Literacy Instructional Teams
Teams that embrace literacy instructional practices mainly focus on providing the students with the required assistance. This help encompass proper instruction and planning essentially through the access and interpretation of diverse forms of data to come up with great and enlightened instructional practices that aim at benefiting my learners (Collins, 2013). This paper will address my literacy instructional team, strengths of the members and how well they contribute to the effectiveness of the literacy instructional team.
Description and Strengths
My current literacy instructional team is made up of three members. My main focus is on struggling learners and I channel my energy towards ensuring that they develop in different phases to get to the same level as top learners. Additionally, I greatly embrace compensating strategies and remediation since learners can discover the rules as they get more assistance on a one-on-one basis and have the most challenging parts read to them. For instance, if a child has their most challenging and important parts read to them, it becomes easier for them to understand as compared to when they are left to read on their own. The second member in the team is concerned with three factors (intensiveness, expertness, and extensiveness) while the third member assists me in dealing with top learners in the class. My strength lies in helping the learners handle their work correctly and fluently. The second member’s strength is in the expertise evident while dealing with the overall class. Finally, the strength of the third member is in creation of an interaction between the learners to deliberate on several issues to better their understanding respectively. Consequently, we form a complete cycle whereby every learner’s interests are fully catered for in terms of need and grasping capability.
Challenges
As a team, we have meetings where we discuss matters on how students are faring, which improvements have been noted, what strategies have worked, and students who require special attention (Collins, 2013). These factors enable us to support learner diversity. However, there are several challenges that my team encounters during the execution of activities. For instance, some learners are rigid and unwilling to respond to their weaknesses while others are so quiet consequently making it difficult to know the areas to pay most attention (Collins, 2013). These challenges create a disparity in terms of advancement and improvement among learners. On the other hand, these challenges are important because they help the team to increase the expertise, experience, and understanding of the learners thus increasing efficiency and effectiveness of the process. Fortunately, these challenges can be addressed through establishment of group discussions where learners can challenge each other and sharpen their skills, thus, enhancing solving of challenges among learners in levels where instructors cannot (Collins, 2013).
References
Collins, P. (2013). What can literacy teams do for your readers? Retrieved from www.lcosu.org/documents/pdfs/3GRG-PIP-05.pdf
Considerations When Working With Struggling Readers Program Transcript. [Interview transcript].