> reading’ is the point at HE level and activities like this (drawing concept maps and pictorial representations) are too ‘low level’



It's a common mindset but it dates back to an education period when (i) reading was the ONLY asynchronous, form of communication. (ii) only 5% of the population went to university and everyone was ok with that. 



I once interviewed a teacher whose answer to all questions about supporting learners was 'keep it visual' - I wouldn't go along with that and I'd be very cautious of a 'learning styles' approach that said some people will achieve better if everything is available in their preferred medium. It's not about avoiding difficult things but about reducing unneccessary barriers so that people can be upskilled effectively. Triplett 2007 (see research notes on p3 of session learning resource) found struggling readers were being set tasks at "frustration level" - it's not the way to build confidence!



A  



 

Alistair McNaught

Subject specialist (accessibility and inclusion)



T 0203 819 8210

M 07443984111

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Please note: I use Voice Recognition which occasionally results in misinterpreted words. Apologies if I failed to spot any. 



-----Original Message-----

From: Future Teacher 3.0 free training, capacity building, self-assessment [mailto:[log in to unmask]] On Behalf Of Lilian Soon

Sent: 27 October 2017 14:12

To: [log in to unmask]

Subject: Follow up discussion - strategies to support reading



What were your key questions / reflections after attending the online webinar on Strategies for Supporting Reading?



My key ones were:

1. ironies of text - Does anyone encourage learners to annotate videos using tools like Panopto or even captions on YouTube? Dina mentioned that she would be starting to do this. I'd love to collate some key examples of this practice to share with everyone.



2. Blowing things up to A3, making mind maps etc I have heard academics say that ‘reading’ is the point at HE level and activities like this (drawing concept maps and pictorial representations) are too ‘low level’. Thoughts? Academics with this mindset, will, unfortunately, not be equipping learners with independent reading and comprehension skills. How do you counter this mindset?



Feel free to start your own thread to gather responses from Future Teachers.



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