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Conclusion

Conclusion. Teaching strategies demonstrates understanding of the interrelationships between language modes . Rationale. The study of English is central to the learning and development of all young Australians. 1. Confident communicators 2. Imaginative thinkers 3. Informed citizens.

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Conclusion

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  1. Conclusion Teaching strategies demonstrates understanding of the interrelationships between language modes.

  2. Rationale • The study of English is central to the learning and development of all young Australians. • 1. Confident communicators • 2. Imaginative thinkers • 3. Informed citizens

  3. Language modes • Language modes are based on the idea that communication cannot occur without responding and composing • The language modes categorise the different types of skills involved in responding and composing. • There are three groups of language modes. 1. reading and writing 2. listening and speaking 3. viewing and representing.

  4. Teaching strategies • 1st step =Modelling = I do • 2ndstep = Shared/Guided = We do • 3rdstep = Independent= They do

  5. References • Brady, L. (2006). Collaborative learning in action. Frenchs Forest, NSW: Pearson Education Australia. Cohen, L., Manion, L. & Morrison, K. (2004). A guide to teaching practice. London: Routledge Farmer. • Edwards-Groves, C. (2002). Connecting students to learning through explicit teaching. Retrieved from http://www.myread.org/scaffolding\ • Killen, R. (2009). Effective teaching strategies: Lessons from research and practice. (5th ed.). South melbourne, VIC: Cengage Learning Australia. • Marzano, R.J. & Pickering, D.J. (1997). Dimensions of learning: Teacher’s manual (2nd ed.). Colorado, US: McREL. • McInerney, D., & McInerney, V. (2006). Educational psychology: Constructing learning. (4th ed.). Frenchs Forest, NSW:Pearson. Anstey, M., & Bull, G. (2004). The literacy labyrinth. (2nd ed.). Frenchs Forest: Pearson. Australian Curriculum, Assessment and Reporting Authority (ACARA). (2011). The Australian curriculum: English. Version 1.2. Retrieved 8th March 2011 from www.australiancurriculum.edu.au Callaghan, M., & Rothery, J. (1988). Teaching factual writing: A genre based approach. Sydney: Metropolitan East Region, Department of Education. Derewianka, B. (1998). A grammar companion. Newtown, NSW: Primary English Teaching Association. Winch, G., Johnston, R. R., March, P., Ljungdahl, L., & Holliday, M. (2006). Literacy: Reading, writing and children's literature (3rd ed.). South Melbourne, Vic: Oxford University Press. Wing Jan, L. (2009). Write ways: Modelling writing forms (3rd ed.). South Melbourne, VIC: Oxford.

  6. Anstey, M., & Bull, G. (2004). The literacy labyrinth. (2nd ed.). Frenchs Forest: Pearson. Cope, B., & Kalantzis, M. (1993). The powers of literacy: A genre approach to teaching writing. London: The Falmer Press. Hammond, J., & Gibbons, P. (2001). What is scaffolding? In J. Hammond (Ed.), Scaffolding: Teaching and learning in language and literacy education (pp. 1-14). Newtown: Primary English Teaching Association. Harris, P., Mckenzie, B., Fitzsimmons, P., & Turbill, J. (2003). Writing in the primary school years. Tuggerah, NSW: Social Science Press. Jones, P. (1996). Planning an oral language program. In P. Jones (Ed.),Talking to learn (11-26). Newtown: Primary English Teaching Association. Winch, G., Johnston, R. R., March, P., Ljungdahl, L., & Holliday, M. (2004). Literacy: Reading, writing and children's literature (2nd ed.). South Melbourne, Vic: Oxford University Press. Wing Jan, L. (2009). Write ways: Modelling writing forms (3rd ed.). South Melbourne, VIC: Oxford.

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