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MODULE 5 Building and Enhancing New Literacies Across The Curriculum
MODULE 5 Building and Enhancing New Literacies Across The Curriculum
• is a teaching strategy that incorporates themes or content area that are of interest to the learners. It is
under the umbrella of Content-Based Instruction (CBI) in that it uses topics for specific purposes.
• The themes derive from real issues that affect students’ daily lives where language learning is used as a
vehicle to solve social problems.
• is a brainchild of Brazilian language educator Paulo Freire.
• Researchers also referred to this method as the Freirean Approach to language literacy education. The goal
of this method
is to use language
learning as a
tool to provide
solutions to
social problems
that impact
learners in
their daily lives.
• Freire contends that unjust social problems originate from illiteracy and the solution lies in helping
learners empower themselves from the circumstances they are in.
• In this method, the teacher and students collaborate with each other with the teacher acting as a guide
and facilitator. Over the course of the lessons, teachers in participatory approach eventually turn over
some facets of control to the students.
• The topics are generated based from students’ realities and previous experience which make up for an
authentic and meaningful learning experience.
The following list provides a brief illustrative overview of the knowledge, skills, work habits, and
character traits commonly associated with 21st century skills:
• Cooperative learning involves students working together to accomplish shared goals, and it is this sense
of interdependence that motivate group members to help and support each other.
• When students work cooperatively, they learn to listen to what others have to say, give and receive help,
reconcile differences, and resolve problems democratically.
• The role the teacher plays in establishing cooperative learning in the classroom is critically important for
its success.
• This involves being aware of how to structure cooperative learning in groups, including their size ,
composition the type of task set; expectations for behavior; individual and group responsibilities; the
teacher’s role in monitoring both the process and the outcomes of the group experience.
• You are most likely familiar with a KWL chart that depicts what students KNOW (K), what they
WANT to know (W), and then eventually, what they LEARN (L).
• Inquiry-based learning focuses on the “want to know” portion of a KWL chart
• However, true inquiry involves a student seeking the answers themselves, as opposed to a teacher
simply providing the information through lecture and direct teaching
• Teachers are facilitators, as opposed to just a teacher imparting information. They prompt student
questioning and idea sharing with purposeful questions, ensure that students have access to resources
and set clear expectations for their behavior. Most importantly, students are held accountable for their
own actions.
• The benefit of true inquiry is a genuine feeling of student ownership as students are given meaningful
tasks that are engaging and challenging. Additionally, student accountability increases when students are
part of a cooperative group and have others depending on them
3.Collaborative Activities
• Collaborative activities are any activities where learners are working co-operatively in pairs or groups.
For example:
Pair or group discussions, completing shared tasks in a pair or group, e.g. matching, sorting, ranking
• Activities or games with a competitive element, e.g. bingo Drama and role play Information exchange
activities, including barrier games and jigsaw activities
4. HOTS Activities
• Higher-order thinking takes thinking to a whole new level. Students using it are understanding higher
levels rather than just memorizing facts.
• They would have to understand the facts, infer them, and connect them to other concepts.
• Teaching strategies to enhance higher-order thinking skills in your students.
• Help students understand what higher-order thinking is and why they need it. Help them understand
their own strengths and challenges. You can do this by showing them how they can ask themselves good
questions.
• Lead students through the process of how to connect one concept to another. By doing this you are
teaching them to connect what they already know with what they are learning. For example, let’s say
that the concept they are learning is “Chinese New Year.” An even broader concept would be
“Holidays.”
• Teach students to make inferences by giving them “real-world” examples. You can start by giving
students a picture and focus on the details. Then, ask them to make inferences based on what they see in
the picture
• Encourage students to ask questions, and if for some reason you can’t get to their question during class
time, show them how they can answer it themselves or have them save the question until the following
day.
• Graphic organizers provide students with a nice way to frame their thoughts in an organized manner. By
drawing diagrams or mind maps, students are able to better connect concepts and see their relationships.
This will help students develop a habit of connecting concepts
• Teach students to use a step-by-step method for solving problems. This way of higher-order thinking
will help them solve problems faster and more easily. Encourage students to use alternative methods to
solve problems as well as offer them different problem-solving methods.
• Creative thinking is when students invent, imagine, and design what they are thinking. Using creative
senses helps students process and understand information better.
• Encourage students to think “outside of the box.”
• When concepts that are being learned are difficult, encourage students to create a movie in their mind.
Teach them to close their eyes and picture it like a movie playing. This way of higher-order thinking
will truly help them understand in a powerful, unique way.
• Higher-order thinking requires students to really understand a concept, not repeat it or memorize it.
Encourage students to elaborate their answers by asking the right questions that make students explain
their thoughts in more detail.
• Question-Answer-Relationships, or QARs, teach students to label the type of question that is being
asked and then use that information to help them formulate an answer. Students must decipher if the
answer can be found in a text or online or if they must rely on their own prior knowledge to answer it.
5. Creative Learning
• The method that is based on the use of theatre techniques in order to stimulate learning in the classroom.
It has been developed for children of elementary school and is based on the principle that children learn
better when they participate in the learning process in comparison with being passive listeners.
• The use of theatre techniques in the elementary school is proven to be very effective for the
improvement of the school performance of the children.
• It addresses at the same time linguistic intelligence, logical intelligence, spatial intelligence,
bodilykinesthetic, interpersonal and intrapersonal intelligence, naturalist intelligence.
• It makes the class more attractive and it promotes the active participation of the students in the class
improving in this way the educational performance of the children.
• The aim of the Creative Learning Method is not to promote the independent use of theatre in the school
curricula but to embed theatre techniques in the main subjects of the school (languages, maths, physics etc) and
to use it in order to promote learning of specific topics of the school curriculum.
INSTRUCTION: Encircle the letter of the correct answer
1.It uses a single focus on a subject of interest to the students as the content material for developing literacy
skills.
A. Traditional literacy
B. Functional literacy
C. Basic literacy
D. Technological literacy
2. Functional literacy subject matter is related to some aspect of the learners' work or family life.
A. interest
B. talent
C. social status
D. work or family life
3.Literacy programmes should be incorporated into and correlated with _______ and ______________plans.
A. economic
B. social development
C. educational
D. Both a and b
E. Both b and c
4.Literacy programmes must impart not only reading and writing, but also _______ and _______________.
A. basic and traditional skills
B. professional and technical knowledge
C. Practical and vocational learning
D. All of the above
5.It must be an integral part of the over-all education plan and educational system of each country
A. curriculum
B. society
C. literacy
D. All of the above
V- Learning Activity:
INSTRUCTIONS:
1. (The class will be divided into 5 groups.) Make a lecture-demonstration on teaching strategies that
promote learners’ literacy skills
2. The class will be divided into 5 groups. Each group will discuss among themselves strategies of
particular literacy skills using the ENVOY strategy.
VI. Assessment / Reflection INSTRUCTION:
Write a reflection about strategies for the development of literacy skills and teaching resources based on their
schema Presentation.
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