home, school & community partnerships leadership & co-ordination strategies & targets...
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Home, school & community partnerships
Leadership & co-ordination
Strategies & targets
Monitoring & assessment
Classroom teaching strategies
Professional learning teams
School & class
organisation
Intervention & special
assistance
Beliefs & understandings
General Design Approach to Whole School Improvement
The Role of Literacy Co-
ordinator Participate in on-going Professional Development
Identify the literacy needs of students and the associated professional development needs of teachers
Develop and implement a literacy strategy plan
Support professional learning teams with a literary focus
Meet regularly with KLAs/Subject Co-ordinators and representatives as required
Adolescence is a time of:
Potential
Enthusiasm
Curiosity
Eagerness to achieve
Growing ability to reflect and think in the abstract
Developing a sense of social conscience
Interest in participation and decision-making
School related risk factors:
Early and persistent anti-social behaviour
Academic failure in the middle years
Lack of commitment to school
Low parental interest in education
Factors that promote resilience in adolescents
Having a sense of belonging and connectedness to school
Positive achievements in the school setting
Having someone who believes in them
Having a positive relationship with an adult outside family
Perceptions of school culture:Attitudes to school
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attitudes to school
Connectedness to school
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I belongI enjoyI feel goodI wantI like
Perceived treatment by teachers: “my teachers take a personal interest in me.”
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my teachers take apersonal interest in me
Thoughtful classroom, thoughtful schools:
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Learn Indep. Learn How Show How
PrimarySecondary
Thoughtful classroom, thoughtful schools: Challenging, interesting work
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The work I do in myclass is interesting
What does this information tell us?
Student progress in literacy
Students make the most progress in learning during the early years and the least progress during the early adolescent years
The gap between the top and bottom 10% of students grows rapidly
Transition problems are most severe for low-achieving students
There is significant underachievement problem among adolescent boys
Engagement
Engagement is both an indicator of school culture and a desired outcome of the middles years of schooling
The challenge of engaging students in learning is equally important for effective literacy education for students in the middle years
Conditions to Support Engagement
Purposeful, supportiveCULT URE
M eaningful, thoughtfulLEARNING
ENG AG EM ENT
Middle Years Learners
What are the implications for Middle Years teachers?
What are the implications for schools?
KLAs / Faculties working together is a medium that may assist in:
considering own beliefs and understandings about effective teaching and learningconsidering own practicesconsidering the nature of change that may be neededdeveloping shared beliefs and understandingsposing questions, making connections, considering future actions for professional learning
Roles of KLAs/Faculties
A shared understanding of literacy is needed for effective teaching and learning
Literacy underpins learning
Different contexts require different literacies
All teachers are responsible for supporting each student’s literacy development
Literacy involves the integration of reading, writing, and speaking and listening processes within cultural and social contexts
Each key learning/Subject area places literacy demands on students
What is Literacy?
Literacy is the ability to read and use written information and to write appropriately in a range of contexts. It also involves the integration of speaking, listening, viewing and critical thinking with reading and writing and includes the cultural knowledge which enables a speaker, writer or reader to recognise and use language appropriate to different social situations.
Literacy is a set of active, dynamic and interactive practices that involves making meaning from and constructing meaning through texts.
Literacy enables people to understand, to appreciate, to make judgements and decisions, to act to control their lives, and to learn about themselves and the world.
Multiliteracies
The multiple knowledge, skills and capabilities required for literate practice in a world characterised by globalisation, cultural diversity, mass communications and digital technologies has led increasingly to talk of “literacies” and “multiliteracies”.
Literacy is critical to everyday life.
Students require literacy to support the study of all subjects.
Students need literacy to develop the aesthetic and creative appreciation required in the arts.
The study of LOTE offers considerable insight into the workings of English (as well as other languages) helping to develop students’ language skills, their use of descriptive metalinguistic tools and their cultural understandings.
Strategies to Improve Literacy
Teaching methods
Learning sequences
Learning activities
Whole school approaches
Policies aimed at improving literacy
Literacy is improved by:
innovation in teaching and learning strategies and methods that engage students
increasing the range of teaching and learning activities
the process by which students learn rather than the content
Implications for Teachers
Implication:
All teachers need to be equipped with literacy knowledge
All teachers accept responsibility for teaching literacy
A key aspect in improving literacy learning: changing attitudes and beliefs about responsibility for literacy learning
Implication:
All teachers understand literacy demands and learning expectations in each key learning area
Implication:
Teachers accept responsibility for teaching knowledge about language and curriculum literacies in all curriculum areas
All teachers understand literacy demands and learning experiences in each key learning area
Consider the following demands in each key learning area:
Reading Viewing Writing Speaking Listening Critical thinking Information research Technologies
Planning for Literacy Learning
Classroom organisation
Professional Learning Teams
Whole School Approach
Classroom Organisation
effective learning environment
effective lesson structure
monitoring and assessment
flexible grouping
effective teaching
additional assistance
home/school/community partnerships
Monitoring and Assessment
Literacy is a developmental process
Teachers need to consider the diverse needs of students when assessing student progress
Continuous monitoring and assessment of literacy assists teachers to plan appropriate teaching support for all students
Teachers sharing literacy assessment data informs teaching to meet student needs
Recommendation 1:
include literacy assessment criteria in key learning / subject areas
monitor, assess and report on students’ literacy progress and achievement in all curriculum areas
Literacy assessment information needs to be incorporated into curriculum assessment and reporting procedures
Recommendation 2:
Teachers monitor students’ development in curriculum literacies and include literacy assessment criteria for assessment tasks in key learning areas
Teachers comment on students’ development in curriculum literacies in semester reports
Beliefs and Understandings
all students can achieve high standards given sufficient time and support
all teachers can teach to high standards given the right conditions and assistance
high expectations and early intervention are essential
teachers need to be able to articulate what they do and why they teach the way they do
Whole School Approach
w ritingreadingview ing
Boys ' E duca tion T hink ing C urr iculumhigher order th ink ing sk i l ls
Curriculum Handbook
Charter Goals
M ultip le Inte l l igences D iffe rentia l T eaching E nrichm ent
STRATEGIEStha t lead to
ENGAGEM ENT
cri tica l th ink inginform ation/research
l is teningspeak ing
m ulti l i te rac ies /tecnology
LITERACY
Each KLA/Faculty to examine their existing curriculum for literacy skills :
What is being taught in literacy?
Where in the curriculum is it being taught?
How is it being taught?
Identify key subject-related literacy skills and the strategies to implement them that engage and enhance student learning
A good starting point is the CSF II
Something to think about:
X performed reasonably well during the semester. He also performed very well in Analysis and interpretation Sac. His accounting Notes/files is neat but needs some improvement. He need to complete his workbook independently and regularly. He performance in the examination was reasonably good but need improvement. He is easily distracted in class. He is capable of achieving better results. He needs to be serious in class and study systematically to reach full potential.