CANCELLED Contemporary Perspectives on Spelling
Contemporary Perspectives on Learning and Instruction in Spelling
presented by Dr TESSA DAFFERN
Emerging research provides evidence that learning to spell does not proceed in linear stages, and that instruction in spelling should involve learning about a range of linguistic skills including phonology, orthography and morphology. Evidence on the effects of phonics instruction on spelling achievement indicates that while explicit phonics instruction is effective for teaching spelling in Kindergarten and Year 1, for students in Years 2 to 6 a phonics approach is not as effective for teaching spelling. Successful instruction in spelling is underpinned by quality assessment procedures and involves systematic integration of multiple linguistic processes via an inquiry approach.
In this course, participants will:
* Challenge existing assumptions underlying spelling development
* Consider Triple Word Form Theory as a conceptual framework in the teaching and learning of spelling.
*Be able to draw upon research evidence to implement a differentiated model of spelling instruction
*Enrich current linguistic knowledge
Professional Member
|
35% |
$150 |
$155
|
$310 |
| Professional Member Digital |
35% |
$150 |
$155 |
$255 |
Professional Member New Graduate
|
35% |
$150 |
$155
|
$240 |
Professional Member Student
|
50%
|
$120 |
$120
|
$190 |
| Non-member |
— |
$230 |
$240 |
— |
Early bird rates until 24 March 2020
Completing this course will contribute 5 hours of face to face PD addressing 1.2.2, 2.1.2, 2.3.2, 1.5.2, 5.1.2, 2.5.2, 3.6.2, 3.3.2 from the Australian Professional Standards for Teachers.
Tessa Daffern
Dr Tessa Daffern has contributed to education in many capacities for over 20 years: as a classroom teacher, teaching and learning specialist, literacy coordinator, academic and education consultant. Tessa is currently a Senior Lecturer at the University of Wollongong. Tessa’s PhD examined the teaching and learning of spelling and writing in Australian school contexts and involved almost 1,400 students across 17 schools. Tessa's awards include the Australian Literacy Educators’ Association Doctoral Thesis Award (2017) Recognition of Excellence Award by the Archdiocese of Canberra and Goulburn Catholic Education Office for her contributions and achievements, and she one of the first Australian educators to become certified as a Highly Accomplished Teacher (2012). Tessa has also been a professional classical flautist in a number of major chamber, ballet and symphony orchestras. Tessa’s published books include The Components of spelling: Instruction and assessment for the linguistic inquirer and Teaching Writing: Effective approaches for the middle years.
Online registration not available.