Presentation on theme: "NSW Curriculum and Learning Innovation Centre"— Presentation transcript:
1NSW Curriculum and Learning Innovation Centre Module 1 Teaching and learning
2Acknowledgement 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
3Professional 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.
4Module 1 Teaching and learning During this session, you will:reflect on the Assessment for/of learning phase of the Process for explicit and systematic teachingconsider comprehension in your school and a Comprehension learning sequence to determine starting points for teaching comprehensiondevelop a Class learning plan for comprehensionReflect on the role of teacher professional learning and its implications for students and teachers.
5Professional learning Setting the sceneProfessional learningFocus for this session55
6A process for explicit and systematic literacy teaching Focus for this sessionAn introduction to quality literacy teaching (2009) Curriculum K–12 Directorate, NSW Department education and Training, Sydney, NSW.
7Assessment 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.
8Reading texts Comprehension Vocabulary knowledge Aspects of writing Aspects of speakingPhonicsPhonemic awarenessConstrained skillsConcepts about printUnconstrained skills
10What 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/skillsInferringperspectives/opinions/discussing making and confirming predictionsmultiple texts/sources/purposes comparing/ contrastinginfluence/positioningevidence accuracy/credibilityfeatures (ways ideas are presented)main idea/key ideas, central theme, retell, summary.
11Definition and strategies Definition of comprehensionMetacognitive comprehension strategies
12Reading the sequenceEnglish 7-10syllabusEnglish K-6 syllabus
13TaskLinking the learning sequence for comprehension with the Class learning planLocate 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.
14Using 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 2Responds to and interprets text by discussing the difference between literal and inferred meanings.
15PlanningTask1. 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.
16according to students’ Teachers can differentiate:ContentProcessProductLearning environmentaccording to students’readinessinterestslearning profilethrough a range of instructional and management strategies.16
17tracking & monitoring records Types of evidenceTypes of evidenceobservationvideo footagetracking & monitoring recordsNAPLANsurveyswork samplesinteractionsactions & wordsformative & summativequality & quantityqualitative & quantitative data1717
18Between-module taskComplete 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.
19Teaching and learning reflection Professional learning:Focus for this sessionKey pointsImplications for studentsImplications for teachers.Two important things you will implement in the future…..
20BibliographyAn 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>