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

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Presentation on theme: "Phase 1 Module 1 Teaching and learning NSW Curriculum and Learning Innovation Centre Module 1 Teaching and learning."— Presentation transcript:

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

2 Phase 1 Module 1 Teaching and learning NSW Curriculum and Learning Innovation Centre 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. Acknowledgement of Country

3 Phase 1 Module 1 Teaching and learning NSW Curriculum and Learning Innovation Centre Professional Teaching Standards

4 Phase 1 Module 1 Teaching and learning NSW Curriculum and Learning Innovation Centre 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 Phase 1 Module 1 Teaching and learning NSW Curriculum and Learning Innovation Centre Setting the scene Professional learning 5 Focus for this session

6 Phase 1 Module 1 Teaching and learning NSW Curriculum and Learning Innovation Centre 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 Phase 1 Module 1 Teaching and learning NSW Curriculum and Learning Innovation Centre 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. Assessment for/of learning

8 Phase 1 Module 1 Teaching and learning NSW Curriculum and Learning Innovation Centre Vocabulary knowledge Comprehension Reading texts Aspects of writing Aspects of speaking Phonics Phonemic awareness Constrained skills Concepts about print Unconstrained skills

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

10 Phase 1 Module 1 Teaching and learning NSW Curriculum and Learning Innovation Centre 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 Phase 1 Module 1 Teaching and learning NSW Curriculum and Learning Innovation Centre Definition of comprehension Metacognitive comprehension strategies Definition and strategies

12 Phase 1 Module 1 Teaching and learning NSW Curriculum and Learning Innovation Centre Reading the sequence English K-6 syllabus English 7-10 syllabus

13 Phase 1 Module 1 Teaching and learning NSW Curriculum and Learning Innovation Centre 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. Task

14 Phase 1 Module 1 Teaching and learning NSW Curriculum and Learning Innovation Centre 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. Using the continuum Task

15 Phase 1 Module 1 Teaching and learning NSW Curriculum and Learning Innovation Centre Planning 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. Task

16 Phase 1 Module 1 Teaching and learning NSW Curriculum and Learning Innovation Centre 16 Teachers can differentiate: ContentProcessProductLearning environment according to students ’ readinessinterestslearning profile through a range of instructional and management strategies.

17 Phase 1 Module 1 Teaching and learning NSW Curriculum and Learning Innovation Centre 17 Types of evidence observation video footage tracking & monitoring records NAPLANsurveys work samples interactions actions & words qualitative & quantitative data quality & quantity formative & summative Types of evidence

18 Phase 1 Module 1 Teaching and learning NSW Curriculum and Learning Innovation Centre Between-module task 1.Complete your Class learning plan based on types of evidence collected. 2.Identify a marker (or markers) that address your students’ point of need. 3.Plan learning to move students forward. 4.Explicitly teach the comprehension strategy/strategies you have identified. 5.Come to the Module 2 Teaching and learning session prepared to discuss student progress in relation to the identified marker and some positive experiences. 6.School paced session An introduction to quality literacy teaching is completed before module 2 is started. http://www.curriculumsupport.education.nsw.gov.au/literacy/workshops/intro_qlt.htm

19 Phase 1 Module 1 Teaching and learning NSW Curriculum and Learning Innovation Centre Teaching and learning reflection 1.Key points 2.Implications for students 3.Implications for teachers. Two important things you will implement in the future….. Focus for this session Professional learning:

20 Phase 1 Module 1 Teaching and learning NSW Curriculum and Learning Innovation Centre 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.


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