On Day 5, we delved into the process of planning a robust reading program. Here are some of the key insights and strategies shared during our session:
Class Site Design:
An important aspect of planning an effective reading program is the design of the class site. We discussed aligning the layout with the Manaiakalani Programme’s priority goals, of engagement, personalised learning, accelerated achievement, and empowerment. A user-friendly approach was highlighted, aiming for accessibility within three clicks. This streamlined navigation ensures easy access to reading-related learning materials, allowing students to engage with the content effortlessly.
Timetabling:
Crafting a well-structured timetable is crucial for optimising reading sessions. We explored various considerations, including the allocation of time for reading and writing throughout the week, frequency of group interactions, and strategies for managing teacher check-ins on independent student work. We also discussed the importance of integrating reading with other areas of the curriculum, promoting interdisciplinary connections and holistic learning experiences.
Learner Choice and Collaboration:
Empowering students with choice and fostering collaboration were identified as integral components of a dynamic reading program. By offering opportunities for learner-driven activities and collaborative endeavors, educators can cater to varying levels of digital fluency and promote self-monitoring skills among students. Scaffolded by teachers, these initiatives maintain structure while allowing for flexibility and personalisation, with the aim of enhancing student engagement and ownership of learning.
Quality Independent Reading Activities:
One of the points that was clearly made (several times) throughout the day, but in particular when discussing options for independent activities, was that reading activities do not need to be digital. I think that this is a misunderstanding that many teachers seem to have about what the Manaiakalani Program advocates for in terms of quality teaching. As a facilitator, I am often asked about this by concerned educators who have strong views about the amount of time students spend on devices, and I find myself giving a similar spiel as we heard today about the quality of the teaching / independent task being the important thing and not the use of a device. I have to say that I was really glad to hear this being so clearly stated as it’s a point that I think is important to make and that often gets a bit lost in translation.
Integration of Reading and Writing:
We explored the symbiotic relationship between reading and writing, looking at how texts can serve as models for writing and vice versa. Back in my past life as a classroom teacher I often taught in this way, using texts / excerpts as a model for writing and having complementary learning intentions. Drawing connections between reading comprehension and writing proficiency enriches the learning experience, gives students an insights into language and literacy skills.
Another thought provoking session with more things that I’m looking forward to testing out on my wee reading guinea pigs 🙂