#literacylearning

During my most professional experience round, I was in a classroom with year 6-8 students. Unfortunately, whilst I was completing my professional experience round, the teacher had recently taken down the classroom display in their room, as she was going to create a new display from the learning experiences undertaken in their Social and Emotional Learning lesson. This display, once completed, would consist of the hands of each student, with each hand containing the strengths and talents of each student. The talent could be a simple as being a good friend, and the hand of each student would be on display, thus demonstrating an inclusive approach to teaching and learning.

A display I have observed previously, in a foundation-year 2 classroom, has been a “PIE” diagram for the purposes of writing; to Persuade, Inform, and Entertain. This display had a diagram of a pie (supporting the visual learners and foundation level students), with the word accompanying the diagram, as well as a definition and examples of texts for each purpose. Although it was made reference to during the learning experiences in writing, it was also frequently referred to during reading, as students were encouraged to consider and record the purpose of the text they were reading during independent reading, and to justify their response, making references to the text.

After reading this article, I had a very positive response as I have gotten the chance to really study Vivian Paley's pedagogy in my past academic courses. I absolutely love the fact that Paley's curriculum consists of allowing the child to first dictate his or her OWN story to the teacher, and then the class is given the opportunity to join in, as this story is then dictated to the class. This involvement within dramatizations is so fascinating to me, as it is truly amazing how such action can really allow a child to develop in numerous areas. Giving a child a leadership role, allowing them to express their emotions, and setting free their creativity is what Paley is all about, and I too, stand behind this designed curriculum full-heartily, as it has proven to enhance every child's academic experiences. Additionally, this article tied into what we talked about last week, regarding capitalizing on your students interests. Allow them to incorporate what is of importance to them! Give meaning to wanting to work out their problems, and their past experiences, and allow them to invent new scenarios that they have once imagined.

Paley suggests that we should us storytelling as an extension of play, allowing all areas to develop, and build upon previous knowledge. Make them ask questions, and find meaning in their play. Making these connections is what Paley is all about. She does not want us to look at play as a transition activity, or a time filler, she wants us to look at play as an opportunity to allow our students to soar, invent, and create. This is a time where language is developed. Where children are given the CHANCE to verbally and emotionally express themselves. They will develop dictation, and oral language. They will enhance their vocabulary and sentence structure. They will begin to realize how stories develop, and how to use their imagination to make the story go even further. They will develop a sense for reading for meaning, and be able to make their text match their intentions.