6.+Integrating+Theory+and+Practice

6. Integrating Theory and Practice:

As a general rule, it was noted that all teachers that were observed in the Early Year’s Literacy program used a Constructivist teaching approach. The students were considered to have their own prior knowledge and understandings and some of the teachers used this knowledge to guide and influence their teaching approach on the day. Using the constructivist theory, most of the teachers were encouraging their students to learn through social interaction and hands-on learning activities. During the observation in a South Gippsland School, it was noted that the teacher appeared to use a subject-by-subject curriculum approach, making “no deliberate attempt to show how subjects are related” (Hill 2012, p374).

There was a fairly consistent pattern of lesson structure throughout the observations. It appears that most teachers used a modelled reading approach to begin each literacy lesson, integrating a ‘big book’ that focused on the learning objective of the particular lesson. According to Hill (2012, p73), modelled reading “provides syntax models, vocabulary and meanings that children may not hear in everyday conversation.”

Moving on from the whole-class modelled reading approach, teachers then split students into literacy group, most based on ability level, and one group then participated in a guided reading activity. The class observed in a South Gippsland school had been learning in literacy group for the past term and knew the procedure for each activity and the rules that came with them. The students on the floor during the observation were the lowest ability level and the teacher work with them to carefully guide them through the text.

The other students were set various independent and group tasks with varying degrees of difficulty. In one group, the students were given the opportunity to participate in a self-directed learning experience. These students were given a number of small literacy-based activities and were able to select the activity they felt challenged them the most. The teacher explained that she had held a discussion at the beginning of the very first literacy group lesson. The discussion involved exploring the idea of self-directed learning and the best ways to guide one’s own learning; for example, the teacher explained that selecting an activity that you feel is easy does not necessarily provide you with a beneficial learning experience.

The approaches witnessed during observations were in line with the theories discussed in readings within the ECL210 unit. Each teaching approach used appeared to engage all students and most students were able to demonstrate a clear understanding of the concepts within each task. The rotation of groups seemed effective, as all students were given the opportunity to learn within a number of teaching approaches, and ultimately, develop independent learning skills.