New ras lecture
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The document discusses various strategies and approaches for effectively teaching literacy skills to refugees and students, including scaffolding instruction, modeling practices, and developing metacognition through reflective thinking exercises. It also outlines different tutoring types, the context framework for understanding communications, and a teaching and learning cycle for developing literacy and language skills.
![The [student] as a novice is continually attempting to make sense of
new situations and to acquire the skills necessary to function in those
situations. The teacher’s role is to help the [student] by arranging tasks
and activities in such a way that they are easily accessible.
Intersubjectivity, shared understanding based on common area of
focus is seen by adherents of literacy engagement as a crucial
prerequisite for successful communication between teacher and
[student] (Verhoeven and Snow, 2001, pp. 5).](https://image.slidesharecdn.com/newraslecture-120320032707-phpapp01/85/New-ras-lecture-48-320.jpg)
New ras lecture
- 1. Refugee Action Support Overview to the Orientation of Literacy and Learning
- 2. STA R S
- 3. Type of Improvement observed
- 4. Type of Improvement observed • Engagement within the school and in the classroom;
- 5. Type of Improvement observed • Engagement within the school and in the classroom; • Development of organisational skills and study habits;
- 6. Type of Improvement observed • Engagement within the school and in the classroom; • Development of organisational skills and study habits; • Development of speaking and listening skills
- 7. Type of Improvement observed • Engagement within the school and in the classroom; • Development of organisational skills and study habits; • Development of speaking and listening skills • Development of writing skills for classroom purposes
- 8. Type of Improvement observed • Engagement within the school and in the classroom; • Development of organisational skills and study habits; • Development of speaking and listening skills • Development of writing skills for classroom purposes • Development of academic reading strategies
- 26. Effective Environments • Effective Coordination
- 27. Effective Environments • Effective Coordination • Flexible and Responsive
- 28. Effective Environments • Effective Coordination • Flexible and Responsive • A Friendly Environment
- 29. Effective Environments • Effective Coordination • Flexible and Responsive • A Friendly Environment • Tutoring across subjects
- 30. Effective Environments • Effective Coordination • Flexible and Responsive • A Friendly Environment • Tutoring across subjects • Family and community involvement
- 31. Four Types of Tutoring
- 32. Four Types of Tutoring Reactive -
- 33. Four Types of Tutoring Reactive -
- 34. Four Types of Tutoring Reactive - Proactive -
- 35. Four Types of Tutoring Reactive - Proactive -
- 36. Four Types of Tutoring Reactive - Proactive - Routines -
- 37. Four Types of Tutoring Reactive - Proactive - Routines -
- 38. Four Types of Tutoring Reactive - Proactive - Routines - Mentoring -
- 39. Teaching & Learning Cycle GOOD ESL PEDAGOGY Embed Learning and Communication Together Build communicative capacity
- 40. • Teaching involves initiating an individual into a series of practices • Teaching involves modelling the practices and processes to the “uninitiated” • Teaching involves providing scaffolded activities so students can begin to notice the patterns in content and in the learning process.
- 41. • Teaching involves initiating an individual into a series of practices • Teaching involves modelling the practices and processes to the Joint construction “uninitiated” • Teaching involves providing scaffolded activities so students can begin to notice the patterns in content and in the learning process.
- 42. • Teaching involves initiating an individual into a series of practices • Teaching involves modelling the practices and processes to the “uninitiated” • Teaching involves providing scaffolded activities so students can begin to notice the patterns in content and in the learning process.
- 43. • Teaching involves initiating an individual into a series of practices • Teaching involves modelling the practices and processes to the Modeling “uninitiated” • Teaching involves providing scaffolded activities so students can begin to notice the patterns in content and in the learning process.
- 44. • Teaching involves initiating an individual into a series of practices • Teaching involves modelling the practices and processes to the Modeling “uninitiated” Guided • Teaching involves providing construction scaffolded activities so students can begin to notice the patterns in content and in the learning process.
- 45. • Teaching involves initiating an individual into a series of practices • Teaching involves modelling the practices and processes to the Modeling “uninitiated” • Teaching involves providing scaffolded activities so students can begin to notice the patterns in content and in the learning process.
- 46. • Teaching involves initiating an individual into a series of practices • Teaching involves modelling the practices and processes to the Modeling “uninitiated” • Teaching involves providing Scaffolding scaffolded activities so students can begin to notice the patterns in content and in the learning process.
- 47. • Teaching involves initiating an individual into a series of practices • Teaching involves modelling the practices and processes to the Modeling “uninitiated” • Teaching involves providing Scaffolding scaffolded activities so students can begin to notice the patterns in Independent content and in the learning construction process.
- 48. The [student] as a novice is continually attempting to make sense of new situations and to acquire the skills necessary to function in those situations. The teacher’s role is to help the [student] by arranging tasks and activities in such a way that they are easily accessible. Intersubjectivity, shared understanding based on common area of focus is seen by adherents of literacy engagement as a crucial prerequisite for successful communication between teacher and [student] (Verhoeven and Snow, 2001, pp. 5).
- 49. Four Modes of Teaching • Explicit Instruction - Fully and clearly expressed or demonstrated • Scaffolded Instruction - approach involves a sequence of guided activities that focuses initiating students into the process, structure and pacing of mode of communication; • Situated Practice - draws on the experience of applied meaning-making in lifeworlds, the public realm, and workplaces; and • Tacit Teaching - teaching that develops through the tutors modelling tasks and tutor/tutee co-constructing knowledge and skills together. • Developing Metacognition - encouraging reflective thinking so a student articulate (a) what they learned or acquired, (b) how they learned or acquired the knowledge/skills, and (c) developed an awareness of learning styles.
- 50. CONTEXT
- 51. CONTEXT
- 52. CONTEXT
- 53. CONTEXT FIELD
- 54. CONTEXT FIELD (factual knowledge, language/vocabulary, terminology) (experiences and understands, concepts, and purposes)
- 55. CONTEXT FIELD MODE (factual knowledge, language/vocabulary, terminology) (experiences and understands, concepts, and purposes)
- 56. CONTEXT FIELD MODE (factual knowledge, language/vocabulary, (text type or textual form) terminology) (oral vs written) (experiences and (visual and print) understands, concepts, (mathematical modes) and purposes)
- 57. CONTEXT FIELD MODE TENOR (factual knowledge, language/vocabulary, (text type or textual form) terminology) (oral vs written) (experiences and (visual and print) understands, concepts, (mathematical modes) and purposes)
- 58. CONTEXT FIELD MODE TENOR (factual knowledge, (can presents itself language/vocabulary, (text type or textual form) through register) terminology) (oral vs written) (the identity/spirit of the (experiences and (visual and print) communication) understands, concepts, (mathematical modes) and purposes) (arts vs science)
- 59. CONTEXT FIELD MODE TENOR (can presents itself (text type or textual form) through register) (oral vs written) (the identity/spirit of the (visual and print) communication) (mathematical modes) (arts vs science)
- 60. CONTEXT FIELD MODE TENOR (can presents itself through register) (the identity/spirit of the communication) (arts vs science)
- 61. CONTEXT FIELD MODE TENOR
- 62. Teaching & Learning Cycle GOOD ESL PEDAGOGY Embed Learning and Communication Together Build communicative capacity
- 70. Teaching & Learning Cycle
- 71. Teaching & Learning Cycle
- 72. • Negotiating the Field; • Deconstructing; • Deconstructing the Context + Situation of Use; • Deconstructing the Text • Joint Construction • Guided Construction • Independent Construction; • Reflective Practice
- 73. Four Literate Roles Psycholinguistic and Cognitive • Decoder; (techniques) • Meaning Maker; (tools of interpretation) Socio-linguistic and cultural • Text user and participants; • Explorer - learning through reading
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