COD 2008 - P075

Effective Teachers of Literacy

2 sessions, start: 13-Feb

Course detail

Year: 2008
Level: Primary
Language: English
Status: Ended
Lugar: ESSARP - Deheza 3139, CABA
Facilitator/s: Ms. Inés Stefani
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ESSARP Schools
ARS
Exams Schools
ARS
Non affiliate
ARS 60.00

Sessions

Sessions Dates Start Finish
1 13 February 2008 01:00 pm 04:00 pm
2 14 February 2008 01:00 pm 04:00 pm

Facilitator/s

Inés Stefani

Inés Stefani is a Uruguayan teacher who graduated from "Magisterio" in 1980 and since then has taught at bilingual schools. In 1989 she graduated as a Reading Recovery teacher in New Zealand. She has worked and studied for 4 years in that country. She later completed a Bachelors of Education in Teaching, and a Masters Degree in Teaching at the University of Auckland in New Zealand as well as a Certificate in School Middle Management, at UNITEC, Auckland, New Zealand. Inés has been doing consultancy work, in the field of literacy acquisition, nationally and internationally, especially in Brazil and Argentina since 2003. She was Academic Principal from 2005 to 2010 and Head of School from 2011 to 2017 at Woodlands School, in Montevideo, Uruguay.
She has just recently retired from that job, after 37 years of teaching, and is back doing consultancy work.She is currently teaching at Universidad de Montevideo at Magisterio Bilingual.
What teaching strategies must teachers of reading be able to perform and how are these strategies applied effectively in teaching children to read? This course attempts to answer these two important questions. One key element of a successful reading program focuses on the teacher. A brief review of the teacher effectiveness literature is followed by a description of common instructional features associated with the effective teaching of reading: - Assessing students' strengths and weaknesses; - Structuring reading activities around an explicit instructional model; - Providing students with opportunities to learn and apply skills and strategies in authentic reading tasks; - Ensuring that students attend to the learning tasks; - Believing in one's teaching abilities and expecting students to be successful.
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