Creating a learning culture: Making it work in the classroom - NALDIC

More documents

Recommendations

Info

section 1Bilingual strategies build on children’s prior learning by using thelanguage the child brings from home. They can also prove an effectiveway to help children to key into any prior knowledge of the content.Bilingual staff and staff who share a culture with children and/orwho live in the same community may be able to provide a stimuluswhich helps children to make connections, provide examples and drawanalogies. Providing opportunities for small-group discussion enableschildren to come up with their own examples and draw analogies forthemselves.KWL grids are another useful way to record prior knowledge. K standsfor what children already know about the topic – the heading for thefirst column on the grid. W stands for what they want to know, a seriesof questions about what needs to be learned. The final column is filledin at the end of the research process recalling what has been learned –L stands for what the child has learned.Artefacts and pictures can be effective ways of unlocking knowledgechildren already have about a topic they may initially have thoughtthey did not know anything about. When children are asked directquestions about topics which seem remote from their experience theyare likely to react by saying they know nothing. Providing an artefactor a picture as a stimulus and allowing time for discussion in pairsor groups can often unlock relevant knowledge as well as stimulateinterest.12Excellence and Enjoyment: learning and teaching for bilingual children in the primary yearsUnit 2: Creating the learning culture: making it work in the classroomPrimary National Strategy | 2133-2006DCL-EN | © Crown copyright 2006
Creating shared experiencesTrips or visits, speakers or visitors, practical activities or a story,video or performance can all be used to provide a shared experience.Different children will gain different benefits from these experiencesbecause each child is different in terms of his or her previousexperiences and ways of seeing the world, but using a sharedexperience as a stimulus creates a reference point and providesa rich source of examples and analogies.section 1Primary National Strategy | 2133-2006DCL-EN | © Crown copyright 2006Excellence and Enjoyment: learning and teaching for bilingual children in the primary yearsUnit 2: Creating the learning culture: making it work in the classroom 13
Page 1 and 2: GuidanceCurriculum andStandardsExce
Page 3: Excellence and Enjoyment:learning a
Page 6 and 7: General introductionThis is Unit 2
Page 8 and 9: Making contexts supportive for chil
Page 10 and 11: Section 1section 1Making contextssu
Page 12 and 13: Activating prior knowledgesection 1
Page 16 and 17: Bilingual strategiesBilingual strat
Page 18 and 19: section 1after lessonsDiscussion in
Page 20 and 21: Scaffolding languageand learningsec
Page 22 and 23: section 1The magnet onthe bottom is
Page 24 and 25: • generate talk and powerfully su
Page 26 and 27: section 1• Specific teaching of t
Page 28 and 29: section 1The print environmentThe e
Page 30 and 31: Introductionsection 2Reading and wr
Page 32 and 33: section 2Nevertheless, words must b
Page 34 and 35: section 2This framework is represen
Page 36 and 37: section 2As a result of direct inst
Page 38 and 39: What is reading comprehension?Compr
Page 40 and 41: • Texts which reflect children’
Page 42 and 43: TheteachingsequenceWithin the liter
Page 44 and 45: section 2• access to explicit mod
Page 46 and 47: section 2ICT for EALIt is the respo
Page 48 and 49: Constructing images as a strategy t
Page 50 and 51: Writingsection 2Research carried ou

Creating a learning culture: Making it work in the classroom - NALDIC

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?