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NSW Curriculum and Learning Innovation Centre

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1 NSW Curriculum and Learning Innovation Centre
Module 1 Teaching and learning

2 Acknowledgement of Country
We acknowledge the traditional Custodians of this Land, where the Aboriginal People have performed age-old ceremonies of storytelling, music, dance and celebration. We acknowledge and pay respect to the Elders past and present, and we acknowledge those of the future, for they will hold the memories, traditions and hopes of Aboriginal Australians. We must always remember that under the concrete and asphalt this Land is, was, and always will be traditional Aboriginal Land. 2

3 Professional Teaching Standards
Standards addressed at Professional Competence in this workshop include: 3.2.1: Identify and articulate clear learning goals that reflect important conceptual understandings of the content/discipline(s) taught. 3.2.10: Use student assessment results to evaluate teaching and learning programs and inform further planning. 6.2.1: Reflect critically on teaching and learning practice to enhance student learning outcomes.

4 Module 1 Teaching and learning
During this session, you will: reflect on the Assessment for/of learning phase of the Process for explicit and systematic teaching consider comprehension in your school and a Comprehension learning sequence to determine starting points for teaching comprehension develop a Class learning plan for comprehension Reflect on the role of teacher professional learning and its implications for students and teachers.

5 Professional learning
Setting the scene Professional learning Focus for this session 5 5

6 A process for explicit and systematic literacy teaching
Focus for this session An introduction to quality literacy teaching (2009) Curriculum K–12 Directorate, NSW Department education and Training, Sydney, NSW.

7 Assessment for/of learning
The focus will be on assessment for/of learning to find our starting points for teaching comprehension. What types of information do you use to inform planning in your classroom? Brainstorm what you currently do to assess comprehension.

8 Reading texts Comprehension Vocabulary knowledge Aspects of writing
Aspects of speaking Phonics Phonemic awareness Constrained skills Concepts about print Unconstrained skills

9

10 What are the ‘threads’? Within each aspect, threads indicate areas of knowledge and skills within an overall aspect. For example, the Comprehension aspect includes the following threads: strategies/skills Inferring perspectives/opinions/discussing making and confirming predictions multiple texts/sources/purposes comparing/ contrasting influence/positioning evidence accuracy/credibility features (ways ideas are presented) main idea/key ideas, central theme, retell, summary.

11 Definition and strategies
Definition of comprehension Metacognitive comprehension strategies

12 Reading the sequence English 7-10 syllabus English K-6 syllabus

13 Task Linking the learning sequence for comprehension with the Class learning plan Locate where you believe the majority of your students would be located on your class learning plan, e.g. Mid stage 2. Read through the markers and highlight the key words.

14 Using the continuum Task Mid Stage 2
Interprets text by recognising and discussing the difference between literal and inferred meaning in relation to facts, qualities, characteristics, events. End Stage 2 Responds to and interprets text by discussing the difference between literal and inferred meanings.

15 Planning Task 1. Think about how you might support all students to achieve the learning expected at their stage level, e.g. supported reading, etc. 2. Think about grouping to enhance learning. 3.Similar goals: Different teaching.

16 according to students’
Teachers can differentiate: Content Process Product Learning environment according to students’ readiness interests learning profile through a range of instructional and management strategies. 16

17 tracking & monitoring records
Types of evidence Types of evidence observation video footage tracking & monitoring records NAPLAN surveys work samples interactions actions & words formative & summative quality & quantity qualitative & quantitative data 17 17

18 Between-module task Complete your Class learning plan based on types of evidence collected. Identify a marker (or markers) that address your students’ point of need. Plan learning to move students forward. Explicitly teach the comprehension strategy/strategies you have identified. Come to the Module 2 Teaching and learning session prepared to discuss student progress in relation to the identified marker and some positive experiences. School paced session An introduction to quality literacy teaching is completed before module 2 is started.

19 Teaching and learning reflection
Professional learning: Focus for this session Key points Implications for students Implications for teachers. Two important things you will implement in the future…..

20 Bibliography An introduction to quality literacy teaching (2009) Curriculum K–12 Directorate, NSW Department education and Training, Sydney, NSW. Tomlinson, C. A. & Eidson, C. C. (2003) Differentiation in practice: A resource guide for differentiating curriculum, Grades 5-9, Association for Supervision and Curriculum Development, Alexandria, Virginia. <http://www.curriculumsupport.education.nsw.gov.au/literacy/workshops/intro_qlt.htm>


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