7.+Integrating+theory+and+practice


 * 6. How were the various theories about literacy and literacy pedagogy addressed in coarse texts, evident in the early years teaching approaches you observed and implemented in the classroom? **

During an experience in a prep classroom, the literacy program that went for the whole morning session, was full of learning experiences for the students to practice their reading and their writing skills. It was obvious that the teacher had "planned for this daily, systematic reading instruction based on the careful assessment of each students needs and abilities (Winch et al. 2006, p. 156)." The program observed included a chance for the students to experience reading aloud (from the teacher) guided reading, independent reading, guided writing and independent writing. It began as a whole class and moved to independent work. Then the students were put into ability groups where they carried out independent work within those groups. Dewey and Vygotsky both agree that learning is a constructed process developed through “social, collaborative and active (cited in Hill 2012, p. 3)” experiences. “For Dewey, the process of learning how to learn was central (cited in Hill 2012, p. 4).” According to Vygotsky, the zone of proximal development – the scaffolding of learning in order for students achieve success, has “two levels of performance: the first is the level that they are capable of achieving independently; and the second is the level of performance that they reach with assistance. The difference between these two levels is the zone of proximal development (cited in Hill 2012, p. 5).” Of coarse, we need to understand as teachers where our students are in terms their understanding before we can create a scaffolded learning experience suited to them. //"What the child is able to do in collaboration today he will be able to do independently tomorrow"//...Vygotsky, 1987)

In the classroom I observed as described by Dewey the classroom is ‘replicating the community where children engage in authentic learning, playing out important social roles and learning social responsibility’ (Hill, 2006 p.3), it was evident in the classroom that student each took turns in being a particular monitor. Student knew it was their responsibility that particular week to look after something, such as the cash book or the book shelf. It was not just the teacher up the front teaching but the class worked as a team to keep the classroom running smoothly. Students were also given the opportunity to teach and help other students while the teacher was helping another students - Ashley



Every teacher has a full responsibilities of their students in the classroom. However, not only the teachers but also the students has their own responsibility while they are at school. This means, they should know what they are doing and making sure the classroom runs smoothly. Every Morning, the students had to write a recount story about what they did during the weekend. It was appropriate for the students to ask for help to their teacher and their friends. (Eg. to spell out the words). This is because, the students have an opportunity to help each other while the teacher can help the students who needs extra assistance. Esther Hong

As described by Dewey (Hill 2012, p.3), “Children collaborate to learn as members of a community, actively pursuing interests in cooperation with others”. This was evident in the classroom I observed as students were taking on different roles within the classroom, including monitors for different items or activities and taking care of their own classroom. This enabled students to feel that they were contributing to their learning space and environment and were actively involved in taking care of it and ensuring their day ran smoothly. Students were also encouraged to explore how they learn. Teachers helped students develop the skills to ask questions to further their understanding and think inquisitively. This reflects Dewey’s ides about “learning how to learn”, that children need to be actively seeking the answers to their questions. Siobhan Judge

I saw in my classroom part of Deweys theory about the classroom ‘replicating the community’ and had the children ‘playing out social roles and learning responsibility’ (Hill 2012, p. 3). Each student weekly had different tasks that they were responsible for helping with. This allowed students to feel like they were a part of and could contribute to the classroom and their learning space, rather than just existing in it - Emily

Dewey also touches on inquiry learning (Hill 2012, p.3) which was evident a lot in the classroom. Students enjoyed and were always encouraged to give things a go even when they weren’t sure of the spelling or look or words to read or write. If students continue to be inquisitive and ask questions, it can help them build confidence and help them take control of their learning (rather than being fed information to remember). -Caitlin Mason