Explicit teaching

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Introduction
Hello and welcome to this episode of the Structured Literacy Podcast coming to you from Pataway Burnie right here in Tasmania. This episode is the second in this Research to the Classroom series about daily review and retrieval where we will unpack practical aspects of this practice and share tips for you to use it in the classroom. If you haven't listened to the previous episode about the research behind daily review and retrieval, I suggest …

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00:00:00
Introduction.
Hi there, it's Jocelyn here with the Structured Literacy Podcast. It's wonderful to welcome you to this episode recorded here in Pataway Burnie, Tasmania, the land of the Palawa people. Just now, I'm sharing a series of episodes focused on helping you build and refine your explicit teaching muscles. After all, it's wonderful to have an evidence-informed program or resource in your hands, but it's what you do with it that matters. 

00:00:25
Th…

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00:00:00

Introduction
Hello. Hello, it's Jocelyn here with another episode of the Structured Literacy Podcast coming to you from the gorgeous Pataway, Burnie in Tasmania. I hope that wherever you are and whatever you are doing, life is good, and your confidence in building a structured approach to literacy is growing a little each day. You see, this teaching caper is not about doing one magical thing on one magical day and looking up to see that every problem has…

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00:00:00
Introduction
Hi there, everyone. Welcome to this episode of the Structured Literacy Podcast, the place where we talk all things reading, writing, and structured literacy. I'm bringing this podcast to you from Tasmania, the lands of the Palawa people.

00:00:15
Today's topic - Why learning can be hard.
Learning is hard. That's no news to any of us. We teach our students the mantra; we can do hard things. We want them to be resilient in the face of obstacles, to…

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Transcript Summary

Myth No. 1 -  learning to read is as natural as learning to speak.
Myth number one is that learning to read is as natural as learning to speak, and this is where this idea that if we just immerse children in rich text, if we have language-rich environments for them to grow up in, then all will be well and they'll learn how to read. That's where this comes from. 

Now, it's absolutely flawed, and I'm going to read to you a paragraph from my book, R…

In last week’s post, ‘Phonics without the Froo Froo’, I wrote about the need for phoneme grapheme instruction to be direct, simple and explicit. If you haven’t read that post, you can find it here.  In this post I also outlined Stanislas Dehaene’s 4 pillars of learning. You can learn more about these pillars in his book, ‘How We Learn’.

This week, I’d like to take the discussion even further and evaluate some common classroom practices against Dr Dehaene’s 4 pillars to help you maximise the i…

I have said it many times and I’ll say it again.

 The simple fact is that our children don’t have enough time focusing on language at school.  Now I know that they talk to each other in the playground and that they talk in the classroom when you don’t want them to. I know that you are likely already doing some ‘talk to your partner’ in your classroom (if you aren’t, please do start) and that you are possibly engaging children in oral sentence level instruction.

Even with all these things goi…