Saturday, June 15, 2019

On Reading Aloud and Storytelling (1/2)

I am writing this on may way back to Manila from a successful training workshop on reading aloud and storytelling in Pangasinan. I was invited by the Department of Education of Region 1 through the initaive and effort of  Teacher Arabella Soniega. The training program is designed for K-3 teachers to learn and relearn pedagogy in early literacy education. There were 128 teachers present in the training plus, a dozen school leaders. 

Last week, I was with the The Storytelling Project (TSP) to run the same workshop for their volunteers. Of the 15 volunteers, 2 are teachers and 1 is a librarian. They will soon be implementing TSP’s reading program in a public school in Laguna.

Two workshops. Same topics. Different audiences. Different purpose. Same goals. TSP volunteers need a good skill set in reading aloud because their two-fole roels. One is to support teachers in teaching literacy slills and the other is to provide children with an environment where reading is enjoyed and experienced outside of the classroom. The DepEd recognizes storytelling as an adjunct strategy for reading aloud when learning skills in the four communication arts, namely, listening, speaking, reading and writing. I discuss both in workshops and demonstrate ways of using them.

Reading Aloud from a teaching context, especially in literacy teaching, is a proven technique in teaching comprehension skills. When an adult reads aloud to children, the act of reading and the cognitive processes involved in it are shown, shared and modelled to them in a manner that is enjoyable and non-threatening. In storytelling, the teller does not use a book but a story to take the listener in a journey of adventure, wonder, play and the discovery of insights. Both are multi-sensorial activities that develop many skills including life skills, compassion and empathy.

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