LTR Face to Face

  Learning is most effectively achieved in a shared and supportive environment where both personal and social dimensions of learning are highlighted.

Limiting what children are allowed to learn and achieve is destructive.   

High expectations bring about high achievement.  

Explicit, step by step, face to face, cyclical teaching and learning is satisfying for both teachers and children.      

Embedded assessment helps to define the areas of need and determine the road ahead.  

Constant cyclical teaching brings deep learning to the children as they build on what they already understand.

  Authors Anne Mitchell and Michelle Johnson are Australian educators with combined teaching experience of more than 50 years in 20 schools, both in Australia and overseas. This experience has been gained in country, city, public, independent and aboriginal schools across all primary year levels. Their personal love of learning, love of teaching and love of children has driven them to develop and refine the LTR Learning resources over the past two decades.  Michelle Johnson is currently teaching in the Adelaide metropolitan area. She is an active mentor to the teachers who are using the program for the first time. Anne Mitchell has retired from classroom teaching and is devoting her time to developing further LTR  Learning resources. 

 LTR Learning is complete and provides the pedagogy and the essential tools for teachers to meet the the needs of the children in the Junior School.  The LTR continuum comprehensively includes all aspects of learning to be literate – listening, speaking, thinking, phonological and phonemic awareness, phonics, spelling, grammar, reading and writing.  

LTR Learning provides the framework for teaching and learning, but leaves the creativity of planning and delivery with the teacher.