Methodologies to support the teaching of English and Communications

1. Methodologies to support the teaching of English and Communications

2. Leaving Certificate Applied Key Underlying Principles • student centred curriculum • personal and social development • integration across the curriculum • team work • basic skills (literacy) • active teaching/learning methodologies • reflection • links with the community

3. Learning Styles ’75% of teachers are sequential, analytic presenters and 70% of all their students do not learn in that way’ Eric Jensen

4. Methodologies V = Visual A = Auditory K = Kinaesthetic

5. VAK • Visual • video, OHP, slides, flip-chart, chalk • lively and engaging text-books • memory-mapping, collage, learning-centres • key-words displayed around room • Auditory • paired & group discussions, group reviews • guest speakers • mnemonics, onomatopoeia • tape • debates • Kinaesthetic • mime • field-trips and visits • role-play • design and build activities

6. Visual Learner • Underline, highlight, use coloured markers • Make colourful mind maps • Draw pictures, symbols or graphs • Make mental pictures and project them onto an imaginary Mental Movie Screen • Use flash cards using colourful paper • Acronyms • Take notes (keep a notebook)

7. Auditory Learner • Discuss what you learned with a friend (may be imaginary) • Record material on a tape recorder and play it repeatedly • Put to a musical rhythm or song (e.g a rap) • Teach by questioning to draw as much as possible from them before filling in the gaps • Talk to yourself, sing or read out loud when studying (instructions should be made orally)

8. Kinaesthetic Learner • Use hands-on activities where possible • Imagine being in the experience • Explain to an imaginary audience • Build in movement • Take frequent study breaks • Play music, when appropriate, during activities • Skim through reading material to get a rough idea what it is about before settling down to read in detail

9. Focus PRIMARY - LEARNING TO READ SECONDARY - READING TO LEARN

10. B-D-A Lesson Format Traditional Format Active Engagement Format Activate & build prior knowledge Make predictions Raise questions Set purpose Guide Active Silent reading Clarify, reinforce and extend knowledge Before Reading Assign Reading During Reading Read Assignment Discussions to see if students learned main concepts what they “should have” learned After Reading

11. Before Reading Strategies Activities should • Emphasise methods of merging reader, text and context enabling students to • Set appropriate reading purposes • Recall related prior knowledge • Preview and predict what the text will be about • Select reading methods to suit their purposes and the texts • Raise questions

12. Before Reading - Strategies • ANTICIPATION GUIDE/ WALKING DEBATE • KWL • SQ3R • KEY WORD CATEGORIES • FINDING SIGNAL WORDS – FLOW CHART

13. Anticipation Guide “What we already know determines to a great extent what we will pay attention to perceive, learn, remember and forget” (Woolfolk 1998) Purpose • To activate prior knowledge and experience and to think about the ideas they will be reading • Encourage students to make a personal connection with a topic so that they can integrate new knowledge with their background experience and prior knowledge • Helps to develop a sense of purpose in reading text

14. Word Sorts - Purpose • To classify words into categories based on student’s prior knowledge and experience • To organise and remember vocabulary and concepts • To generate reading anticipation through prior knowledge and inferences

15. Word Sorts - Procedure • Select 15 – 20 words important to the lesson Include both familiar and unfamiliar words • Ask students to categorise the words based on prior knowledge or assumptions • Individual or group work • Closed word sort – provide student with categories • Open word sort – student with categories that make sense to them • Number sorts

16. Organisational Patterns • Sequence • Comparison • Problem/ Solution • Pro/ Con • Chronological • General to specific • Cause/ Effect

17. Place Mat – Purpose • Increase participation • To encourage students to share ideas and come to a consensus on a topic • To activate the sharing of prior knowledge • To help students share problem – solving techniques in maths, construction studies, enterprise etc

18. Place Mat - Procedure • Students divided into small group, gathered around a piece of chart paper • Issue or question written in the middle or written on a blackboard • Students think about the question and write down their ideas in their own section • Students share ideas to discover common elements which can be written in the centre of the paper

19. During Reading Strategies Activities should enable students to • monitor their comprehension (through a variety of strategies) • experience and acquire diverse fix up strategies to improve their understanding where necessary

20. During Reading - Strategies • Think aloud • Thing – Pair – Share • SQ3R • Graphic organisers - Fishbone - Venn diagrams

21. Think Aloud - Purpose Allows students to see what you think by narrating how you think as you read text or discuss an idea • Helps students to develop their ‘internal reader’ • Allows student to see that reading is complex process

22. Think Aloud – Procedure • Think aloud strategies are not a sequence but a set of habits of mind common to all effective readers • Predict • Describe • Compare • Make connections • Monitor and correct • Question • Clarify • Apply previous or new knowledge • Identify what is important • Troubleshoot what is important • Troubleshoot and problem solve • Speculate

23. Think/ Pair/ Share • Students individually consider an issue or problem and then discuss their ideas with a partner • Reflect on subject content and vocabulary • Deepen understanding • Develop skills for small group discussion such as listening actively, disagreeing respectfully, rephrasing ideas for clarity and turn taking • Examples Social Education - ethical issue Maths - solve a word problem Hotel Catering & Tourism - ingredients Your course - ‘ ‘

24. Fishbone Mapping Graphic Organiser - Purpose • To help students visually organise causal relationships in complex ideas or events • To increase awareness of cause and affect • To develop the ability to organise material covered • To see a pattern to material covered

25. Fishbone - Procedure • Begin by recording the end result of the idea or event you are mapping • Ask students to work backwards by identifying and recording the causes of the event or resulting idea or discovery • Students should then analyse the causes and fill in the details about each one

29. After Reading Strategies Should teach students • To review their understanding of text • Relate new ideas to their background knowledge • Revisit the text to clarify and extend meaning • Make responsible interpretations and criticisms of ideas of text • Revise their thinking • Apply the infomation to other texts and disciplines • Remember crucial learnings for future application • Summarise • Evaluate

30. After Reading Strategies • Frayer Model • Concept Model • Framing Questions • Graphic Organisers • Vocabulary Charades • QAR • Framing Questions • Wait Time • Writing Frames • Exit Cards • Semantic feature analysis

31. Frayer Model - Purpose • Identify unfamiliar concepts and vocabulary • Create a visual reference for concepts and vocabulary • Activate prior knowledge to make connections among concepts • Compare attributes and examples • Think critically to find relationships between concepts and to develop deeper understanding • Make personal associations/ connect to the text • Students analyse a word’s attributes by choosing examples and non-examples of concept • Know what a concept isn’t helps define what it is

32. Frayer Model - Procedure • Brain storm as a whole class to create a list of words/ phrases that connect to the concept • Form small groups • Students place words and phrases from the brainstormed list into appropriate sections of Frayer Model • Students list some non examples • Ask reporter from each group to present the group’s Frayer Model • Individual Frayer Model • Use different coloured pen to add further information later on in the unit of study

35. Wait Time • Brain research tells us that if the brain feels threatened, it tends to shut down • When students have time to think about and then share/ rehearse with a partner before sharing publicly they are more likely to feel secure and experience success • Research shows that most teachers wait time is measured in hundredths of a second

36. Framing Questions • Question framed in such a way that each student is held accountable to think • Greater chance of participation • Provide an opportunity to rehearse within the safety of one’s mind or between partners prior to sharing publicly with the class • Maximises the brains effectiveness through creating a state called ‘relaxed alertness’ Teaching and The Human Brain Caine & Caine • The brain functions more effectively when it does not feel threatened and when it has time to talk to others Beyond Monet. Bennet and Rolheiser

37. Framing Questions - Examples • Who can tell me the difference between ________ and _________? • Think to yourself for 10 seconds and then be prepared to share an answer when asked. What is the difference between chipboard and plywood? • We planted grass seed in our last class. Discuss what you did, as part of the process, with a partner for 30 seconds and then I will ask several of you to respond • John, what is the difference between white and wholemeal flour? • Thumbs up if you agree, thumbs down if you disagree and be prepared to defend your answers • Think to yourself for 10 seconds, share you ideas with a partner and I will then call on a few people to answer the question

38. Blooms Taxonomy • Knowledge - recall, recite • Comprehension - explain, provide examples • Application - act on understanding • Analysis - compare/contrast, pull apart • Synthesis - reinvent, create, look at in a new way • Evaluation - judge based on criteria

39. Question/ Answer Relationships • Right there • Think and search • You and the author • On your own