TeachMeet Explicit Progress, Implicit Literacy Monday 10 th November 2014

Explicit Progress, Implicit Literacy

To identify components of effective literacy “All teachers should: demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject”. Reading Writing Speaking & Listening “Tell me and I forget. Teach me and I remember. Involve me and I learn.”

To explore a literacy-centric learning activity To identify components of effective literacy

To explore a literacy-centric learning activity To identify components of effective literacy To judge how to adapt learning activity for own contexts LEARNING GRID:  Pupils engage with this learning activity in pairs, and require a die and a counter each.  Pupils play on a grid of thirty-six squares which have quotations, images, definitions, keywords, key dates, assessment criteria, equations, formulas, symbolic references or concepts.  Each pupil rolls their die twice in order to select two different squares using the x and y axis.  Pupils then need to forge a connection or link between those squares, discussing this link before writing it down.  Pupils work independently within their pairs, but can use a teacher’s assistance but this costs a counter, limiting a pair’s aid to two occasions.  After a set time, pairs join with another pair to share connections before an evaluation sheet is completed to review learning.

To explore a literacy-centric learning activity To identify components of effective literacy To judge how to adapt learning activity for own contexts LEARNING GRID:  While exploring quotations, definitions, keywords, assessment criteria or concepts, pupils need to demonstrate their ability to comprehend material (READING).  Pupils discuss the connections and links they make, and have to share this learning with another pair later (SPEAKING AND LISTENING).  Pupils have to write their connections and links down in the exercise books, and complete an evaluation sheet as part of the plenary (WRITING).  The task causes pupils to challenge themselves through thinking through links, and progressively working up Bloom’s Taxonomy through the lesson.  The grids can be differentiated through changing the content within squares, or by adding the amount of connections pupils need to make within one link (three or four instead of two).

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