or analyse another language, for example language
that describes the function of prepositional phrases.
or
•
Write an
introductory paragraph for a class of junior secondary students.
Pedagogy: Scaffolding
SCAFFOLDING
/ EXPLICIT TEACHING COMPONENTS AND SHIFTING RESPONSIBILITY TO THE STUDENT
(Vygotsky.1978. Zone of proximal development)
(Pearson, PD & Gallagher, MC.1983. Instruction of
Reading Comprehension. Contemporary Education
Psychology 8: 317-344
Teacher
provides maximum support / scaffolding
Generally
whole class
|
Guidance
groups,
individuals
|
Student takes major responsibility
|
Immersion,
focused, in-context instruction about literacy in context (content)
New Learning
Making
connections, deconstructing, constructing
|
Specific concept, skill practised, building
competency
Formative assessment
Conferencing, conversation
|
Completing independent tasks
Feedback, monitoring progress, reporting
Summative assessment
|
Tutorial 10 THEME We need to understand how English as
an additional language (EAL/D) or dialect students differ from their native
speaking peers when acquiring literacies.
Diversity is a reality and is welcomed. Aboriginal students / EAL/D
students maintain
identities, cultures, and language use by being involved in multi-modal learning (learning is
presented in more than one semiotic code – print, image,
sound music movement, video etc.)
Understand a range of teaching strategies that support students’
literacy development and be
able to use these strategies effectively (LO4).
Pedagogy: Scaffolding (as in Tutorial 9).
Formative assessment refers to a wide variety of methods that teachers use to conduct
in-process evaluations of student comprehension, writing, learning needs, and
academic progress during a lesson, unit, or course.
In other words, formative
assessments are for learning, while summative
assessments are of learning.
•
Strategic
Questioning
•
Think-Pair-Share
•
Quizzes, multiple
option questions
•
Exit Tickets
(what have you learned today?)
• At lot of
formative assessing happens as student’s are doing; improving as student’s read, write, problem solve, research. During scaffolding’s Guidance, teachers
work with and address students’ individual needs.
Examples
of Summative assessment
• State assessments
• State assessments
• Benchmarks or interim assessments, diagnostic assessments
• End-of-unit or chapter tests
• End-of-term or semester exams. Note: summative assessments can be distributed across a course, which helps scaffold students’ learning
• Scores that are used for accountability for schools (Annual Yearly Progress) and students (report card grades).
Tutorial 11 THEME Assessment is important for
designing future learning and for documenting learning that has been achieved.
Consistency in assessment is important.
Principles of assessment
are,
• an integral
part of teaching and learning
•
educative
• fair
•
designed to
meet specific purposes
• informative reporting
•
school-wide evaluation processes.
Pre
service teachers in groups create a rubric, criteria and levels of achievement (for Assignment 5, when marking their peers summaries (tutorial 12).
To
ensure assessment is fair and informative, pre service teachers learn about moderation.
It can be time-consuming, but as teachers meet and discuss, it leads to
teachers thinking and acting in a similar way when assessing. There are a
variety of understandings and practices around moderation and research
indicates that the meanings of moderation include:
•
Consistency in assessment and marking;
•
Process for ensuring comparability;
•
Measure of quality control;
•
Process to look for equivalence;
•
Maintaining academic standards to ensure fairness;
•
Part of quality assurance.
Pre moderation, school
staff meet to interpret marking guidelines, view and discuss the rubric and
work from the rubric to mark, for example, a piece of writing.
Comments pre service teachers become aware of:
"I
think moderation is where you’ve got different groups of students and you have
to make sure they’re marked with equal fairness."
"Moderation also ensures that assessment is both valid and
'fair'
"Moderation
is not a summative process, it's right from the beginning."
The Transnational Education via Partnerships Policy as regards universities, requires an
annual review to monitor compliance with the terms of a Transnational Course Agreement.The agreement seeks
to maintain academic quality and integrity and seeks to enhance the quality of
student experience.
At faculty
level tutors come together with samples of marked student work for discussion
and decisions on common standards.
Assessment
for the Australian Curriculum is based on comparison with statements of
achievement from the curriculum document. Work samples are available on line,
presented as portfolios for various subjects and specific year levels.
The
portfolios comprise samples of student work which have been annotated and
reviewed by teachers and curriculum experts. English, mathematics, science and history
etc. work samples are found as PDF documents in year level achievement
standards in each learning area. Other portfolios appear at Home page AC >
Resources > Work samples.
Pre service
teachers are given a copy of student writing. They consider the achievement of
literacy
which is demonstrated by the author of this text.
Small
groups work together following these directions:
• First, identify the strengths of
the text – related to the structure and the language
features used. Some
interesting strengths of this text should be recognised in the
assessment
process;
• Move beyond the spelling; but the language structures are important as they meaning
making;
making;
• Secondly, look at other aspects of
the text. In particular what has this Year 8 writer
achieved with this piece of
writing? What future learning needs to happen?
Whole class
discussion:
• Arrive at a consensus about the aspects
which have been achieved;
• What needs further work.
To assess the knowledge of the pre service teachers a
knowledge quiz – hands on heads No / hands on hips Yes to statements read by
two pre service teachers, is a fun-way to assess pre-service teachers’
knowledge (and reinforce knowledge).
Tutorial
12 THEME Experience with moderation of assessment.
Reflection on students’ ideas about being a teacher of
literacy in middle and secondary school classrooms.
For
Assessment:
Pre service
teachers have written a short summary of a chosen theme studied during the
course. Their peers will mark the summaries; they try to be consistent, comparing
evidence with their created rubric (developed week 11) and they give feedback.
For Moderation:
To
provide validation of their assessment decisions, they give their marked work to
a peer to post-moderate. This will substantiate their assessment decisions.
The
assessment task for this class relates to the AITSL Graduate Standards:
• 5.1
Assess student learning
• 5.2
Provide feedback to students on their learning
• 5.3
Make consistent and comparable judgements.
Pre service
teachers always express positive thoughts about this process. It maybe that
they are relieved to know that tutors have a moderation process!
For the reflection on students’ ideas about being a
teacher of literacy in middle and secondary school classrooms, students refer
to a reading which has listed pertinent points about being an effective teacher.
In general, they:
• Assess, plan linking
lessons within a larger frame (a programme);
• Use effective pedagogies;
• Plan inquiry
topics, where students investigate, use critical thinking strategies – active, stimulating
learning happens;
• Immerse students
in learning, activate prior knowledge make connections to new learning experiences,
introduce new learning in a way that stimulates students’ interest;
• Guide learning -
activities to practise skills; during the activities teachers and peers interact;
• Move from
acquisition learning (e.g. scaffolding) to learning where they are actively
engaged in groups or individually e.g. Research Big open-ended question / students
develop their own questions to research;
• Implement authentic
programmes; open-ended tasks, choice of tasks and topics,
learning within a
context. Students collaborate and interact with each other. The
classroom environment is supportive, pleasurable, successful, goals are achieved,
learning connects home and community;
• Make sure there
is continuity and cumulative literacy learning;
• Transfer learning
e.g. knowledge into tasks / assignments; they review/reflect on what has been
learned;
• Use explanation
and deconstruct reading / research into analytical parts;
• Technologies, how
to choose / use for particular purposes;
• Aboriginal
students / EAL/D students maintain their identities, their cultures are valued, language is enhanced by multi-model programmes;
• Use language that
is explicit, clear and knowledgeable;
• Organise the
learning to meet students’ needs; they move from whole class, small
groups, individual scenarios.
groups, individual scenarios.
As a denouement, pre service teachers
watch a video about varied animals at school - reinforcing differences in the
classroom.
I am sure that all year level teachers will relate to this information. Pedagogies are the determiners when effectively implementing learning in the classroom.
Please note the draft format was terrific
The published format, a bit wonky ?
Please note the draft format was terrific
The published format, a bit wonky ?
Liz 🙄
