Mark's Learning Log- Wondering if all teachers in training and graduate teachers are being taught to instruct all students in reading as though they were in the red? September 29, 2024I have this wondering that we are teaching all students in the class – as a whole class lesson – in the junior years as though they all needed the intensive phonic instruction and frequent repetition. Yes some explicit instruction … Continue reading →mwalker
- Why Why is the question we all need to answer! May 31, 2024In my work with school educators this is the question I ask them to resolve for themselves. What drives you to lead / teach young people and why? What happened to you and why is that important. I was reminded … Continue reading →mwalker
- Wondering if all teachers in training and graduate teachers are being taught to instruct all students in reading as though they were in the red? September 29, 2024
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Category Archives: Deakin University
Wondering if all teachers in training and graduate teachers are being taught to instruct all students in reading as though they were in the red?
I have this wondering that we are teaching all students in the class – as a whole class lesson – in the junior years as though they all needed the intensive phonic instruction and frequent repetition. Yes some explicit instruction … Continue reading
What I consider a balanced article to the issues around learning to read and reading to learn.
Why we’re failing to build the knowledge students need Age Newspaper 15/12/2023. In the early years of school, teaching should focus on systematic instruction in phonemic awareness and phonics, exposure to rich literature through read-alouds, and explicit teaching to build … Continue reading
Sensibility on Reading – a balanced approach
I recommend that all new teachers and those in training watch this short 8 min video on the teaching of reading – its a balanced approach as the title indicates.
Changes to Teacher Training
Newspapers (e.g. Age , Sydney Morning Herald)are reporting that an “expert teacher education panel” recommendations have been accepted by the various States education ministers to reform initial teacher education. The report identified several perceived weaknesses with initial teacher education includes … Continue reading
Lesson Timing
Often I speak to pre service teachers (PST’s) during their placements in schools/classrooms and the feedback they are receiving is that their lesson timing needs to be tightened or a goal. This is fine if there is a shared understanding … Continue reading
Lesson Transitions
About 9 months ago I started working as a casual academic for Deakin University, Faculty of Education, in Victoria. Students are placed in schools for at least 80 days, depending upon their course. They work along students and experienced teachers … Continue reading
Effective Lesson Planning: classroom systems and lesson sequencing
This is a follow up post number 2 on effective lesson planning. Now that we understand lessons should go differing lengths of time 20 – 40 minutes, what would that look like in one of the timetable blocks of 90-120 … Continue reading
Effective Lesson Planning: length of lessons
Some of the questions, concerns and issues raised by trainee teachers so far include: constantly repeating instructions to students students forget what to do students either don’t finish the tasks in the time set or finish in the first 5 … Continue reading
Working at Deakin University
One of the exciting opportunities that has presented itself this year is to work at Deakin University as a casual academic. What that means is that I work in the professional learning unit supporting trainee teachers in schools learn the … Continue reading