Topic 2: Curriculum, Pedagogy & Planning Lecture Materials
Workshop (1) Complete the Learning Styles Survey: (results below) Create your free online surveys with SurveyMonkey, the world's leading questionnaire tool. Learner Styles Survey Results How do you compare?
1. In groups, internal students share their learning styles and explain the choices they have made (e.g. examples). Discuss the benefits, disadvantages and limitations of thinking about individuals as possessing different learning styles. 2. Students discuss how they might teach the Australian Curriculum for diverse learning styles, interests, etc. Choose a content description such as: Year 9, ‘text in context’ sub-strand (Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts) or ‘language for interaction’ sub-strand (Understand that roles and relationships are developed and challenged through language and interpersonal skills). Workshop (2) What are 5 key ideas that emerge from this topic's readings? Share your 5 key points by clicking HERE. Click the link to view the responses of others. Your lesson plan 2012 The Learning Guide (externals and internals) asks you to create a lesson plan using some of the Green Fire texts. So, what is a lesson plan? Use the sample lesson plans below to think and learn about the genre of lesson planning. If you want to engage more deeply with the effective writing of lesson plans, identify missing text and add improvements to the lesson outlined in the Lesson Plan Activity document. To create your own lesson using the Greenfire text/s, use the template provided below as well as the Literacy Lesson Structure described in the right hand column. Share your ideas on the Literacy Leaders Network. I have also provided you with a template unit outline below. A unit outline is a document you give to your students before they begin a unit of work. It should contain at a minimum:
Your unit outline should be written for your audience.
Sample Lesson Plans
Lesson Plan Tutorial This 16 minute video (to be uploaded shortly) describes the creation of a literacy lesson (with a focus on grammar). It points out some things you should consider when writing your lesson plan, including:
The lesson plan I discuss can be downloaded below (Ningaloo Reef Lesson Plan). I recommend that you read this before watching the video tutorial. Article found at: http://www.save-ningaloo.org/frames/page6.shtml
Kelli McGraw from QUT has this wiki set up of different topics. http://kmcgraw.wetpaint.com/ |
Food for thought 1. There are 20 items to a productive pedagogy. Read about some of these in the reader below: The following video is of Allan Luke describing teaching and two key elements of Productive Pedagogies: 2. Blooms Taxonomy: Below is a description of Bloom's Taxonomy. The presenter encourages you to think about how your lessons relate to the elements of the taxonomy. You can also view Bloom's Taxonomy According to Seinfeld. 3. Lesson Planning. Watch the video below and note the different elements to planning a lesson. How could you apply this framework to any text in your Workbook? Could this framework be improved? How? 4. Group work supports student learning. As Baxter identifies in his chapter, small group work moves away from a teacher-centred model of learning, where the teacher transmits information to learners, to a student-centred model of learning. When students participate in group work, reciprocal exchanges and small group discussions, they are free to 'experiment, theorise and discover', to learn from other students by listening to others' points of view, to use language to re-present the world and their ideas, and to build new ideas in collaboration with others. 5. Literacy pedagogy. Although we look at literacy and literacy pedagogy next week, it is worth mentioning here that classroom practices construct literacy/literate practices. Teachers implicitly convey to students what literacy, reading and writing is through the kinds of activities, questions and interactions that occur in the classroom. What beliefs about literacy do you convey through your teaching methods? Anstey And Bull recall Louden's study (p. 110) and its observation that students from a Muslim background who attended an Islamic school had a particular view of literacy based upon their cultural and religious practices with text - reading was often about remembering and repeating word for word what they read rather than questioning the text or engaging critically with it. What kind of readers and writers (or people) do our lessons produce? The development of literacy requires a pedagogy that provides students with the knowledge and strategies that they can independently use to make meaning from (e.g. decode, comprehend and critically analyse) texts. Anstey and Bull identify two forms of teacher-student exchange, one that focuses on getting the answer and the other focused on how to get the answer. This is represented by the distinction of 'knowing that' and 'knowing how'. Teachers will often focus on 'knowing that' questions or explanations, such as knowing the emotional state of characters in a film, the moral of a story, or the argument of a text. Unfortunately, this does not assist students to develop their literacy strategies and practices. For this to occur teachers must pay greater attention to exchanges that bring to light how individuals arrive at the readings and conclusions they do: how did I make that interpretation? How did I find this information? How did I arrive at this conclusion? Anstey and Bull argue that the effective teaching of literacy, where students learn how to make and communicate meaning, requires that the literacy classroom contains exchanges that attend to the 'knowing how to do literacy' rather than simply 'doing literacy' and 'getting the task done'. 6. Literacy Lesson Structure. Literacy lessons should ideally contain the following elements: a focus phase that provides students with the learning purpose and real-life relevance of the literacy activity/practice; a guided implementation phase that introduces to the students the learning (skill, practice, concept, etc.) and leads students with an activity; a guided implementation practice phase in which students practice and apply their learning; and review phases, in which the teacher and student throughout the lesson reflect on such things as the purpose of the lesson/learning, the utility of their learning, the literacy practices they are engaged in, and what they have learned so far. WACE 7. WACE Syllabus. This studying the four point version of this unit should visit the Curriculum Council website to download the English and Literature Course Syllabi. You can go directly to the English webpage HERE and the Literature page HERE. House-keeping 2012 Assignment 1 By this week you should be thinking about the activities you would like to create for the short story, A Blow A Kiss. Remember, your activities need to make use of ICT and incorporate multimodal activities. You may use the wiki site recommended, or another website if you find it easier to use. To facilitate sharing between students, I encourage you to fill in your ideas in the spreadsheet linked HERE. You can change your ideas at any time. So, what wiki or website will you use? It may be time to think about this if you haven't already. Unsure? Check out these Wikis and websites: Have you joined our Facebook group yet? Click HERE. |
