By Jaya Carrier
I hope everyone’s having a great week! Continuing our thinking about literacy and communication, I was interested to come across the 2017 EEF study about Science learning, and how it connects to disciplinary literacy. Objectives: To examine Science learning and consider strategies for best practice. Summary:
- There is a consistent attainment gap in Science across all key stages
- The strongest factor influencing students’ attainment in Science is their literacy levels
- Strategies that boost disadvantaged students’ reading comprehension are likely to have a positive impact on their Science achievement. They recommend some of the practices of dialogic teaching to support with this
Some reflection questions arising from this that might be helpful to consider are:
- How am I considering communication and literacy in my current planning?
- What correlation is there between literacy and attainment in my subject? How do I know?
- How do I use dialogic teaching? How effective is it?
I feel that science teachers usually utilise dialogic teaching as their main strategy which can lead to didactic teaching as well. I am trying to change my practise to develop independant learning, but surely these contradict each other?
ReplyDelete