基本説明
Topics covered include: learners' perspectives of reading, writing and literacy teaching; advice on how to develop a learner-centred approach to literacy teaching.
Full Description
Understanding pupils' perspectives on their learning has been shown to be of significant help in planning and implementing an effective literacy teaching programme.
This book offers a new viewpoint of reflective curriculum design, in contrast to current 'top-down' models characterised by dictates and requirements placed on teachers from above. Instead, the learner is placed at the centre of teaching as the text explores much-needed evidence about the views of learners themselves. Topics covered include:
learners' perspectives of reading, writing and literacy teaching
learners' perspectives on literacy teaching
an exploration of the viewpoints of the learners
advice on how to develop a learner-centred approach to literacy teaching.
Contents
Introduction: Why do learners' perspectives matter? Section 1: Learners perspectives on reading 2. Learners' concepts of reading: confusion or clarity 3. Investigating learners' concepts of reading 4. Learners' attitudes towards reading Section 2: Learners' perspectives on writing 5. Learners' attitudes towards writing 6. Investigating learners' concepts of writing Section 3: Learners' perspectives on literacy teaching 7. Literacy teaching activities: the learners' views 8. Learners' responses to texts in literacy teaching 9. Learners' responses to the literacy hour Section 4: Responding to the perspectives of your own learners 10. Exploring the viewpoints of the learners 11. Developing a learner-centred approach to literacy teaching 12. Conclusion: Possible next steps
