Engaging Learners with Literacy Instruction

Engaging Learners with Literacy Instruction Annabelle Villamarin Department of Education, University of the People EDUC 5270: INSTRUCTIONAL TECHNIQUES FOR THE ELEMENTARY AND MIDDLE SCHOOL CLASSROOM Olysha Magruder 3 March 2021 Introduction A learner's experiences can be heavily influenced by a myriad of factors and experiences in the classroom. These experiences can engage the learner to acquire skills and include social and cultural experiences provided through classroom design, instruction, and assessments. Literacy Development Students learn a language in different ways. We have skill-based instruction and a whole-language approach to learning, where both play a role in holistic language development. Literacy development is a complex process but an essential one as students use language to make sense of their world. Primary school students make meaning within the classroom context and their social interactions with their peers (Rueda & Dembo, 1995). Their experiences at school play a critical role in developing literacy. As an educator, we are expected to design learning engagements that allow for a holistic experience, reduce specific language component focus, and incorporate as many language experiences. Students who show positive behaviour towards literacy development see reading as a purposeful event as it connects to their needs and interests as a person (Dahl & Freppon, 1995). Language instruction enriches the students by incorporating them as a primary resource. To develop literacy, teachers invite the students to choose what books interest them and invite them to collaborate with their peers. They also allow the students to make meaning as per their reading and connect this to their own experiences in an unstructured way. Davis (2010) pointed out in her article that most students felt that student-centred reading activities bring the joy of reading. These activities, structure around the learner, allow them to actively build on what they know in relevant ways (Dahl & Freppon, 1995). A teacher who extends literacy development in other areas like social studies or history promotes inter-disciplinary exploration and improved skills, both in literacy development, historical perspectives or science exploration and experimentation. Historical Thinking in Action Learning about historical artefacts excites students, promotes higher-order thinking skills and social interaction (Fuhler et al., 2006). When students are invited to become journalists and explore historical perspectives, play with resources as if they are looking for clues to common knowledge to support or negate it. Using the primary resource, the teacher can make a topic more engaging and exciting (Newman & Warach, 2008). A lesson exploring migration and colonisation perspectives might see Hernan Cortes as a victor for Spain, while the local inhabitants might see him otherwise. The exploration of historical perspectives through primary resource makes the learner more informed and share perspectives that suit a valid interpretation. Although historical perspectives are relative to the presenter, it is the critical thinking skill that helps the learner be more appreciative and discerning of perspectives. Historical Thinking Assessments Assessments that focus on historical thinking extends the connection between primary resource and historical thinking in action. A teacher ensures students see resources with a sharp lens to question the source, evaluate the validity of evidence and read the source carefully. Students will 'cut & paste' information without a strong scaffolding of literacy skills and not be perceptive of its meaning. Historical thinking assessments are a necessary skill students need to know to assess resources and perspectives and absorb historical perspectives in their learning. Conclusion Literacy development is a complex process and develops the aspects of reading, thinking and communicating. A teacher who fosters student-centred learning sees them as a primary resource that builds the class's experiences. Historical thinking incorporates literacy skills and can build on each other, making the learning experiences more relevant to the child. References Dahl, K. L., & Freppon, P. A. (1995). A comparison of innercity children's interpretations of reading and writing instruction in the early grades in skills-based and whole language classrooms. Reading Research Quarterly, 30(1), 50–74. Davis, L. (2010). Toward a lifetime of literacy: The effect of student-centred and skills-based reading instruction on the experiences of children.​ Literacy Teaching and Learning, 15​(1&2). 53-79. 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