An Imaginative Approach to Teaching Literacy in the Primary Classroom – imaginED


Judith Ameresekere (MEd in Imaginative Instruction, lover of literacy, and Most important Educator)

Teaching grade two students how to generate perfectly is no walk in the park. Usually, in a given calendar year, I have a handful of college students who certainly adore producing and are proficient at employing their creativeness in their crafting. Nonetheless, a wide vast majority of my college students come across crafting to be a daunting undertaking. I had one particular distinct university student who would go to the lengths of hiding in the washroom when it was time for journals or a creating exercise.

For the ordinary main-age college student, crafting will involve the cumbersome job of making strategies, making an attempt to sound out text, trying to don’t forget the suitable conventions, and becoming instructed to incorporate additional information. In the earlier, I have absolutely been overcome by not knowing the place to start off. Despite the fact that I have read well known textbooks on the topic and have attempted many tutorial strategies, I struggled to have interaction my reluctant writers.

Exploring Lev Vygotsky’s (1896-1934) theories of growth and the idea of Imaginative Education impressed me to delve deep into an eleven-7 days Motion Investigate project working with a Cognitive Instruments strategy to creating instruction. At the pretty starting of my investigation, I found by way of surveys and aim group interviews that my students’ best barrier was not knowing what to compose about and how difficult it was for them to create concepts. Even though I experienced some uncertainties at this issue, I knew that spelling and conventions had to get a back again seat and that I experienced to direct with the imagination!



In the course of the following several weeks, I offered my students lessons that ended up loaded in Cognitive Resources. Precisely, I concentrated on the Mythic Knowledge toolkit and built classes and functions that integrated rhyme and rhythm, metaphor, psychological imagery, and story. I observed that my pupils specially enjoyed making use of the Cognitive Device of humour in their crafting. In addition, I available my pupils the prospect to get information and facts about a variety of matters mainly because “accumulating information [is] important for participating the imagination” (Egan, 2017, p. 37). In other phrases, when a university student has deep know-how about a distinct subject matter, they are able to compose imaginatively about it and delight in the procedure.

Motivated by Lev Vygotsky’s theories of advancement, I added an element of playfulness into my writing classes. One particular of my students’ favorite lessons was the chance to develop creations out of vacant cardboard boxes motivated by the book Not a Box by Antoinette Portis. Commonly, I would have never associated a STEM action with composing. However, I figured out that the exact same resourceful capacities that kids use in play-based mostly eventualities translate into students’ crafting expertise.


My own angle toward teaching producing shifted, and I acknowledged the critical function I play as the instructor to mediate distinct expertise for my pupils and scaffold their learning experiences. For instance, I explicitly modelled new capabilities, presented compact team support, and provided pupils term banking institutions and sentence starters. Course discussions and team discussions allowed learners to vocalize and share concepts prior to creating. These resources and approaches authorized learners to target additional on producing their tips.

Over time, my students grew in confidence and started to get pleasure from the course of action of composing.

I feel that the mastering chances I supplied in the course of my Motion Study undertaking invigorated a beneficial angle to writing in my learners. Over time, my students grew in confidence and started to enjoy the process of composing. Students were being no more time bothered by the actuality that they could not spell just about every word appropriately. Overall, my learners were being much more engaged and willing to choose innovative risks. One of the highlights of this undertaking was overhearing the very same student who would hide in the washroom exclaim, “yay! It’s time for journals!”. As learners started out enjoying the approach of crafting, it grew to become progressively a lot easier to produce their conventions and grammatical elements of composing.

General, my pupils ended up additional engaged and willing to take imaginative pitfalls.

Seeing the constructive impact that this Action Analysis venture experienced on my college students was a profoundly fulfilling practical experience for me. I search ahead to continuing to discover the space of literacy and producing instruction from a Cognitive Applications point of view. I obtain great joy in being aware of that this technique to writing instruction will allow learners, no matter of their abilities or skills, to increase in their imaginative capacities and grow to be resourceful and confident writers!

Egan, K. (2017). Acquiring creativity and creativeness by accumulating plenty of ineffective information. In J. Cummings and M. Blatherwick (Eds.), Creative dimensions of educating and finding out in the 21st century (pp. 37-46). Sense Publishers.

Portis, A. (2006). Not a box (1st ed.) Harper Collins.


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