Cross curricula numeracy. How and why should numeracy be cross curricular?

Numeracy, sometimes referred to as mathematical literacy is defined as ‘having the ability to problem-solve, reason and analyse information. It is the ability to use numbers to help solve real-world problems. It is also the ability to understand the “language” of math (for example “sum” means an answer to addition, “difference” means the answer to a subtraction question)’ (Oxford Learning, 2010).

In recent years the areas of learning for the Welsh curriculum have been revised, with Professor Graham Donaldson outlining improvements that need to be made to the curriculum design back in 2015 with his ‘Successful Futures Report (Welsh Government, 2015). It was suggested that literacy and communication skills, and mathematical development were to be made a higher focal points within education, creating the National Literacy and Numeracy Framework (LNF) was a way to place them as ‘National Priorities’ (Welsh Government, 2015). With Wales reaching 39^th on the PISA scores 2015 data base for mathematics and 40^th with literacy, it is no surprise that a revision of the framework was needed.

The new Literacy and Numeracy Framework (LNF) was created so that teachers could embed literacy and numeracy into all subjects, making it a constant source of learning and development throughout the curriculum (Learning Wales, 2014). Wales bringing focus to literacy and numeracy within the curriculum can be seen from Donaldson’s ‘Successful Futures Report. It is outlined that with six new areas of learning and experience being introduced, language, literacy and communication as well as mathematics and numeracy will be two key areas of learning and experience. The demand for young people with numeracy skills as well as wider skill sets such as critical thinking, creativity and problem solving has increased over the years. This has caused an international trend to create a cross curriculum  within schools (Donaldson, 2015). Furthermore, the report suggests that literacy and numeracy are made areas of cross-curriculum, so that they are embedded in all subjects (Whitehead, 2019). Chomsky (1957, 1959) suggested that whilst children grow and interact with the world around them, they “pay attention to language the same way they actively seek to explore the world” (Palaiologou, 2010. pp 141). By embedding areas of learning such as mathematics and numeracy in all areas of learning, it brings up the possibility that pupils will pick up on complex knowledge on a daily basis (Palaiologou, 2010). If children obtain the knowledge for language constantly then  it could happen with mathematics and numeracy as well. By embedding literacy and numeracy into all subjects could be a positive step in the right direction in raising the PISA scores for Wales (Department of Education, 2015).

The Literacy and Numeracy Framework (LNF) is guidance to how schools can implement numeracy through the new cross-curriculum plan (Donaldson, 2015). As the new curriculum has not yet come out officially and is still having the creases ironed out, there is no concrete plan of how numeracy will be included in other areas of learning and experiences, due to it being a cross-curriculum area of learning. There have however, been suggestions put out on the world wide web. One I came across that in my opinion made sense as well as helped me understand how cross-curriculums work. Numeracy could be infused with music (Shaw, 2018), especially in regards fractions and reading music. When reading music it is essential that the pupil has  knowledge of how notes read, sound and play, this is where numeracy could help.

 In the picture above you can see that notes are presented in fractions. If a teacher was to play the pupils a quaver note and explain that is ½ of a whole , the information might be easier for the child to understand. Another way numeracy could be incorporated into music is through added the notes together (Coraggio, 2015). Again, looking at the picture above, if the teacher was to say to the pupil play notes that add up to 2 beats, the child would have to use their mathematical problem solving skills to use the notes (above) to complete the task. For example, they could play as little as one half note or they could play as much as 8 semiquavers. The options are varied and it is up to them to be independent to solve the numeracy problem using music, therefore showing cross-curriculum can be done.

Overall, numeracy is a vital area of learning that needs to be prioritised just like Donaldson outlined in his report. The 2015 PISA result and the demand for numeracy skills for the younger generation are compelling reasons as to why it is important for this change to happen. A lesson plan as simple as using numeracy to help read music or music to help understand numeracy is a step in the correct direction to implementing the new cross-curriculum demand that primary schools require.

Bibliography

Coraggio, S., 2015. Music and Math. [Online]
Available at: https://www.teachingideas.co.uk/notation/music-and-maths
[Accessed 2 May 2019].

Department for Education, 2015. PISA 2015: National Report for England - Data Tables. [Online]
Available at: https://www.gov.uk/government/publications/pisa-2015-national-report-for-england
[Accessed 30 April 2019].

Donaldson, G., 2015. Successful Futures Independent Review of Curriculum and Assessment Arrangements in Wales. [Online]
Available at: https://learn.cardiffmet.ac.uk/pluginfile.php/937138/mod_resource/content/1/Donaldson%20Report%20-%20Successful%20Futures%20-%20Independent%20Review%20of%20Curriculum%20and%20Assessment%20Arrangements%20in%20Wales.pdf
[Accessed 2 May 2019].

Learning Wales, 2014. National Literacy and Numeracy Framework. [Online]
Available at: https://learning.gov.wales/resources/browse-all/nlnf/?lang=en
[Accessed 30 April 2019].

Oxford Learning, 2010. What Does Math Literacy Mean?. [Online]
Available at: https://www.oxfordlearning.com/what-does-math-literacy-mean/
[Accessed 2 May 2019].

Palaiologou, I., 2010. The Early Years Foundation Stage: Theory and Practice. 1st ed. London: Sage.

Shaw, S. V., 2018. 4 Benefits of a Cross-Curricular Math Environment. [Online]
Available at: https://www.firsttutors.com/uk/blog/2018/04/4-benefits-of-a-cross-curricular-math-environment/
[Accessed 2 May 2019].

Welsh Government, 2015. Foundation Phase Framework. [Online]
Available at: https://learning.gov.wales/docs/learningwales/publications/150803-fp-framework-en.pdf
[Accessed 30 April 2019].

Whitehead, D., 2019. Schools in Wales to replace traditional subjects with six 'areas of learning and experience'. [Online]
Available at: https://news.sky.com/story/schools-in-wales-to-replace-traditional-subjects-with-six-areas-of-learning-and-experience-11707447
[Accessed 30 April 2019].

What can be done to improve attitudes to maths in Welsh primary classrooms?

It is not a hidden fact that mathematics is not the most popular subject amongst pupils or individuals at all. However, it has become more than pupils disliking maths, in fact there is not a serious concern for pupils as young as six suffering from maths anxiety (Weale, 2019).  The faculty of education and the centre for neuroscience in education at Cambridge University’s research found that pupils a fearful and even feel sick at the thought of mathematics, some even skipping school out of anxiety towards the subjects (Weale, 2019). The amount of teenagers choosing to study maths later on in life is on a shocking decline. “GCSE has “completely destroyed” the confidence of students who have “had enough of maths” (Ward, 2017). The major decline in the attitudes pupils have towards maths in higher and further education can be resolved by improving attitudes towards maths in primary schools. Raising pupils confidence in mathematics in primary school could tackle the problem from the source, as such.

Heidi Kirkland, a primary school teacher at the British School of Cairo,  explored ‘Maths Anxiety’ in depth, surveying teachers with how they saw ‘Maths Anxiety’ in their classroom (Kirkland, 2016). Using only words, Kirkland asked teachers to sum up ‘Maths Anxiety’ and these were the most popular responds;

A - Fear (41%)

B - Avoidance (17%)

C - ʻTest Anxiety’ (22%)

D - Dislike for mathematics (8%)

E - Poor attitude towards learning (7%)

F - Other (12%)                                                                                            (Kirkland, 2016).

The most worrying part of the results is that 22% of teachers saw it as ‘Test Anxiety’, which means a lot of pupils feel the anxiety whilst sitting a test, in an environment that a teacher is not allowed to intervene in. Therefore, the pupil is not getting the support they need when they really need it.  

It is not just teachers that need to support pupils but parents as well. A parents attitude towards mathematics in a big influencer when it comes to how children feel about the subject. If a parent is to have ‘Maths Anxiety’, than the child is less likely to have confidence themselves towards the mathematics (Eccles, 1983). Parents are seen as role models to children, so if parents exhibit negativity towards maths either in their attitude or in a form on anxiety than their child is most likely to show a similar kind of behaviour (Soni & Kumari, 2017).

So how do we change the attitude primary school pupils have towards mathematics? A resilience needs to be built. An approach to mathematics in a classroom can be built through a pragmatic construct (Lee & Johnston-Wilder, 2013).

When it comes to building up the resilience of pupils in primary school teachers play a vital role. When trying to tackle mathematic problems pupils tend to build resilience and keep powering through if they receive positive encouragement throughout the lesson (Lee, 2016). No matter what age individuals are, positive encouragement goes a long way in term of self-confidence in the task at hand. I am 23 years old and I still get a buzz of confidence when a lecturer gives me positive feedback during class. Positive feedback or encouragement is there as a little push to let the pupils know that they are on the right path. Even when a pupil gets a mathematical answer wrong, having a teacher let them know it is ok and that they will get it, to keep on pushing and trying and a lot better than red negative marker all over their work. It is disheartening for any pupil, especially ones as young as key stage 1 and 2. Therefore, having a teacher there as support throughout the lessons in a more positive light could change a pupils attitude towards a maths class.

As mentioned in a previous blog, gamification is a great way to allow pupils to understand that it is ok to make mistakes as long as you carry on trying. It is also a fun way to get children to gain knowledge without them knowing. If we take away the awareness of learning mathematics, there is a chance it could also take away the anxiety.

After doing some research myself, I came across an app called ‘Prodigy’. Prodigy is a Game Based Learning tool that is a game with the mathematic curriculum built into it. Pupils compete in duels against in-games characters and in order to win the game, they must answer mathematical questions correctly. It takes the pressure off and replaces it with entertainment (ProdigyGame, 2017). To make sure they are learning relevant topics related to the schools specific curriculum, teachers are able to log in and create their own questions for the pupils to answer (Nisbet, 2019). The teacher’s can also log in at the end of the day and get a report on every individual child to keep track of their progress. Each child answers question after watching a tutorial which mean each pupil gets their own tailor made experience and games, something a teacher would not be able to achieve standing at the front of the classroom.

Something as simple as teaching through a game could increase the chances that pupils in primary schools are going to want to join in. By exposes the pupils to a more exciting way to learn a subject that once gave them anxiety, they create a positive bond with mathematics from an early age. Hopefully, this will take away ‘Maths Anxiety’ during classrooms, build their self-confidence and maybe even encourage them to carry on studying maths further on in their education.

Bibliography

Eccles, J., 1983. Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives. Psychological and sociological approaches.. San Francisco, CA: Freeman & Co.

Kirkland, H., 2016. 'Maths Anxiety': Isn’t it Just a Dislike for Learning Mathematics?. [Online]
Available at: https://learn.cardiffmet.ac.uk/pluginfile.php/937132/mod_resource/content/1/Maths%20Anxiety-%20Isn’t%20it%20just%20a%20dislike%20for%20learning%20mathematics%3F.pdf
[Accessed 2 May 2019].

Lee, C., 2016. Mathematical Resilience Teachers’ Reflections on Working to Develop Mathematical Resilience in Learners. [Online]
Available at: https://learn.cardiffmet.ac.uk/pluginfile.php/937133/mod_resource/content/1/Developing%20Mathematical%20Resilience.pdf
[Accessed 2 May 2019].

Lee, C. & Johnston-Wilder, S., 2013. Learning Mathematics- letting the pupils have their say. Educational Studies in Mathematics, 83(2), pp. 163-180.

Nisbet, J., 2019. 13 Best Math Apps for Kids in Elementary School. [Online]
Available at: https://www.prodigygame.com/blog/best-math-apps-for-kids/
[Accessed 2 May 2019].

ProdigyGame, 2017. Prodigy - Free Curriculum Aligned Math Game. [Online]
Available at: https://www.youtube.com/watch?v=KLNtDFss4qQ
[Accessed 2 May 2019].

Soni, A. & Kumari, S., 2017. The Role of Parental Math Anxiety and Math Attitude in Their Children’s Math Achievement. International Journal of Science and Maths Education, Volume 15, pp. 331- 347.

Ward, H., 2017. Exclusive: Maths 'Disaster' as Schools Report 'Alarming' Decline in Post-16 Take-Up. [Online]
Available at: https://www.tes.com/news/exclusive-maths-disaster-schools-report-alarming-decline-post-16-take
[Accessed 2 May 2019].

Weale, S., 2019. ‘Maths Anxiety’ Causing Fear and Despair in Children as Young as Six. [Online]
Available at: https://www.theguardian.com/education/2019/mar/14/maths-anxiety-causing-fear-and-despair-in-children-as-young-as-six
[Accessed 2 May 2019].

Gamification. What are the benefits and how can it be bought into the classroom?

 (World Government Summit, 2017)

Introduced in 2008, gamification is the use of gaming techniques and mechanics in a non-gaming context to engage and motivate people (Growth Engineering, 2019). Similarly, Kapp, (2012) defines gamification as game-based mechanics, aesthetics, and game thinking to engage people, motivate action, promote learning and solve problems.

Research shows that players achieve maximum performance effort as well feeling a sense of purpose whilst being fully engaged in playing the game (McGonigal, 2011). Furthermore, research has found that when we play games, our brain releases chemicals known as norepinephrine, epinephrine, and dopamine. All of these chemicals not only make the individual feel good within themselves but they also said to make us more receptive to learning (Guiterrez, 2012). Neuroscientist Gregory Burns supports these findings, Burns found that the chemical dopamine in particular allows individuals to learn properly (Rackwitz, 2012). Neurologically speaking, the brain finds it difficult to tell the difference between simulated and reality environments, however the brain is still able to learn how to solve problems no matter the environment. Researchers have found links between gaming and problem solving. Gaming helps develop liner thinking (Kapp, 2012). Therefore, if an individual was to be put into a simulated situation and taught how to tackle the problem at hand, if a similar problem ever occurred in a reality environment theoretically the knowledge from the simulated learning experiences would come into play to help solve the problem in real life (Miller, 2013).

Learning through gamification increase the development of problem solving skills as well as the receptiveness to learning new information, all which could be caused by the fact that students motivation boosts when they learn by having fun. Old strategies of teaching require a student to be spoken at, to gain knowledge without learning the underlying concept of the information. By introduction gamification into a game based learning (GBL) system, the chances of student succeeding not just in digital competence but in other areas of learning as well are high (Al-Azawi, et al., 2016).

An excellent example of bring gamification into a classroom in Classcraft.

Classcraft gives educators a powerful set of tools while connecting real-life intervention with engagement data from existing content, platforms, and systems. This has a profound impact on educational outcomes that are key to student success:

·         Academic Performance 

·         Classroom Behaviour 

·         Social & Emotional Learning 

·         School Climate 

·         Attendance & Suspension 

·         Student Motivation 

(Classcraft, 2019)

 

Classcraft is a gamification Engagement Management System (EMS) used in a Game Based Learning (GBL) environment.  When looking at a report given by Maurice J. Elias, Ph.D. about Classcraft it is easy to see the positive impact this type of gamification can have on a classroom. Classcraft supports teamwork, critical thinking and decision making and responsibility amongst many other skills. Classcraft has game-based learning quests that can be completed within teams or individually. If one pupil within the team portrays negative behaviour they lose health points which has an impact on the whole team. This promotes taking accountability for their actions and seeing how their action can effect other people. Completing a task either individually or in a team promotes critical thinking, problem solving and also allows the pupils to learn from experience. If something goes wrong they have the chance to restart. Schooling is an environment where children are still learning, so giving them the option to restart as oppose to quitting the game all together can encourage their self-confidence to rise.  It teaches pupils that just because they did not succeed the first time does not mean they will not succeed the next (Elias, 2018).

The world of education needs to take a step into the 21^st century and infuse technology into the curriculum. It is being done through the digital competence framework, but technology also needs to be present in practically every aspect of a pupils education. As aforementioned, learning through a game based learning system gives pupils a better chance at taken in the information and knowledge taught in a classroom. Gamification brings a sense of fun and joy to the classroom, making the classroom a more positive place will encourage the children to get involved more so than if the teacher was to stand at the front of the class talking at them. I personally think I would have sat up and paid more attention in class if it was taught through gamification.

I had an experience with gamification with a mathematics game called ‘Numbers Up! Volcanic Panic!’ The school only had it for a year when I was in year 6, so I had missed out on the fun way of learning numeracy throughout my primary school years. But I remember it making me enjoy learning mathematics, it taught me team work and problem solving all without me noticing.

It is that kind of classroom environment that is needed for schools, a place where the children are learning without realising it. A place where learning is fun and school is no longer classed a boring.

Bibliography

Al-Azawi, R., Al-Faliti, F. & Al-Blushi, M., 2016. Educational Gamification Vs. Game Based Learning: Comparative Study. International Journal of Innovation, Management and Technology, 7(4), pp. 132-136.

Classcraft, 2019. Classcraft Is an Engagement Management System (EMS). [Online]
Available at: https://www.classcraft.com/
[Accessed 2 May 2019].

Elias, M. J., 2018. Analysis of the Alignment of Classcraft’s SEL Environment and CASEL SEL Standards , New Jersey: Rutgers Social-Emotional and Character Development Lab .

Growth Engineering, 2019. What is the Definition of Gamification?. [Online]
Available at: https://www.growthengineering.co.uk/definition-of-gamification/
[Accessed 1 May 2019].

Guiterrez, K., 2012. The 5 Decisive Components of Outstanding Learning Games. [Online]
Available at: https://www.shiftelearning.com/blog/bid/234495/The-5-Decisive-Components-of-Outstanding-Learning-Games
[Accessed 2 May 2019].

Kapp, K. M., 2012. The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. San Francisco, CA: Pfeiffer.

McGonigal, J., 2011. Reality is broken: why games make us better and how they can change the world. New York : Penguin Press.

Miller, C., 2013. The Gamification Of Education. Developments in Business Simulation and Experiential Learning, Volume 40, pp. 196-200.

Rackwitz, R., 2012. Why Gamification is more than just a trend. [Online]
Available at: https://engaginglab.wordpress.com/2012/10/08/why-gamification-is-more-than-just-a-trend/
[Accessed 2 May 2019].

World Government Summit, 2017. Gamification and the Future of Education. [Online]
Available at: https://www.youtube.com/watch?v=SWPDYhtX96Y
[Accessed 1 May 2019].

Technology and Education. How can teachers use technology effectively in a classroom?

The evolution of technology in the 21^st century has resulted in the demand for digitally skilled workers in the employment industry (Milano, 2019). With the rise of demands for such jobs, introducing a digital competence framework into schools seems like the smart step in the right direction. “Full participation in modern society and the workplace already demands increasingly high levels of digital competence…children need to develop the knowledge and skills required to use that technology creatively as learners and future members of a technologically competent workforce” (Donaldson, 2015). The new digital framework being introduced will be compulsory in schools throughout Wales  by 2022, yet some schools have already started to use technology within the way they teach in their classrooms.

A quick overview of the 4 strands of the Digital Competence Framework:

1.    Citizenship – which includes:

a.    Identity, image and reputation

b.    Health and well-being

c.    Digital rights, licensing and ownership

d.    Online behaviour and cyberbullying.

2.    Interacting and collaborating – which includes:

a.    Communication

b.    Collaboration

c.    Storing and sharing.

3.    Producing – which includes:

a.    Planning, sourcing and searching

b.    Creating

c.    Evaluating and improving.

4.    Data and computational thinking – which includes:

a.    Problem solving and modelling

b.    Data and information literacy.

(Learning Wales, 2018)

Technology has never been a key focus in education, I remember when I was in primary school (14 years ago) there was no talk of computers or learning how to work excel or write work up on Microsoft work. I do remember the first time I entered a computer room and being fascinated by the chunky boxes that allowed us to play games to learn mathematics. I also remember entering secondary school ten years ago when my comprehensive school made ICT a compulsory lesson. Fast forward to 2019 and technology such as ICT and having digital competence is now as important as any other skill needed to be able to no only blend with today’s society but also to have a better chance at having the skills to enter the employment industry. Digital competence has become one of the most in demands skills needed, which is why introducing it has a core cross curriculum area of learning is essential.

Teachers struggle to know how to bring technology into the classroom, therefore a model design has been invented to make the transition slightly easier. Dr Ruben Puentedura popularized the SAMR model, which shows teachers how to infuse digital learning experiences into the classroom (Schrock, 2018).

 

Substitution is taking a non-tech tool that is used and simply substituting it for the technology version, for example from writing with pen and paper to writing on Microsoft word. The function doesn’t change, just the tool.

Augmentation is a step further from substitution. Still switching the tool, but the function changes as well. For example a backchannel tool. This tool allows pupils to have an on-topic conversation during a lesson. A good example would be Google Classroom, when creating a document on in a group on Google Classroom, pupils are able to “talk during the session, submit questions, or even continue the conversation afterwards” (The Teaching Space, 2018).

Modification is when technology allows for a significant redesign. An example for this step is getting pupils to create a mind map of their notes but through technology. This redesign can be used for class notes or lesson planning to name a few ideas. Concept mapping is a way of taking complex information and putting into a visual representation, with arrows linking ideas and notes together (Northern Illinois University, 2013).   

 Redefinition is the creation of tasks that were once not possible. The greatest example of this in the 21^st century is augmented reality (AR). This is where teachers are able to superimpose a digital image into the real world. This could enhance education and teaching throughout schools immensely (Bonsor & Chandler, 2018).

(IamVR, 2016)

The SAMR model in my opinion, is a great starting point for teachers to learn how they can infuse technology into their classroom. “Digital competence can be broadly defined as the confident, critical and creative use of ICT to achieve goals related to work, employability, learning, leisure, inclusion and/or participation in society” (Ilomäki, et al., 2011). It is an important step that needs to be taken as can be seen by the prioritising and introduction of the Digital Competence Framework in the new curriculum of 2022.

Bibliography

Bonsor, K. & Chandler, N., 2018. How Augmented Reality Really Works. [Online]
Available at: https://computer.howstuffworks.com/augmented-reality.htm
[Accessed 1 May 2019].

Donaldson, G., 2015. Successful Futures: Independent Review of Curriculum and Assessment Arrangements in Wales. [Online]
Available at: file:///C:/Users/Laura-Louise/AppData/Local/Packages/Microsoft.MicrosoftEdge_8wekyb3d8bbwe/TempState/Downloads/Donaldson%20Report%20-%20Successful%20Futures%20-%20Independent%20Review%20of%20Curriculum%20and%20Assessment%20Arrangements%20in%20Wales.pdf
[Accessed 1 May 2019].

IamVR, (2016) Whale Surprise Jumps into a Gym in Mixed Reality (Exciting) by Magic Leap. [Online] Available at: https://www.youtube.com/watch?v=LM0T6hLH15k [Accessed: 1st May 2019]

Ilomäki, L., Kantosalo, A. & Lakkala, M., 2011. What is digital competence? In Linked portal. Brussels: European Schoolnet. http://linked.eun.org/web/guest/in-depth3

Learning Wales, 2018. Digital Competence Framework. [Online]
Available at: https://learning.gov.wales/resources/browse-all/digital-competence-framework/?lang=en
[Accessed 1 May 2019].

Milano, M., 2019. The Digital Skills Gap is Widening Fast. Here’s How to Bridge it. [Online]
Available at: https://www.weforum.org/agenda/2019/03/the-digital-skills-gap-is-widening-fast-heres-how-to-bridge-it/
[Accessed 1 May 2019].

Northern Illinois University, 2013. Concept Mapping. [Online]
Available at: https://www.google.com/url?client=internal-uds-cse&cx=015599932022858976637:nq6dbpwtmdi&q=https://www.niu.edu/facdev/_pdf/guide/strategies/concept_mapping.pdf&sa=U&ved=2ahUKEwirlfjj__rhAhX0URUIHRWCDgkQFjAAegQIAxAB&usg=AOvVaw1hWQ3BPDaLSCtYhQVQcZya
[Accessed 1 May 2019].

Schrock, K., 2018. Resources to support the SAMR Model. [Online]
Available at: http://www.schrockguide.net/samr.html#
[Accessed 1 May 2019].

The Teaching Space, 2018. Nine Classroom Backchannel Tools You Can Start Using Today. [Online]
Available at: https://www.theteachingspace.com/blog/backchannels
[Accessed 1 May 2019].

The Value of Storytelling in Primary Education.

“Storytelling is the oldest form of education. People around the world have always told tales…stories are at the core of all that makes use human” (Hamilton & Weiss, 1990. pp1). When it comes to storytelling there are many forms to enhance the experience. If we look at the multimodal chart we can see that the experience of storytelling can be enhanced through five modes of the communication (Lumen, 2019). Techniques such as the way the teller moves their body, to the way the control their voice (pitch, volume, accent, etc.) are just two of the way that can improve the way a teller tells their story (Bearne & Wolstencroft, 2007).

An example of using multimodal techniques to enhance a story telling experience is when I used a story sack to tell a story about the Muslim religion through a book called ‘The Baby Birds’.

Aural, Spatial and Gesture. All three of these came into effect when telling the story as I had to spatial place the puppets between different people as well as the nest they all ended up in. I also was aware to spatial place the book up near my face and angled towards to audience. This would also come under gesture as my body position was open and friendly towards the audience. Another way that in which the mode of gestures were used was when the puppets were moved around in the action that was being described in the book. This action brought the book to life, helping the audience to visualise the story in depth. Lastly, the mode of aural was used when I would change my voice to match the mother bird or the baby birds. I also used birds noises, again to bring the book to life and help bring the imagination to life. All of the actions were so simple to use, yet they are effective when it comes to storytelling.

All of the multimodal techniques help the audience enter the world of imagination. “Children’s imaginations are the most powerful and energetic learning tools” (Egan, 1990. p 2). Unfortunately, the imagination of a child is not seen to be important, especially not compared to the lessons within the national curriculum. However, as once said by Einstein “Imagination is more important than knowledge”. The development of a child’s imagination is vital, it teaches them how to express themselves verbally and non-verbally, it is how they learn about the world. During imaginative play children can be seen to manipulate different materials, create stories of their own, building friendships through communication and emotional connection and it is these kinds of social-emotional development that can boost a child’s confidence (Bright Horizons Education Team, 2019).

Another benefit to storytelling is the fact that it can help broaden a child’s vocabulary. Research has shown that it is not uncommon people to speak with a less sophisticated vocabulary compared the vocabulary used in written forms such as books, this includes highly educated individuals (Department of Education, 2016). Therefore by reading to the children through stories, they have a greater chance at coming to terms with hearing and understanding a wider range of vocabulary compared to what they would if teachers just taught by speaking at them.

In a speech given by Nick Gibb, Minister of State at the Department for Education, he uses an incredibly example of how storytelling sticks with people, and how it is a certain type of imaginative storyline that can teach people lessons for centuries to come. “Would the teachings of the Bible have been so powerful had Jesus never told the story of the Good Samaritan, but simply instructed his followers to care for all humankind? Would children the world over know that ‘slow and steady wins the race’, had the ancient Greek slave Aesop not parcelled that message in his fable ‘The Hare and the Tortoise’?” (Department of Education, 2016). Comparing Jesus and Aesop to those of expert cognitive psychologist as well as storytellers, Gibb outlines just how much value stories hold in the human mind, so much so that it is described as psychologically privileged part of the mind that allows us to remember stories so well.

Overall, storytelling has many benefits some of which I have spoken about in this post. From using imagination to help develop children socially and emotionally, as well as being able to broaden their knowledge of vocabulary. Storytelling is most importantly there to help teach lessons, whether it be something simple as being kind to humankind or whether it be teaching religion through a book about birds, the benefits and value of storytelling should not go unmistaken. It is a vital part of an education and a child’s development.

Bibliography

Bearne, E. & Wolstencroft, H., 2007. Visual Approaches to Teaching Writing Multimodal Literacy 5-11. London: Paul Chapman Publishing.

Bright Horizons Education Team, 2019. Nurturing Creativity & Imagination for Child Development. [Online]
Available at: https://www.brighthorizons.com/family-resources/nurturing-creativity-and-imagination-for-child-development
[Accessed 1 May 2019].

Department of Education, 2016. The Importance of Storytelling. [Online]
Available at: https://www.gov.uk/government/speeches/the-importance-of-storytelling
[Accessed 1 May 2019].

Egan, K., 1990. Teaching as Storytelling. London: Routledge.

Hamilton, M. & Weiss, M., 1990. Children Tell Stories: A Teaching Guide. New York: RC Owen Publishers.

Lumen, 2019. Module: Multimodality. [Online]
Available at: https://courses.lumenlearning.com/olemiss-writing100/chapter/what-is-a-mode/#return-footnote-857-1
[Accessed 1 May 2019].

Why is reading for pleasure important in primary education?

Clark & Rumbold, (2006) define reading for pleasure as “reading that we do of our own free will anticipating and satisfaction that we will get from the act of reading. It also refers to reading that having begun at someone else’s request, we continue because we are interested in it” (Cited in Bearne and Reedy, 2018, p. 146). Reading for pleasure it not the same as reading skills, whilst reading for pleasure would not happen without having reading skills, reading for pleasure is a voluntary act done for enjoyment, whilst reading skills are essential as well as compulsory in education (Bearne & Reedy, 2018). Reading for pleasure can push the boundaries of what reading has traditionally been seen as. When reading for pleasure the reader is interacting with the book, no matter the form, whether it be digitally (e-book) or a paper version (Tarulli, 2014). “I like reading because I’m lost in my own world” (Lockwood, 2008. Pp 15). The reader can become completely immersed in the book if they enjoy it. Reading for pleasure can cause the reader to connect emotionally with the book, increasing their chances of engagement with the reading material. When someone is reading for pleasure it shows that they are engaging with the book in a positive way. Kucirkova et al (2017) outlines how varies research has revealed how engagement with reading is an indicator of children’s literacy test scores (Kucirkova, et al., 2017).

Reading makes us smart is a bold claim by Bridges (2014) in their research paper. Bridges writes how Anne Cunningham, renowned cognitive psychologist at the University of California, Berkeley, explains how reading is a complex cognitive act linking to studies that “suggest that the more our students read, the better their comprehension, vocabulary and fluency” (Bridges, 2004. Pp 4). Further studies show that reading fro pleasure not only has a poitive impact on the pupils vocabulary and other literacy skills but furthermore, it has a positive impact on their mathematic skills (Sullivan & Brown, 2013). Reading for pleasure can enhance the child’s ability to problem-solve in addition to developing the ability to understand how to use numbers (Bridges, 2014).  

Reading for pleasure is being seen less and less in primary schools. With the pressure for pupils to succeed, it is almost as if they have no time to fully engross themselves in a book that they actually enjoy. Schools have reported an increase of more than three-quarters when it comes to pupils in primary schools affected by stress to the point that anxiety and depression takes a hold (Weale, 2017). Which is why I believe reading for pleasure should be introduced as a more focused on topic in primary schools. It is said that children who read for pleasure are more likely to succeed academically and socially as well as go on to become lifelong readers (Lopiccolo, 2018). Aforementioned, reading for pleasure connects to the reader on an emotional level, if the reader in engaged with the book than hopefully it would relieve stress levels as they are enjoying what they are learning.

In a nutshell, reading for pleasure needs to be recognised as a key priority for children’s development. Slowly, this is being recognised, with the renewed Literacy and Mathematics Framework in 2006 setting out a standard for key stage 2 in primary schools to encourage children to “read independently for purpose, pleasure and learning” (Lockwood, 2008. Pp 76). The Department for Education have set out ways in which reading for pleasure will begin to be promoted throughout primary schools in England.

·         Choice – Simply asking the child which book they would like to read has a higher chance of the child enjoying the book. Gambrell, 1996 (cited in Clark and Rumbold, 2006) found that 80% of children found pleasure in reading when the book read was the one that they chose.

·         Incentives – Giving the children an incentive that is linked to reading, a national programme called ‘Booked Up’ shows that this works. Children are able to choose a free book from a selection of 12.  This programme has shown that 71% of these pupils had read the book they had chosen. Furthermore, 47% of parents/carers saw evidence of their child wanted to read more as a result of ‘Booked Up’.

(Department of Education, 2012)

Reading for pleasure is an important part of children’s development and should be classed a priority within classrooms. Whilst, national programmes such as Booked Up are a step in the right direction, they are only put in place within secondary schools. The Early Years stage of a child’s development is vital to how they develop throughout the rest of their educational and social lives. Therefore, pleasure for reading should be a priority from as early as possible, possibly even creating a way to incorporate it into the Early Years Foundation Stage.

Bibliography

Bearne, E. & Reedy, D., 2018. Teaching Primary English : Subject Knowledge and Classroom Practice. 1st ed. London: Routledge.

Bridges, L., 2014. The Joy and Power of Reading: A Summary of Research and Expert Opinion. s.l.:Scholastic Inc. .

Clark, C. & Rumbold, K., 2006. Reading for Pleasure: A Research Overview. London: The National Literacy Trust.

Department for Education , n.d. [Online].

Department of Education, 2012. Research Evidene on Reading for Pleasure. [Online]
Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/284286/reading_for_pleasure.pdf
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Kucirkova, N., Littleton, K. & Cremi, T., 2017. Young children’s reading for pleasure with digital books: six key facets of engagement. Cambridge Journal of Education, 47(1), pp. 67 - 84.

Lockwood, M., 2008. Promoting Reading for Pleasure in the Primary Schoo. London: Sage.

Lopiccolo, R., 2018. Five ways to boost reading for pleasure in primary schools. [Online]
Available at: https://www.tes.com/news/five-ways-boost-reading-pleasure-primary-schools
[Accessed 1 May 2019].

Sullivan, A. & Brown, M., 2013. Social Inequalities in Cognitive Scores at Age 16: The Role of Reading.. London: Centre for Longitudinal Studies.

Tarulli, L., 2014. Pleasure Reading. Reference & User Services Quarterly, 53(4), pp. 296-299.

Weale, S., 2017. More Primary School Children Suffering Stress from Sats, Survey Finds. [Online]
Available at: https://www.theguardian.com/education/2017/may/01/sats-primary-school-children-suffering-stress-exam-time
[Accessed 1 May 2019].