Instructional Strategies for a Participatory Oral History Project

In this manual space does not allow us to describe instructional strategies in detail. We encourage you to check out the resources in these two sections for more information: Adult Education and Literacy Resources and Selected Literacy Resources in the Useful Resources section.

Here are a few ideas to consider and explore further in other resources:

• Remain aware that it’s possible to integrate all the learners’ goals into the oral history project. Look for opportunities to develop a wide variety of skills as the project progresses: Inuktitut or Inuinnaqtun literacy, English literacy, computer literacy, numeracy or math, personal development, job preparation and social, historical and cultural awareness.
• As the literacy group members engage in reading, writing, listening and speaking in any language, observe the gaps in their skills and knowledge. Teach mini-lessons in grammar, spelling, punctuation, pronunciation, writing skills, vocabulary and numeracy in context, as these skills are needed. You may find the whole group wants or needs to learn a certain skill; or perhaps you will teach a mini-lesson to a small group of learners.
• Allow for many opportunities for small and large group discussions to give group members a chance to hear different opinions and knowledge and to allow them to build their own ideas in their own time.
• Use journal writing as an opportunity for learners to write freely – without worrying about the mechanics of grammar and spelling.
  • Personal journals are a way for literacy group members to explore and write about their feelings and ideas as they react to events and as they change and grow throughout the project.
  • In learning journals, learners analyze and record their own thinking and learning processes. It’s valuable to discuss these processes explicitly in the group in order to raise learners’ awareness and ability to be self-reflective.
  • Dialogue journals or response journals are informal written discussions between two learners or between learners and the facilitator. Journals can provide valuable insight and feedback from the group.
• Use the language experience approach with beginning literacy learners. The learner speaks his or her thoughts orally and someone writes their exact words. This becomes a reading text for the learner.
• If finding written materials at the appropriate reading level is a problem, the facilitator can create reading material based on the group’s interactions. Write up summaries of group discussions, videos, interviews or other experiences. Use language that learners can clearly understand. As they progress, challenge them by creating documents that are slightly more difficult.
• Model using visuals such as time lines, pictures and charts. When learners are comfortable creating visuals themselves, they will have valuable tools to help them organize information and understand concepts.
• Use the writing process, including peer consultation and editing, writing response groups, or consultation with the facilitator to work through various drafts of written compositions. Keep all the drafts and rewrites in a writing folder or binder.