Course nr: #14: Innovating Reading & writing instruction in Pre-tertiary Language Education

Target Groups

This course  has been designed for teachers & leader educators in secondary and vocational education who are interested in innovating their reading & writing instruction practices to meet the educational challenges and demands the AI era brings with it.
Effective pedagogies and adapted forms of assessment with a focus on the interconnectedness of these skills in digital and hypermedia environments will be explored to enable deeper learning and develop digital & critical literacy.

Aims
Learning Objectives & Expected Outcomes

• This course aims to contribute to enabling participants to:
  • Apply fondational research-based principles on reading comprehension and interconnected reading/writing instruction.
  • Articulate AI’s influence on current student reading and writing practices.
  • Identify ethical guidelines and strategies to base students’ related AI literacy development on.
  • Design engaging learning tasks promoting deep reading in digital and hypermedia contexts and Source Interrogation (students’ skills to discern, analyze, and challenge what they read and hear).
  • Integrate AI tools effectively into writing instruction, emphasizing higher-order skills.
  • Implement social reading and develop students’ critical AI literacy to ethically support their writing competence development
  • Develop innovative assessment methods for reading and writing, adaptable to AI-assisted work.

Methodology and materials
This highly interactive course employs a blend of theoretical input, practical workshops, and collaborative group work. Participants will engage in active learning through the analysis of sample schemes of works, case studies, and hands-on experimentation with digital tools. We will facilitate peer-to-peer learning, critical discussions, and reflective practice. Learning will be assessed informally through active participation, engagement in practical tasks, and the development of sample planning of a series of lessons. Formative feedback will be provided throughout, ensuring continuous learning and application of new strategies relevant for participants’ specific teaching contexts.
To provide flexible access to course related tasks and resources a virtual learning environment (VLE) will be used. After-course access is offered to promote follow-up communication and collaborative learning when exchanging redesigned local practice experiences and materials.
Preparation
Delegates are requested to bring subject book(s) and/or related digital materials (if available) to be used when creating customised materials and activities.

Day-to-Day Course Topics

Day 1

• Arrival participants
• Greet & Meet
• Cultural Event

Day 2

• The Interconnectedness of Reading and Writing (IRWI)

• Analysing sample practices

• Identifying Core Instructional Strategies

• Briefing on Course summative task

Day 3:

• Reading in the Digital and Hypermedia Landscape

• Relevance of and Strategies for Deep Reading comprehension in the 21st Century

• Initial Impact of AI on Reading Practices

• Exploring pedagogies and digital tools to facilitate and promote student collaborative reading & writing. 

Day 5:

• Rethinking Assessment in the AI Era

• Alternative Assessment for Deep Comprehension

• Assessing AI-Assisted Writing

• Designing the assessment component of the Sample Lesson Series

Day 6:

• Finishing Sample Lesson Series

• Presentation & Evaluation of participants’ Lesson plans

• Briefing on follow-up activities, strategies for further professional development and sharing your know-how & ideas within school

• Course wrap-up, evaluation and certification

 
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