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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

Conclusion

Teaching strategies

demonstrates understanding of the interrelationships between language modes.


Rationale

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


Language modes

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.


Teaching strategies

Teaching strategies

  • 1st step =Modelling = I do

  • 2ndstep = Shared/Guided = We do

  • 3rdstep = Independent= They do


References

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.


Conclusion

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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