Interactive Teaching Strategies in Literacy The National Literacy Strategy Interactive Teaching Strategies in Literacy

The National Literacy Strategy Aims for the session: To identify different learning styles To identify different learning styles To explore how interactive teaching strategies support all learners To explore how interactive teaching strategies support all learners To share practical ideas for whole class teaching To share practical ideas for whole class teaching

Interactive Teaching Strategies in Literacy The National Literacy Strategy Learning Styles Visual Learners 29% - remember images, shapes and colours Visual Learners 29% - remember images, shapes and colours Auditory Learners 34% - remember voices, sounds and music Auditory Learners 34% - remember voices, sounds and music Kinaesthetic 37% - remember by doing, moving and touching Kinaesthetic 37% - remember by doing, moving and touching

Interactive Teaching Strategies in Literacy The National Literacy Strategy Interesting…? A teacher once commented that virtually all the children in her “bottom group” appeared to be kinaesthetic learners. Almost immediately, she posed the question - was this a coincidence, or had they found their way into a “bottom group” because they had made little progress working consistently outside of their preferred learning style? A teacher once commented that virtually all the children in her “bottom group” appeared to be kinaesthetic learners. Almost immediately, she posed the question - was this a coincidence, or had they found their way into a “bottom group” because they had made little progress working consistently outside of their preferred learning style?

Interactive Teaching Strategies in Literacy The National Literacy Strategy The best whole class teaching... engages the pupils in their learning; engages the pupils in their learning; is organised to meet objectives; is organised to meet objectives; builds on existing skills; builds on existing skills; draws on repertoire of teaching strategies; draws on repertoire of teaching strategies; provides for a range of learning styles; provides for a range of learning styles; cultivates transferable, independent learning. cultivates transferable, independent learning.

Interactive Teaching Strategies in Literacy The National Literacy Strategy Interactive techniques The whole class session should be interactive, with a balance of contributions from teacher and pupils; The whole class session should be interactive, with a balance of contributions from teacher and pupils; Interactive techniques should serve and not detract from from the objective; Interactive techniques should serve and not detract from from the objective; Model the technique a number of times before you expect the children to use it effectively; Model the technique a number of times before you expect the children to use it effectively; Support pupils who will be less confident by rehearsing, priming or pairing them; Support pupils who will be less confident by rehearsing, priming or pairing them; Consider the space you will need if pupils are to move around comfortably; Consider the space you will need if pupils are to move around comfortably; Consider how you will distribute, collect, store and protect resources Consider how you will distribute, collect, store and protect resources

Interactive Teaching Strategies in Literacy The National Literacy Strategy Interactive techniques... Show Me! Show Me! Thinking time Thinking time Paired Talk Paired Talk Get up and Go! Get up and Go! Drama Drama NOT interactive!!

Interactive Teaching Strategies in Literacy The National Literacy Strategy Activity Complete the ‘Interactive Techniques’ chart.

Interactive Teaching Strategies in Literacy The National Literacy Strategy Show Me! Whiteboards Whiteboards Fans Fans Cards Cards Thumbs Up! Thumbs Up!

Interactive Teaching Strategies in Literacy The National Literacy Strategy Thinking Time Giving pupils time to gather their thoughts Giving pupils time to gather their thoughts Talk to their neighbours Talk to their neighbours Make some notes Make some notes

Interactive Teaching Strategies in Literacy The National Literacy Strategy Paired Talk Tightly focused task Tightly focused task Time limit Time limit Oral rehearsal Oral rehearsal Maximum participation Maximum participation Recognition for all contributions Recognition for all contributions

Interactive Teaching Strategies in Literacy The National Literacy Strategy Discuss with your partner and complete this sentence. Interactive teaching is important because... Interactive teaching is important because...

Interactive Teaching Strategies in Literacy The National Literacy Strategy Get Up and Go! Commits pupils to action and movement: Commits pupils to action and movement: Progression in Phonics Progression in Phonics Spelling Bank Spelling Bank Developing Early Writing Developing Early Writing Grammar for Writing Grammar for Writing

Interactive Teaching Strategies in Literacy The National Literacy Strategy Drama Hot Seating Hot Seating Role Play Role Play Freeze Frames Freeze Frames Author’s chair

Interactive Teaching Strategies in Literacy The National Literacy Strategy Video Clips - hot seating

Interactive Teaching Strategies in Literacy The National Literacy Strategy Freeze Frame Activity Extract from: ‘Harry Potter and the Philosopher’s Stone’ J.K. Rowling

Interactive Teaching Strategies in Literacy The National Literacy Strategy Harry was frying eggs by the time Dudley arrived in the kitchen with his mother. Dudley looked a lot like Uncle Vernon. He had a large pink face, not much neck, small, watery blue eyes, and thick blond hair that lay smoothly on his thick, fat head. Aunt Petunia often said that Dudley looked like a baby angel – Harry often said that Dudley looked like a pig in a wig. Harry was frying eggs by the time Dudley arrived in the kitchen with his mother. Dudley looked a lot like Uncle Vernon. He had a large pink face, not much neck, small, watery blue eyes, and thick blond hair that lay smoothly on his thick, fat head. Aunt Petunia often said that Dudley looked like a baby angel – Harry often said that Dudley looked like a pig in a wig. Harry put the plates of egg and bacon on the table, which was difficult as there wasn’t much room. Dudley, meanwhile, was counting his presents. His face fell. Harry put the plates of egg and bacon on the table, which was difficult as there wasn’t much room. Dudley, meanwhile, was counting his presents. His face fell. “Thirty-six,” he said, looking up at his mother and father. “That’s two less than last year.” “Thirty-six,” he said, looking up at his mother and father. “That’s two less than last year.” “Darling, you haven’t counted Auntie Marge’s present, see, it’s here under this big one from Mommy and Daddy.” “Darling, you haven’t counted Auntie Marge’s present, see, it’s here under this big one from Mommy and Daddy.” “All right, thirty-seven then,” said Dudley, going red in the face. Harry, who could see a huge Dudley tantrum coming on, began wolfing down his breakfast as fast as possible in case Dudley turned the table over. “All right, thirty-seven then,” said Dudley, going red in the face. Harry, who could see a huge Dudley tantrum coming on, began wolfing down his breakfast as fast as possible in case Dudley turned the table over.

Interactive Teaching Strategies in Literacy The National Literacy Strategy I remember... 5% of what I hear 5% of what I hear 10% of what I read 10% of what I read 20% of what I hear and read 20% of what I hear and read 30% of what I am shown 30% of what I am shown 50% of what I discuss 50% of what I discuss 75% of what I do 75% of what I do 90% of what I teach others 90% of what I teach others

Interactive Teaching Strategies in Literacy The National Literacy Strategy It’s home-time!