Interactive Teaching Strategies in Literacy Aims for the session

Interactive Teaching Strategies in Literacy

Aims for the session:

• To identify different learning styles
• To explore how interactive teaching strategies support all learners
• To share practical ideas for whole class teaching

Learning Styles

• Visual Learners 29% - remember images, shapes and colours
• Auditory Learners 34% - remember voices, sounds and music
• Kinaesthetic 37% - remember by doing, moving and touching

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?

The best whole class teaching...

• engages the pupils in their learning;
• is organised to meet objectives;
• builds on existing skills;
• draws on repertoire of teaching strategies;
• provides for a range of learning styles;
• cultivates transferable, independent learning.

Interactive techniques

• 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;
• 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;
• Consider the space you will need if pupils are to move around comfortably;
• Consider how you will distribute, collect, store and protect resources

Interactive techniques...

• Show Me!
• Thinking time
• Paired Talk
• Get up and Go!
• Drama

NOT interactive!!

Activity

Complete the ‘Interactive Techniques’ chart.

Show Me!

• Whiteboards
• Fans
• Cards
• Thumbs Up!

Thinking Time

• Giving pupils time to gather their thoughts
• Talk to their neighbours
• Make some notes

Paired Talk

• Tightly focused task
• Time limit
• Oral rehearsal
• Maximum participation
• Recognition for all contributions

Discuss with your partner and complete this sentence.

Interactive teaching is important because...

Get Up and Go!

Commits pupils to action and movement:

• Progression in Phonics
• Spelling Bank
• Developing Early Writing
• Grammar for Writing

Drama

• Hot Seating
• Role Play
• Freeze Frames

Author’s chair

Video Clips - hot seating

Freeze Frame Activity

Extract from:

‘Harry Potter and the Philosopher’s Stone’

J.K. Rowling

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.

“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.”

“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.

I remember...

• 5% of what I hear
• 10% of what I read
• 20% of what I hear and read
• 30% of what I am shown
• 50% of what I discuss
• 75% of what I do
• 90% of what I teach others

It’s home-time!