An exploration of approaches to teaching through multiliteracies, this text helps trainee and practising teachers understand and support learners to enable development of their reading and writing skills.
An exploration of approaches to teaching through multiliteracies, this text helps trainee and practising teachers understand and support learners to enable development of their reading and writing skills.
Dr Marie Charles has experience as a teacher, researcher in formative pedagogy and race and inclusion and holds a PhD in Cultural Studies & Humanities. She is currently publishing on decolonisation and reframing the curriculum. Dr Charles is an author/researcher whose work demonstrates that she believes passionately in the development and empowerment of the learner (rather than measurement or grading) being at the centre of the education process - a belief that she carries into her teaching and consultancy practice.
Inhaltsangabe
Using socio-dramatic play to support a beginning writer How collaboration develops early years writing skills The importance of multimodality and multiliteracies in developing young communicators Using Big Books as visual literacies to support emergent writers How a guided group teaching strategy can support emerging writers An analysis of a guided group's story writing Introducing Early Years children to the importance of non-fiction for their writing development The integration of genres (narrative to non-fiction) within a formative pedagogy Concluding thoughts
Using socio-dramatic play to support a beginning writer How collaboration develops early years writing skills The importance of multimodality and multiliteracies in developing young communicators Using Big Books as visual literacies to support emergent writers How a guided group teaching strategy can support emerging writers An analysis of a guided group's story writing Introducing Early Years children to the importance of non-fiction for their writing development The integration of genres (narrative to non-fiction) within a formative pedagogy Concluding thoughts
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