Teaching Students With Literacy And Lifelong Learning

1784 WordsJun 28, 20168 Pages
Introduction Being able to read and write is of vital importance to people 's ability to learn and ultimately for their wellbeing (DeWatt, Berkman, Sheridan, Lohr & Pignone, 2004). Parents, teachers and the community have a major role to play in preparing children to be able to engage authentically with literacy and lifelong learning. In everyday conversations children are simultaneously learning both the language of their community and understanding how to learn through different life experiences, whether that be school or home based learning. What students become depends on who they are surrounded by and the language that is socially and culturally constructed around them (Flint, Kitson, Lowe, & Shaw, 2014). Effective Pedagogies. A…show more content…
Some strategies are better suited to teaching certain skills and fields of knowledge than are others. The first is the ‘Pedagogy of school’ consist of focusing more on learning how to ‘do school’ rather than learning about the literacy standards. Second is the ‘Pedagogies of literacy learning’, which is focused on literacy and the usefulness of literacy skills and process rather than on ‘doing school’ or ‘doing the task’. Finally, ‘Literacy lessons’ is about the structure and the student. As teachers view point of the subject, lessons become so focused on the topic and the task that the point of lesson becomes about, ‘doing the task’ or ‘doing literacy’ rather than learning about how to do literacy. Transcripts analysis Children are seen as learning best when they are actively involved in the production of knowledge in a dynamic, interactive environment. This is proven in both transcripts. Mr Hammond adopts a classroom that is characterised by the industrial model of learning. Mr Hammond encounters difficulties during the lesson that are characterised by Luke, Freebody and Gunn as organisational trouble as the logistics of the lesson takes precedence over student learning/participation. This leaves Hammond unable to affirm a students response or to facilitate any form of elaboration . This contrasts with the pedagogy adopted by Mrs Green which
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