Mater Dei Institute of Education A College of Dublin City University

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1 MDI Response to Better Literacy and Numeracy: Page 1 of 12 Mater Dei Institute of Education A College of Dublin City University The Promotion of Literacy in the Institute s Initial Teacher Education Programme and Related Programmes A response to the report Better Literacy and Numeracy for Children and Young People: A Draft Plan to Improve Literacy and Numeracy in Schools Introduction Mater Dei Institute of Education (MDI) is a College of Education specialising in the initial teacher education of second level teachers of English, History, Music and Religious Education within the context of the four year concurrent Bachelor of Religious Education programme. The Institute also provides a three year general undergraduate programme The BA in Irish Studies and Religious Studies (BAISRS) some graduates of which do subsequently progress to post-graduate initial teacher education in other Institutions. In this context in particular MDI of welcomes the publication of the report Better Literacy and Numeracy for Children and Young People: A Draft Plan to Improve Literacy and Numeracy in Schools by the Department of Education and Skills in November This submission has the following structure: a. Comments on the Draft Plan b. Brief report on the general promotion of literacy among undergraduate students of MDI c. Brief report on the present preparation of the Institute s Student Teachers to promote literacy among second level pupils. d. Consideration of the implications of the Draft Report for the Institute s on-going work in initial teacher education and for the continuing professional education of teachers. Section A: Comments on the Draft Plan In welcoming the draft report the Institute notes In particular the following recommendations: the need to ensure that ITE programmes for post-primary teachers provide adequate time to develop student teachers understanding and ability to apply current knowledge regarding such areas as children s learning, language acquisition, the teaching and learning of literacy and numeracy, and assessment (p. 19).

2 MDI Response to Better Literacy and Numeracy: Page 2 of 12 the emphasis that all teachers, irrespective of their subject specialism, complete mandatory units in the development of literacy across the curriculum and in related assessment procedures, (ibid). the recommendation that student teachers be 'required to demonstrate satisfactory skills in the teaching of literacy and numeracy as relevant within their subject specialisms during the teaching practice component of their initial teacher education course' (p. 19). the recommendation that ITE courses produce reflective practitioners capable of ongoing engagement with research and emerging practice in the fields of literacy and numeracy acquisition (p.18). the recommendation to ensure that children and young people experience a seamless development of their literacy and numeracy skills from early childhood to the end of compulsory education (p. 26). the recommendation that the examination for Junior Certificate English is to 'encompass a greater emphasis on literacy skills; a greater range of non-fiction and graphical sources; and greater emphasis on skills such as grammar, editing and functional writing' (p.31). the recommendation that seeks to ensure that 'all revised curricula/syllabuses provide objectives for the integrated development of literacy and numeracy skills across the curriculum, and include learning outcomes supporting these objectives' (p. 31). The recommendation to adjust the focus of the allocation of, and encourage more targeted use of, existing resources for students for whom English is an additional language (p.36). The need to generate better assessment evidence regarding literacy at post primary level (p. 43). Section B: Report on the general promotion of literacy among undergraduate students of MDI The Institute takes seriously the promotion of general literacy among all its undergraduate students. The academic staff of the Institute appreciates that the skills that undergraduate students bring with them from second level need to be honed for use at third level. The core approach to the promotion of literacy and the remediation of identified literacy concerns at individual student level within the Institute s undergraduate

3 MDI Response to Better Literacy and Numeracy: Page 3 of 12 programmes, is to progress from intensive marking and correction of errors by the lecturer within a student s submitted assignments to the self-diagnosis of errors by the student. This approach is most effective with students who are capable in terms of the content of their written work, but weak in terms of errors of grammar, spelling and syntax that are embedded in their writing style. It is recognised that developing literacy requires not just the promotion of understanding but a change in practice and attitudes since many of errors exhibited by undergraduate students are due to habits acquired and embedded over many years. Step One modelling, setting standards and providing instruction: the aim here is to model the highest level of literacy in teaching undergraduate students and to provide instruction to the student on literacy standards and requirements. Step Two self-awareness and agency: providing the student with resources so that he or she can identify common errors at draft level prior to submission. Step Three: monitoring and feedback: close intensive marking of errors on submitted essays and on drafts of research papers by the lecturer. On-going and detailed feedback on these to the student. Step Four- individual remediation: the student and the lecturer draw up a list of common errors across their written work. This is transformed into a check-list that enables students to correct their own errors prior to submission, promoting self-diagnosis of spelling, grammar and syntax that will enable the student to break some of the bad habits acquired over the years. Step 1: Modelling, setting standards and Instruction This is structured by the provision of dedicated Foundational Academic Study Skills modules, seminar and tutorial work and the provision of Advanced Academic Study Skills models in final year (linked with a Research Paper). The first year foundation module on academic writing skills focuses on compositional skills. It comprises ten weekly sessions covering Study Skills, Research Skills, Writing Skills, and Examination Skills. It is assessed directly by an online test and indirectly by the monitoring of all the written continuous assignments submitted by students during their first year of undergraduate study. The Cornell Method 1 of note taking is presented as part of the Study Skills component. 1 See W. Pauk, How to Study in College (Boston: Houghton Mifflin Co, 2007)

4 MDI Response to Better Literacy and Numeracy: Page 4 of 12 The Research Skills component demonstrates, in several sessions, how to use the library and internet efficiently, effectively and appropriately; it also explains in detail what plagiarism is and how to avoid it. The Writing Skills component includes guidance on how to avoid common pitfalls in grammar and punctuation, how to write a good paragraph, and how to structure essays. The Examination Skills component looks at how to prepare well for examinations and how to practise good exam techniques. The module is presented by several lecturers representing a variety of disciplines, provides a range of expertise and variety of presentation, and indicates to students how important this area is across all academic disciplines of the programme. Students are also introduced to the critical literacy skills to enable them to engage with new and traditional communication technologies. Materials are placed online on MOODLE for students to access for study purposes and suggestions are given concerning online and hard copy reference works to aid further study. Students do class tests (handwritten) during the year where they cannot use spell check or any other compensatory device so that staff can make an assessment of their fundamental literacy prior to the examinations each year. This then leads to one-on-one feedback with the relevant tutor. As well as the ten whole-group presentations in the Foundation Module three small-group tutorials within Religious Studies are devoted to literacy skills as follows: a) Academic Essay Planning & Writing at Level 8: This tutorial explores topics such as planning and structuring an essay; common pitfalls to avoid in essay writing; how to research the assigned topic; and how to reference academic sources used. b) Achieving Competence in using MDI Undergraduate Style Guide: This tutorial facilitates the explanation and application of MDI Undergraduate Style Guide for academic essays. The tutorial firstly outlines the importance of referencing in general as well as the problems of plagiarism. Secondly, students learn how to footnote and compose a bibliography using the MDI Undergraduate Style Guide. c) Revisiting Essay Writing & Style Guide: This tutorial is usually positioned towards the end of the first semester of first year when students have already submitted essays and are in the process of receiving feedback. It explores the common challenges of essay writing as well as giving directions for developing and maintaining good practice in essay writing.

5 MDI Response to Better Literacy and Numeracy: Page 5 of 12 Generally, the RS tutorials in first year are designed to enable students to examine closely a number of texts relating to their core modules in Religious Studies. Students are required to either give a synopsis of a text or to examine its significance or to answer a number of directed questions. This facilitates careful reading of the text and fosters the development of analytic skills. Students are generally assessed through a mixture of both written submissions and oral presentations. The submission of written work provides opportunities for tutors to give constructive feedback not only on the knowledge displayed but also on the communication of that knowledge either in written or oral form. Throughout the Institute s undergraduate programmes, further tutorials in English, History, Music and Irish Studies (BAISRS) also emphasise to students the necessity of accurate grammatical expression and of proper structure in the disciplines. Scrupulous correction of students written work assists them with expression and structure as well as content/ideas. In the assessment of written work, an acceptable level of literacy is a minimum requirement for the passing of all examinations. The B.A. In Irish Studies and Religious Studies (BAISRS) programme requires the intensive reading of primary and secondary sources. This is conducted in classroom contexts where the students are assisted in developing an appreciation of the nuanced use of the written word, while the students are also expected to engage with a wide variety of written sources as they prepare for the various forms of written assessment that they complete. Throughout its undergraduate programmes, as well as the skills of writing, the Institute is also conscious of the interrelationship between reading and writing skills and therefore also stresses the importance of enhancing reading skills. This activity is a feature of tutorial work and of Reading Seminars. In their final year of study undergraduate students of MDI present a Research Paper, a minor dissertation. Students are given general support in preparing this Research Paper and obtain intensive advice from their individual supervisors in drafting and re-drafting. Step 2: Self- Empowerment Undergraduate students and academic staff are provided with a style guide and a marking guide. The MDI Style Guide for undergraduate students provides advice on fundamentals, therefore augmenting the Study Skills module. The MDI Music Department has produced a handbook that includes a section that deals with recurring problems in spelling, grammar and punctuation which can be used by student teachers themselves and with their pupils during teaching placements. Step 3: Monitoring and Feedback

6 MDI Response to Better Literacy and Numeracy: Page 6 of 12 Attention to literacy occurs in the context of the multiplicity of assignment types which form a part of undergraduate assessment including: Essays Tutorial Assignments Portfolios E-portfolios Reflective Statements Multimedia Projects Written Examinations The marking of these assignments is followed by feedback. This takes a variety of forms, including one-to-one meetings with students, written feedback, web-based feedback and group feedback. This feedback relates not only to knowledge-based content, analytic skills and application, but also on writing skills relating to grammar, syntax, spelling and punctuation. This feedback mechanism enables students to gain a better understanding for the justification of the grade awarded and it provides invaluable opportunities for constructive feedback on literacy skills and standards. Learning Disability and Literacy Mater Dei admits a quota of undergraduate students through the HEAR and DARE access routes. Irrespective of entry route the Institute provides a range of supports to all undergraduate students who disclose a learning disability and requires them to participate in a needs assessment with the DCU Disability Office. The Institute then offers support to such students who, due to the impact of their disability may need specific targeted supports around literacy. Students who have dyslexia for example, may be recommended the support of Assistive Technology which improves their literacy such as 'Read & Write Gold'. The students are usually granted a spelling and grammar waiver which applies during their continuous assessments and during examination periods. Available supports also include appropriate examination accommodations. Section C: The present preparation of the Institute s Student Teachers to promote literacy among second level pupils. The promotion of literacy is a particular concern to the Institute as a College of Education educating future teachers within the concurrent four year Bachelor of Religious Education (B.Rel.Ed.) degree in the areas of English, History, Music and Religious Education. The concurrent nature of this programme allows staff to give literacy sustained attention over the four years. Every student teacher is recognised as a future teacher of

7 MDI Response to Better Literacy and Numeracy: Page 7 of 12 language through the teaching of Religious Education and either English itself or History or Music. The manner by which the student teacher s own literacy skills are enhanced provides a model of good practice for their work as future teachers. For instance, the skills in doing a Research Paper will be of central relevance when it comes to preparing their future pupils for journal work in Religious Education, the special topic in History and the project work in Civic, Social and Political Education (CSPE). Digital and Visual Literacy: ICT is interwoven into the fabric of the B.Rel.Ed degree. MDI uses the MOODLE Virtual Learning Environment for the provision of modular resources. Students are expected to type all written course work, and the facility to upload this work online is available. Many modules make use of asynchronous communication forums to facilitate reflection and discussion subsequent to the delivery of lectures and tutorials. Several modules also make use of multimedia forms of delivery and assessment. Students are introduced to core ICT skills during their first year of studies, and are expected to employ a number of media resources during their Foundation Teaching Practice (FTP) including handouts, posters, OHP acetates and use of the chalkboard or whiteboard. In subsequent years, students are equipped with the necessary skills for the educational application of PowerPoint, Interactive Whiteboards, podcasts, digital video and web-based resources. These multimedia approaches facilitate the development of digital and visual literacy, a key consideration for how learning occurs in the 21 st century classroom. The Promotion of Literacy and the Study of Education The development of core literacy skills forms an integral part of the initial teacher education component of the Bachelor of Religious Education degree. Teachers of most subjects require pupils to develop literacy skills and this means that responsibility for developing these skills does not rest solely with the English teacher. 2 Accordingly the cultivation of literacy is also part of the remit of the teachers of Religious Education, History, and Music. The relationship between grammar, lucidity and careful reasoning is addressed in Module EDRE101 on human development. Careful attention is given to the literacy demands of the Practice of Teaching and to teaching of literacy within the classroom. Student teachers in MDI learn that every teacher is in a sense an English teacher not only at primary level but also at second level. As part their two-week teaching placement in a primary school students get an opportunity to learn at first hand the manner in which primary school pupils acquire literacy skills. This provides student teachers with a level of 2 See K. Williams, 'The Multiple Tasks of the Teacher of English' in D. Bates, C. Galvin, D. Swan and K. Williams (eds.) Words Alone: The Teaching and Usage of English in Contemporary Ireland (Dublin: University College Dublin Press, 2000).

8 MDI Response to Better Literacy and Numeracy: Page 8 of 12 insight into the potential difficulties for some pupils whose levels of literacy may inhibit their access to the second level curriculum. From the second year of the programme student teachers are introduced to subject methodologies (Religious Education, English, History, and Music). Lecturers pay close attention to the role of their subjects in enhancing the written and oral language skills pupils at primary and post-primary level. Strategies are provide to help to enhance the skills of comprehension and language production of primary and post-primary pupils. In their approach to methodology, students are encouraged to engage their pupils with the key words that are pertinent to Religious Education, English, History and Music. They also learn the importance of literacy concerns in assessment. In each of the methodologies the importance of spelling, grammar and syntax in written work is highlighted. Two other modules where literacy has a significant profile are module EDRE101 (Teaching Studies Foundational) and module EDRE401 (Teaching Studies-Pre-Induction). EDRE101 (Teaching Studies Foundational). This module is provided in the first year of the B.Rel.Ed. programme. The relationship between grammar, lucidity and careful reasoning is addressed in the context of the study of human development. The nature of literacy itself in examined through the work of Vygotsky 3, Margaret Donaldson 4 and Howard Gardner 5. Close attention is paid to the impact of the written word on the world of the child and MDI students at this early stage of their professional preparation learn of the difficulty that some young people can experience with the agenda of the school. The reasons why many children struggle with the symbolic and notational practices of the school are explored and approaches to addressing these difficulties are examined. Based upon the above student teachers in the first year of their programme are advised to promote literacy by: setting tasks which make sense to the pupils in terms of their own experience and connect in some way with their lives; Informing pupils how the issues being addressed are relevant now and will be in the future; setting tasks as concretely as possible, i.e., tasks that relate to what pupils have experienced or can readily imagine; 3 See L.S. Vygotsky, Thought and Language (Cambridge, Mass: MIT Press, 1962). 4 See M. Donaldson, Children s Minds (London: Fontana Press, 1987). 5 See H. Gardner, The Unschoooled Mind: How Children Think andhow Schools Should Teach (London: Fontana Press, 1993).

9 MDI Response to Better Literacy and Numeracy: Page 9 of 12 encouraging the use problem-solving methods and setting achievable target tasks in the forms of problems which the pupils can realistically solve; building on achievement motivation - the human desire to find answers and to get things right; ensuring that the learning environment provides maximum emotional security so that pupils will be willing to take risks in suggesting answers and will not fear being incorrect. EDRE401 (Teaching Studies-Pre-Induction). This module is provided in the fourth and final year of the initial teacher education programme by which time the student teacher has accumulated a substantial body of school-based teaching experience and will have encountered a range of literacy problems first-hand. Literacy is considered in the context of the socio-cultural exploration of language, disadvantage and the curriculum. The following are highlighted: exploration of the relationship between linguistic and social impoverishment; critical study of, and application to, different subject areas of Bernstein's 6 theory of restricted and elaborated codes; examination of the disadvantage that may be experienced by children from non-middle class backgrounds in relation to the culture of the school on account of the language used; consideration of the situation of non-english speaking learners. Assessing Student Teachers Literacy Skills The recommendation that student teachers be 'required to demonstrate satisfactory skills in the teaching of literacy and numeracy as relevant within their subject specialisms during the teaching practice component of their initial teacher education course' is welcomed and noted and has always been a feature of the preparation for Teaching Practice. During Teaching Practice in MDI, literacy skills are examined as a key component of Teacher Communication Skills (MDI Teacher Skills Observation Instrument [TSOI] Skills Set D). Specifically, student-teachers are graded on the following: D9: Uses the chalkboard (OHP, PP) to focus learning. D10: Writes clearly and visibly. D11: Spells correctly. D12: Appropriately uses textual resources. 6 See B. Bernstein, Class Codes and Control, 3 vols. (London: Routledge and Kegan Paul, 1975.

10 MDI Response to Better Literacy and Numeracy: Page 10 of 12 D13: Appropriately uses Display, AV and ICT media. Literacy is considered a key factor in a number of additional criteria upon which student teachers are assessed, including: A5: Assumes the role of the teacher A6: Exhibits professionalism B4: Has adequate Schemes of Work B5: Has adequate Lesson Plans E5: Presents content accurately and clearly. As part of their assessment for Teaching Practice, student teachers are also required to submit a TP File/Portfolio. This submission is expected to be of a professional standard in terms of spelling, grammar and overall language use, and failure to meet such standards has an impact on the student teacher s final grade. Preparing Future Teachers of English as a Curriculum Subject Despite the all-pervasiveness of literacy concerns throughout all subjects of the curriculum, teaching literacy and creative writing will always remain the primary responsibility of the English teachers. Student teachers of English in MDI are thus taught to: implement the language requirements of the Junior and Leaving Certificate; be familiar with distinctions in the Junior Certificate English Syllabus between social, cultural and personal literacy and acquire the skills to cultivate these in their pupils explore the five language types to be studied on the Leaving Certificate English syllabus and know how to approach these in the classroom. Student teachers of English in MDI are taught that developing literacy requires sustained, serious and focused attention to the mechanics of written and oral communication or to what might be called the development of communicative competence. The production of creative, discursive and functional prose needs to be supplemented by the intensive and systematic teaching of grammar, punctuation and spelling, together with work in comprehension and vocabulary enhancement. Pupils often find functional work quite satisfying. Of course, not all communication takes place through the written word. Attention is also paid to the role of discussion as an important strategy in the development of oral language. In development of the other aspects of communicative competence, students of English and of the other subjects learn the dramatic and performing arts have a crucial role to play. Drama and the performing arts contribute hugely to the improvement of

11 MDI Response to Better Literacy and Numeracy: Page 11 of 12 communicative competence and, by extension, to overall personal development. By freeing young people from some of their inhibiting self-consciousness, drama has a unique potential to enhance self-confidence. Drama and role play are shown to have a place in the different subjects taught by graduates. Section D The implications of the Draft Report for the Institute s future work in initial teacher education and for the continuing professional education of teachers. Implications for the Institute s Work of Initial Teacher Education: The Institute will continue to develop its initial teacher education programme in the context of the following proposed requirement of the Draft Report: Ensure that ITE programmes for post-primary teachers provide adequate time to develop student teachers understanding and ability to apply current knowledge regarding such areas as children s learning, language acquisition, the teaching and learning of literacy and numeracy, and assessment (p. 19). Also noting that all teachers, irrespective of their subject specialism, complete mandatory units in the development of literacy across the curriculum and in related assessment procedures (ibid.) Of particular interest to the ongoing development of our methodology programme is the NCCA key skills framework that seeks to articulate an integrated approach to the development of key skills of literacy in relation to assessment. Accordingly, resources permitting, the Institute will: examine the possibility of providing its student teachers with the opportunity to ensure an increased time spent in school-based teaching practice in the classrooms of high-quality, experienced teachers of literacy' (ibid., p. 18). Examine the introduction of a specialised module in the teaching of English to non-english speakers. Undertake a quality assurance audit of the effectiveness of its undergraduate programmes in enhancing the literacy skills of its undergraduate students. Implications for the Institute s Work of the Continuing Professional Development of Teachers:

12 MDI Response to Better Literacy and Numeracy: Page 12 of 12 Through the activities of the Institute's Irish Centre for Poetry Studies, Mater Dei is working to develop supports for teachers of English relating to the promotion of poetry as an ideal medium for communicating the expressive aspects of literacy, which it has identified as a necessary augment to the functional components of the skill. As part of the role-out of the Institute s proposed Teaching Laboratory (TeachLAB) it the Institute aims to develop digital resources that enhance literacy and to make available digital recordings of best practice in teaching literacy within English and other subjects at both junior and senior cycle and develop literacy resources using on line tutorials as a platform.

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