| dc.description.abstract | 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. | no_NO |
