They’re the tips and tricks usually learnt on the job, but thanks to a new reading initiative, pre-service teachers at the University of South Australia are gaining valuable insights about how to build students’ reading and literacy skills from experienced teachers on the job.
In partnership with the SA Department for Education and teachers in South Australian schools, UniSA has developed authentic and interactive videos that show exactly how a working teacher engages their students with reading.
From understanding inferences within a text to deciphering the meaning of new words, the videos reveal how experienced teachers progress through a class book or novel with a group of students, highlighting the strategies for reinforcing learning, checking understanding, and assessing progress.
In the wake of reports that show that one-third of Australian school students are unable to read proficiently for their age, English and literacy expert UniSA’s Dr Jill Colton says the new initiative presents a timely resource to help pre-service teachers sharpen their expertise.
“When you’re a pre-service teacher it can be daunting to apply what you’ve learnt in class to the classroom, so having access to real recordings of practicing teachers working with their students, is extremely valuable,” Colton says.
The videos cater to children in years two, six and eight, as well as kindergarten-aged children, and are now embedded in the university’s Initial Teacher Education programs.
“The videos are designed to show how a teacher works though a text with a group of children, how they might prompt understanding, deepen knowledge, and respond to student questions.
“They are also enhanced with tips and insights that emphasise and further explain the strategies a teacher may be using, helping pre-service teachers see and reflect on the good practice that is evident in schools.
“Ensuring graduate teachers have contemporary knowledge of classroom practice is paramount to their success as educators, ensuring our graduate teachers are up to speed with classroom skills as they enter the workforce.”
Education partners for the video include Unley Primary School, Roma Mitchell Secondary College, Annesley Junior School, and Bertram Hawker Kindergarten.
Reading and writing proficiency is crucial
Colton told EducationDaily that “we know that being proficient in reading and writing is crucial for academic and social success”.
“A key aspect of teaching reading and writing is to gather and evaluate data about students’ reading or writing and use this to plan learning activities,” she says.
“This data is also helpful when teachers evaluate the effectiveness of their instruction. It is important that pre-service teachers feel confident in assessing reading and writing and using their analysis of assessment data to plan for effective teaching.
“This confidence is crucial because it means they can apply targeted and timely instruction that meets individual and whole class learners where they need it most. It is also a key part of their capstone assessment – the Teacher Performance Assessment or TPA that all pre-service teachers must pass nationally to graduate.”
Colton says the feedback from pre-service teachers has been extremely positive.
“Reading is central to academic success and positive student outcomes, so it’s great to see these videos so well-received by our pre-service teachers.
“Many of have said that the opportunity to learn from authentic scenarios allows them to grasp the nuanced interplay between assessment and other aspects of teaching English and literacy. Plus, the case studies showcase the diverse data types that teachers are using in classrooms, from kindergarten to junior secondary levels, to assess reading and writing progress,” she says.
“This is truly a full-circle experience, and it’s wonderful to see the commitment of experienced teachers and their passion to help support the next generation of teachers.”
The video series includes:
Sixteen videos that show teachers in pre-school, primary school and secondary school contexts engaged in teaching and assessing reading or writing, including:
- shared, guided and independent reading
- strategies to develop vocabulary and comprehension
- assessing knowledge of phonics and writing development
- using writing to assess reading skills
- the role of peer and teacher feedback in writing instruction.
Plus, supplementary recordings of teachers explaining how they assessed students and use this knowledge to plan the learning activities.
Literacy skills are of “utmost importance”
Colton told EducationDaily that, although literacy has always been of “utmost importance”, in the current context, where she says, “teachers work with super-diverse students and are often being asked to use pre-packaged programs, it is more important than ever that they know how to assess individual students and apply pedagogical knowledge to plan to meet their needs”.
“It is also especially important at this juncture to recognise the expertise of practising teachers and to make stronger connections between universities and professional practice through collaborative efforts.”
