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Literacy: keeping primary pupils engaged

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why pupils were highly motivated and engaged in some classes, but not others ... R., McIntyre, E., & Rightmyer, E. (2006) Johnny won't read, and Susie won't ... – PowerPoint PPT presentation

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Title: Literacy: keeping primary pupils engaged


1
Literacy keeping primary pupils engaged
2
Key issue addressed by the study
  • This study investigated
  • why pupils were highly motivated and engaged in
    some classes, but not others
  • what causes pupils to go off task
  • effective teaching and learning approaches

3
Approaches found to engage pupils in literacy
lessons
  • Choice
  • Challenge
  • Pupil self control
  • Collaboration
  • Emphasis in sense making
  • Positive consequences

4
Keeping pupils on task choice and challenge
  • Teachers allowed pupils to select the tasks and
    texts they were interested in and found
    personally relevant
  • Teachers regulated the level of challenge by
    providing support and structure for pupils
    learning which they gradually withdrew

5
Keeping pupils on task pupil control and
collaboration
  • Teachers involved pupils in decision making and
    setting their own goals
  • Teachers encouraged social interaction among
    pupils which helped them learn from each other

6
Keeping pupils on task meaning and positive
consequences
  • Teachers helped pupils make sense of what they
    were learning by getting them to using the text
    to solve problems, and find out new information
  • Teachers used open questions to invite opinions
    so all responses were valid

7
What was happening when pupils went off task?
  • 82 of off task behaviour took place when
    activities
  • had narrow strategies for success or one correct
    answer, for example learning about punctuation
    through a worksheet exercise
  • had no follow up opportunities for pupils to
    apply the skills they had learnt
  • were mostly whole class in which pupils listened
    to the teacher or worked independently on
    workbook style exercises

8
What did children do when they were off task?
  • Children showed resistance to engaging in tasks
    by
  • wasting time by going to the toilet, colouring
    and losing their place
  • becoming restless and inattentive
  • crying

9
Who were the children in the study?
  • The children were aged 5-8 years
  • They attended 13 different primary schools

10
How was the information gathered?
  • The researchers
  • observed teachers during literacy sessions
  • interviewed teachers about their practices
  • completed an observation proforma after each
    visit to reflect on and quantify what they
    observed
  • The researchers analysed their finding according
    to
  • the activities children were involved in
  • the time children spent reading and on isolated
    tasks
  • the time children were off-task


11
How can teachers use the evidence in this study?
  • Pupils were more engaged in their work when they
    were offered some choice about what they were
    doing
  • You might consider having a whole class
    discussion about how pupils choosing texts helps
    to increase their sense of control and stimulate
    their interest at the same time.


12
How can school leaders use the evidence in this
study?
  • The study identified a range of strategies for
    encouraging pupil engagement in literacy lessons
  • How do you currently assess the range and success
    of strategies teachers in your school are using?
    You might want to include the strategies in this
    study as part of a schedule for observing
    literacy sessions in your school.

13
Follow-up reading
  • Study reference Powell, R., McIntyre, E.,
    Rightmyer, E. (2006) Johnny wont read, and Susie
    wont either Reading instruction and student
    resistance in Journal of Early Childhood
    Literacy 6 (1) pp. 5-31
  • You might like to read a longer summary of
    effective teachers of literacy on the GTC
    website http//www.gtce.org.uk/research/romtopics
    /rom_curriculum/literacy/

14
Feedback
  • Did you find this useful?
  • What did you like?
  • What didnt you like?
  • Any feedback on this Research Bite
  • would be much appreciated. Please email
  • your feedback to
  • research.summaries_at_dcsf.gsi.gov.uk
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