COD 2008 - P081
Making Learning Easy
Primary School Teachers.
2
sesiones, inicia: 30-Jun
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Ficha del curso
Ciclo: 2008
Nivel: Primaria
Idioma: Inglés
Estado: Terminado
Lugar: ESSARP - Deheza 3139, CABA
Capacitador/es: Ms. Inés Stefani
Colegios Afiliados
ARS
ARS
Centros de Examen
ARS
ARS
No afiliados
ARS 90.00
ARS 90.00
Sesiones
| Sesiones | Fechas | Inicia | Termina |
|---|---|---|---|
| 1 | 30 Junio 2008 | 09:00 am | 12:00 pm |
| 2 | 30 Junio 2008 | 01:00 pm | 04:00 pm |
Capacitador/es
Inés Stefani
Primary School Teachers.
- To know about 2 effective learning models (Routman's and Cambourne's).
- To understand the theory that underpins these learning models.
- To discuss possible settings where these models can be applied.
- To discuss activities and teaching procedures in line with these learning models.
- To understand concepts of Metacognition.
- To become familiar with concepts of Learning Intentions and Success Criteria.
- To understand the theory that underpins these learning models.
- To discuss possible settings where these models can be applied.
- To discuss activities and teaching procedures in line with these learning models.
- To understand concepts of Metacognition.
- To become familiar with concepts of Learning Intentions and Success Criteria.
Making Learning Easy
Learning acquisition should not be hard. Most children learn to read and write easily or quite easily. Nevertheless, effective instruction ensures that almost all students learn how to develop reading and writing skills throughout their Primary School years to a much higher degree of efficiency.
Children learn language; they learn through language and they learn about the language as they use it. The result is a teaching method based firmly on a child's need to find meaning on a page - to read for meaning - to make sense of sentences, not just individual words.
Reading and writing are interrelated. As children learn to write, they learn to read what they write. Effective reading and writing programmes should feed from each other. Just as reading should make sense, writing should too.
Regie Routman from USA and Brian Cambourne from Australia developed learning models
which apply themselves easily to teaching just about anything in general, and to literacy acquisition in particular.
Regie Routman calls hers “Optimal Learning Model Across the Curriculum”. This is the gradual release of responsibility moving from dependence to independence of the learner. It is the gradual handover of responsibility from the teacher to the student as literacy is taught.
Brian Cambourne outlined a set of conditions which provide a foundation for learning literacy skills in the classroom. These are designed to simulate the conditions that occurred naturally when children learned to talk.
1. Immersion.
2. Demonstration.
3. Responsibility.
4. Expectation.
5. Approximation.
6. Practice.
7. Response.
Through my teaching experience I have successfully applied my studies of these 2 educators and I highly recommend these very teacher-friendly approaches.
Learning acquisition should not be hard. Most children learn to read and write easily or quite easily. Nevertheless, effective instruction ensures that almost all students learn how to develop reading and writing skills throughout their Primary School years to a much higher degree of efficiency.
Children learn language; they learn through language and they learn about the language as they use it. The result is a teaching method based firmly on a child's need to find meaning on a page - to read for meaning - to make sense of sentences, not just individual words.
Reading and writing are interrelated. As children learn to write, they learn to read what they write. Effective reading and writing programmes should feed from each other. Just as reading should make sense, writing should too.
Regie Routman from USA and Brian Cambourne from Australia developed learning models
which apply themselves easily to teaching just about anything in general, and to literacy acquisition in particular.
Regie Routman calls hers “Optimal Learning Model Across the Curriculum”. This is the gradual release of responsibility moving from dependence to independence of the learner. It is the gradual handover of responsibility from the teacher to the student as literacy is taught.
Brian Cambourne outlined a set of conditions which provide a foundation for learning literacy skills in the classroom. These are designed to simulate the conditions that occurred naturally when children learned to talk.
1. Immersion.
2. Demonstration.
3. Responsibility.
4. Expectation.
5. Approximation.
6. Practice.
7. Response.
Through my teaching experience I have successfully applied my studies of these 2 educators and I highly recommend these very teacher-friendly approaches.
Lecture, Group Discussion.
- Routman, R. "Writing Essentials". Heinemann 2000.
- Routman, R. "Reading Essentials". Heinemann 2001.
- Camborne, B. "The Whole Story". Scholastic 1984.
- Routman, R. "Reading Essentials". Heinemann 2001.
- Camborne, B. "The Whole Story". Scholastic 1984.