Hvordan implementere Lesefokus som metode for lese- og skriveopplæringa på første trinn?
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The subject for my thesis is the Norwegian model and method “Lesefokus”, developed by Mette Meidell and Torunn Bjørkmo. This model is developed on the thinking from the Australian program, EYLP – Early Years Literacy Program, and Nylund school in Norway. The goal for this method is to place individually adapted training into a system, for education in reading and writing. In my thesis the focus is how to develop and implant this model for the pupils in the first grade. Through my work I’ve discovered that the pupils like the system of the method. This is because of the different learning styles, and all the intelligences that they meet through the different stations. By basing the activities on different intelligences and learning styles, the pupils can find the most suitable and attractive way into reading and writing. The statements from the teachers are that they gain better relations with the pupils because of the own teacher station. This is by the founders, described as the heart of the stations. Teachers also state that they now have a greater overview about which levels the pupils needs to reach for, both in reading and writing. When implanting the method and model, my work and innovation has shown that both the method and the use of it have to be dynamic. The sources and the research done about Lesefokus is not by newer date, and therefore the method haven’t been developed much further. My work shows that many teachers wants an plan for each grade, which give them guidelines for both the method and it’s structure. They also want the plan to list goals and show what is expected for the different groups of age, and how they should develop through the subject. The main factors to succeed with the method have to make sure that the model stays dynamic through evaluation, given guidelines, and development based on these. Each teacher needs enough teaching- and professional competence, to know what to do, and how to adapt and adjust the learning activities for each individual pupil. Focus on strong, positive and reliable relations between the teacher and the pupils, and firm structure with clearly leadership is necessary. The teachers also have to see the value in the method based on research and experiences made by others, and not on their own feelings and what they assume the method is.