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

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

Educating grade two college students how to publish well is no stroll in the park. Typically, in a specified yr, I have a few students who definitely love producing and are expert at applying their creativeness in their crafting. Having said that, a huge greater part of my college students obtain composing to be a challenging activity. I experienced a single particular student who would go to the lengths of hiding in the washroom when it was time for journals or a crafting activity.

For the normal most important-age university student, producing entails the tedious process of making ideas, attempting to sound out phrases, making an attempt to bear in mind the accurate conventions, and staying told to insert more facts. In the previous, I have certainly been confused by not figuring out exactly where to start off. Whilst I have read common textbooks on the subject matter and have tried a variety of educational methods, I struggled to engage my unwilling writers.

Getting Lev Vygotsky’s (1896-1934) theories of improvement and the idea of Imaginative Education and learning motivated me to delve deep into an eleven-7 days Action Analysis task applying a Cognitive Equipment strategy to producing instruction. At the incredibly commencing of my analysis, I identified through surveys and concentrate team interviews that my students’ biggest barrier was not figuring out what to generate about and how challenging it was for them to produce thoughts. Even though I experienced some doubts at this stage, I realized that spelling and conventions experienced to get a back seat and that I experienced to guide with the creativeness!



All through the subsequent few months, I presented my pupils classes that ended up wealthy in Cognitive Tools. Specially, I focused on the Mythic Knowing toolkit and created lessons and activities that included rhyme and rhythm, metaphor, mental imagery, and story. I located that my college students significantly enjoyed employing the Cognitive Software of humour in their writing. In addition, I provided my college students the option to acquire info about different subject areas due to the fact “accumulating understanding [is] needed for engaging the imagination” (Egan, 2017, p. 37). In other phrases, when a university student has deep knowledge about a distinct subject, they are capable to compose imaginatively about it and enjoy the system.

Encouraged by Lev Vygotsky’s theories of growth, I extra an factor of playfulness into my writing lessons. 1 of my students’ favourite lessons was the prospect to establish creations out of vacant cardboard containers encouraged by the guide Not a Box by Antoinette Portis. Generally, I would have in no way related a STEM activity with creating. Even so, I learned that the very same resourceful capacities that children use in engage in-based mostly scenarios translate into students’ writing techniques.


My personal mindset toward instructing writing shifted, and I acknowledged the significant job I enjoy as the instructor to mediate certain abilities for my college students and scaffold their learning experiences. For instance, I explicitly modelled new competencies, offered compact group assistance, and supplied students word banks and sentence starters. Course discussions and group discussions allowed learners to vocalize and share suggestions prior to producing. These tools and techniques authorized students to aim far more on acquiring their ideas.

About time, my college students grew in confidence and started to love the process of creating.

I consider that the discovering options I offered for the duration of my Action Investigation venture invigorated a beneficial mindset to producing in my learners. Above time, my college students grew in confidence and began to delight in the procedure of creating. Students were being no extended bothered by the point that they couldn’t spell every single phrase accurately. General, my learners have been a lot more engaged and willing to take resourceful risks. Just one of the highlights of this undertaking was overhearing the similar scholar who would cover in the washroom exclaim, “yay! It is time for journals!”. As college students commenced experiencing the method of writing, it became significantly simpler to develop their conventions and grammatical elements of writing.

Total, my learners were being far more engaged and willing to choose inventive threats.

Observing the favourable outcome that this Motion Investigate venture had on my learners was a profoundly gratifying knowledge for me. I glimpse ahead to continuing to explore the location of literacy and composing instruction from a Cognitive Equipment point of view. I obtain excellent joy in knowing that this technique to creating instruction allows learners, regardless of their techniques or talents, to develop in their imaginative capacities and grow to be imaginative and self-confident writers!

Egan, K. (2017). Developing creativity and imagination by accumulating plenty of ineffective know-how. In J. Cummings and M. Blatherwick (Eds.), Imaginative proportions of instructing and mastering in the 21st century (pp. 37-46). Sense Publishers.

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


Print Friendly, PDF & Email

Natasha M. McKnight

Leave a Reply

Next Post

Add BookWidgets to Your Next Google Classroom Assignment!

Wed Oct 19 , 2022
Are you on the lookout to do a little something a bit distinctive this year to spice up your digital finding out classes?  This summer season during the ISTE Convention, I was thrilled to learn that Google Classroom was launching a model-new element called “Google Classroom Insert-ons” which would convey […]
BookWidgets as Google Classroom Add-ons

You May Like