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Adam Lancaster. CPD for secondary school librarians in Staffordshire [email protected] www.adamlancaster.co.uk. Who am I?. Librarian Assistant Headteacher SLA School Librarian of the Year 2012/13 Libraries, Literacy & Reading Consultant Save the Child Civitas Unesco - PowerPoint PPT Presentation
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CPD for secondary school librarians in Staffordshire
[email protected] www.adamlancaster.co.uk
Librarian Assistant Headteacher SLA School Librarian of the Year 2012/13 Libraries, Literacy & Reading Consultant
Save the Child Civitas Unesco Secondary schools Primary schools MLS
Past Chairman FCBG Founder National Non-Fiction Day Founder Illustr8or FCBG project coordinator SSAT Lead Practitioner Past SLS advisory resource librarian
Lead on literacy and information literacy (prep) Collapsed timetable coordinator (extended learning
days) QiSS coordinator Cultural Diversity Award coordinator Trust Partner Governor Governor Mark coordinator Reading Partners founder/coordinator Secondary school librarians CPD coordinator MPS trainer Middle managers training programme Charity coordinator
KNOW THE GAME AND PLAY IT MAKE IT EASY TO UNDERSTAND THE LIBRARY LINK WHAT YOU DO TO WHAT EVERYONE
DOES US, NOT THEM AND ME MAP YOUR AIMS AGAINST KEY POLICIES DON’T BE OR BE PERCEIVED TO BE A VICTIM BELIEVE IN THE IMPORTANCE OF WHAT
YOU DO DELIVER AND OVER DELIVER ON YOUR
COMITTMENTS
Why understanding how young people read can help improve
reading comprehension
“Thinking is not only effortful, it’s also slow and
unreliable”
Henry Ford
See
Move
Working memory(site of awareness and of
thinking)
Long-term memory(factual knowledge and procedural knowledge)
Environment
Working memory(site of awareness and of
thinking)
Long-term memory(factual knowledge and procedural knowledge)
Environment
Thinking occurs when you combine information (from the environment and long term memory)in new ways.
C
B
A
There are three rings of decreasing size on the leftmost peg. The goal is to move all three rings from the leftmost peg to the rightmost peg. There are just two rules about how you can move the rings: you can move only one ring at a time, and you can’t place a larger ring on top of a smaller ring.
Working memory(rules, board with current
position of discs, potential new moves)
Long-term memory(factual knowledge and procedural knowledge)
Environment
(rules, game board)
In the inns of certain Himalayan villages is practised a refined tea ceremony. The ceremony involves a host and exactly two guests, neither more nor less. When his guests have arrived and seated themselves at his table, the host performs three services for them. These services are listed in the order of the nobility the Himalayans attribute to them: stoking the fire, fanning the flames, and pouring the tea. During the ceremony, any of those present may ask another, “Honoured Sir, may I perform this onerous task for you?” However, a person may request of another only the least noble of the tasks which the other is performing. Furthermore, if a person is performing any tasks, then he may not request a task that is nobler than the least noble task he is performing. Custom requires that by the time the tea ceremony is over, all the tasks will have been transferred from the host to the most senior of guests. How can this be accomplished?
Host less senior guest more senior guest
Pouring tea
Fanning flames
Stoking fire
In the previous example there are too many factors to remember and keep in your working memory. This is why it is so hard to work out as you are trying to keep too many plates spinning whilst trying to link all the plates together!
Our brains are not geared towards ‘thinking’
Thinking really occurs when we link environment to long term memory
Factual knowledge is key to learning
Factual knowledge is key not necessarily decoding skills
‘Physical model for the decay and preservation of marine organic carbon’
Science Today
Students must acquire background knowledge parallel with practising critical thinking skills.
“I’m not trying out my new barbecue when the boss comes to dinner!” Mark yelled.
IDEA A
Mark is trying out his new barbecue
IDEA B
Mark won’t do it when his boss comes to dinner
“I’m not trying out my new barbecue when the boss comes to dinner!” Mark yelled.
IDEA A
Mark is trying out his new barbecue
IDEA B
Mark won’t do it when his boss comes to dinner
RELATIONSHIP
People often make mistakes when they first use a new appliance and Mark would like to impress his boss
Reading comprehension relies on combining the ideas in a passage and not just accessing each idea on its own.
“I’m not trying out my new barbecue when the boss comes to dinner!” Mark yelled. Then he added, “Let me make clear that by boss I mean our immediate supervisor and not the president of the company. And I’m using dinner in the local vernacular, not to mean ‘noontime meal,’ as used in some parts of the United States. And, when I say barbecue, I was speaking imprecisely because I really meant grill, because barbecue generally refers to slower roasting, whereas I plan to cook over high heat. Anyway, my concern, of course, is that my inexperience with the barbecue (that is, grill) will lead to inferior food, and I hope to impress the boss.”
Background knowledge is therefore essential to not only understand a single idea (A) but also to understand the connection between two ideas (A&B)
But what about multiple ideas?
Now, it is plainly a labor of love for Captain Sleet to describe, as he does, all the little detailed conveniences of his crow’s-nest; but though he so enlarges upon many of these, and though he treats us to a very scientific account of his experiments in his crow’s-nest, with a small compass he kept there for the purpose of counteracting the errors resulting from what is called the ‘local attraction’ of all binnacle magnets; an error ascribable to the horizontal vicinity of the iron in the ship’s planks, and in the Glacier’s case, perhaps, to there having been so many broken-down blacksmiths among her crew; I say, that though the Captain is very discreet and scientific here………
XCNNPHDFBICI
AFCBGX
How many can you remember?
XCNNPHDFBICIA
FCBGX
How many?
Working memory has limited capacity By forming relationships between things
we can chunk Chunking turns many ideas into one Freeing up working memory capacity
When we see someone apparently engaged in logical thinking they are actually in the process of memory retrieval
Background knowledge allows us to chunk together ideas with a text so we are able to process them
So what does this mean for reading?
Fluent reader
Dyslexic reader
Phonics (when it works) builds reading ability only to decode
Surface understanding not deeper
No comprehension
Good for initial reading but not further
It’s how we read as we get older
Improves recognition & comprehension
Comprehension allows chunking freeing up space in working memory to understand longer paragraphs
Student views as easier than phonics
Can reboot interest/ability in reading
Instigate a change of attitude
Students learn by seeing and doing Once they come across a word they don’t
know it is pronounced and a definition is given
Seen in ‘real time’ it also appears in context Second time a student sees the word the
remember it Need to come across the word often to
embed meaning Word is recognised – so decoded &
comprehension is also gained
Young people need to read whole texts to see new words in the correct context
They need to have access to a high frequency of low frequency words
They need to create and cement neural pathways in reading
Support needs to be given in embedding new words
About understanding individuals All about RfP
Disregard phonics Concentrate on word recognition Challenge weaker students to read
harder books (new tech etc) Teach reading skills Change attitudes Share strategies whole school Encourage RfP as much as possible!