literacy professional learning resource primary schools program session 1: overview of the resource
TRANSCRIPT
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LITERACY PROFESSIONAL
LEARNING RESOURCEPrimary Schools Program
Session 1: Overview of the Resource
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Aims of the program
• to deepen literacy knowledge and understanding
• to provide opportunities to explore the Literacy Professional Learning Resource
• to build the capacity of literacy leaders to work with professional learning teams
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Key symbols
An opportunity to work with colleagues to explore an aspect of the resource
Time allocated to work on tasks
An idea you may wish to try
Key messages
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A third column- reference the resource
Activity - Double Entry JournalDouble entry journal is a way to record information when exploring the resource. You can record key messages from the resource and tools/strategies to use to share this information with your colleagues.
Literacy knowledge and understanding
Tools/strategies to use with staff – individuals, groups and as a whole
Eg. Four Resources Model – Luke & Freebody
Eg. Use a Y chart to explore with your staff what the model looks, sounds and feels like in a classroom.
http://www.sdcoe.k12.ca.us/SCORE/actbank/tdentry.htm
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Sessions 1-3 (Day 1) aim to:
• explore an overview of the resource
• link theories to practice
• explore the structure and content:
- key concepts
- teaching strategies
- assessment
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Sessions 4-6 (Day 2) aim to:
• explore professional learning opportunities for whole staff, professional learning teams and individuals
• investigate the resource with an explicit focus
• develop a goal and implementation plan for your school.
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About the resource
This resource is for:• all classroom teachers to deepen their
understanding of literacy. This will inform their planning for literacy learning and assessment for all domains of the Victorian Essential Learning Standards
• literacy leaders in schools to plan opportunities for professional learning for the whole staff, in professional learning teams and/or for individual teachers.
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About the resource cont…
The resource will grow and develop over time in response to the latest research findings and feedback from practising teachers.
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Also linked from theCommunication
domain Page
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Website
www.education.vic.gov.au/studentlearning/teachingresources/english/default.htm
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Key messages
Students’ oral language is the foundation for:
• learning to use language
• using language to learn across all stages of schooling and within all domains.
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Key messages
A range of theories and research is required to best support all students to improve literacy.
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Key messages
Every teacher is a teacher of literacy.
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‘Split screen thinking’
LITERACYCommunicatio
n
Thinking Processe
s
Personal Learning
http://www.guyclaxton.com/documents/New/BERA%20Keynote%20Final.pdf
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‘Split screen thinking’
LITERACY
PERSONAL LEARNING
Mindful of themselves as learners
How emotions affect learning
Develop skills in planning, monitoring and revising
Reflecting on and modifying their learning practices
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‘Split screen thinking’
LITERACY
COMMUNICATION
Forms, language and conventions used in different
contexts
Language and discourse differ across the curriculum
Effectively present information, ideas and opinions in a range
of forms
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‘Split screen thinking’
LITERACY
THINKING PROCESSESS
Thinking validates existing knowledge and enables individuals to create new knowledge
and build ideas and create connections
between them
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Key messages
A balanced and integrated approach to teaching literacy is essential.
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Key messages
Assessment is the beginning place for supporting literacy through matching teaching strategies to individual students’ needs.
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Three purposes of assessment
Assessment OFOF learning(summative)
Assessment FORFOR learning (formative)
Assessment ASAS learning(formative)
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The learner at the centre
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Student Learning Whole School Self Assessment Tool
www.education.vic.gov.au/studentlearning/curriculum/preptoyear10/schoolassessment/default.htm
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The learner at the centre
Consider the element ‘Learner at the Centre’ on the whole school self assessment tool and identify which level your school is at in relation
to ‘literacy learning’.
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OUR EDUCATIVE PURPOSE
What is powerful to
learn?
VictorianEssential Learning
Standards
What is powerful learning and
what promotes it?
Principles ofLearning
and Teaching P-12
LEARNER
How do we know it has been learnt?
Assessment Advice
Who do we report to?
StudentsParents
ColleaguesSchoolSystem
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Assessto
match needs
Balanced and
integrated approach
Teacher of literacy - all
Range oftheorists/ research
Oral language- foundation
learning
Keymessages
Discuss and reflect on the key messages
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Key messages
• students’ oral language is the foundation for learning to use language and using language to learn across the stages of schooling and within all domains
• a range of theories and research are required to best support all students to improve literacy
• every teacher is a teacher of literacy• a balanced and integrated approach to teaching
literacy is essential• assessment is the foundation for supporting literacy
learning through matching teaching strategies to individual student needs by placing the learner at the centre of curriculum planning.
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Activity - Wondering Wall
What are your questions about the Literacy Professional Learning Resource?
Create a brick for the ‘Wondering Wall’.
Reference: Tony Ryan
http://www.tonyryan.com.au/cms/files/PDF's/mindlinks_all.pdf
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How will the resource help me plan my program?
Does the resource include
assessment ideas?
What is the current thinking
about oral language?
Does the resource link to
the English Continuum?
Are there practical ideas?
Wondering Wall
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Activity - Word Splash
VELS Level 4 Teaching Strategy
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Activity - Word Splash
What are your predictions about the content
of the resource?
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www.eduweb.vic.gov.au/edulibrary/public/publ/research/publ/Literacy_Teaching_and_Learning_Paper_9-rpt-v1.00-20060831.pdf
The purpose of the resource is to provide support and guidelines for effective practice for classroom
teachers and school leaders as recommended in Literacy Teaching and Learning in Victorian Schools
Paper No. 9 Part A August 2006 Introduction page 4.
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Activity - Placemat
• In groups of four, read your section/s
• Jot down notes on ‘post it’ slips and attach them to the ‘individual’ section of the placemat
• As a group share your notes and record an agreed paragraph as a summary of Paper No.9 on the centre of the placemat.
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Activity - Placemat
Reader 1: Introduction (p.4), Student diversity (p.25) and Pathways to literacy (p.30)
Reader 2: Effective literacy teaching (p.7-12)
Reader 3: Teaching children to read (p.12-17)
Reader 4: Building on literacy - reading and learning (p.18-24)
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Get your placemat here. www.ltag.education.tas.gov.au/glossary.htm
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Literacy Teaching and Learning in Victorian Schools Paper No. 9Report your understandings and consider:
• how you will inform colleagues about the key messages from Paper No. 9
• what strategies you will use.