Presentation on theme: "Tell me, I forget. Show me, I remember. Involve me, I understand. -Ancient Chinese Proverb."— Presentation transcript:
Tell me, I forget. Show me, I remember. Involve me, I understand. -Ancient Chinese Proverb
Effective Teaching & Learning Outcomes in Writing Subtopics * Whole class active engagement * Capitalizing on Cultural Capital LEARNING MEDIA- Angela Millar and Julie Beatie
Ecological Model of Effectiveness Teacher Student/whanauCurriculum “….identify mismatches between students’ learning needs and the instructional environment and to develop responsive interventions based on evidence-based teaching practices (Ysseldyke & Christensen, 1993)…
4 What is Active Engagement? Active engagement refers to the joint functioning of motivation, conceptual knowledge, cognitive strategies, and social interactions in literacy activities. (Guthrie & Anderson, 1999) Active learning involves providing opportunities for students to meaningfully talk and listen, write, read, and reflect on the content, ideas, issues and concerns of an academic subject. (Meyers & Jones, 1993)
Engaged writers gain knowledge and experience as they read and write by continually activating and extending their understanding. They apply knowledge to answer a new question or to solve a problem. Baker, Dreher, & Guthrie, 2000 5 Active Engagement & Conceptual Knowledge When children are highly social, sharing their reading and writing frequently, they are likely to be active, interested learners. Active Engagement and Social Interactions Engaged readers and writers use strategies for integrating information and communicating and representing their understanding. Cognitive strategies are procedures that can help students succeed at higher-order tasks. Some strategies are: Self-questioning, monitoring and summarizing. Active Engagement and Thinking Skills
Active Engagement and Motivation Factors affecting the development of intrinsic motivation in a school setting: * Level of challenge offered by tasks and materials * Quality and timing of feedback to students about heir work * Supports and scaffolds available to learners Students’ interest in tasks and content Nature of the learning context Intrinsically motivated students tend to persist longer, work harder, actively apply strategies, and retain key information more consistently. Guthrie, McGough, et al., 1996; Guthrie & Van Meter, et al., 1996
Cooperative Learning (Kagan & Kagan, 2000) Reciprocal Teaching(Brady, 1990; Dao, 1993; Leiker, 1995; Lysynchuk, Pressley, & Vye, 1990; Martin, 1989) Peer-Assisted Learning Strategies (Fuchs et al., 1997) Class wide Peer Tutoring(Duran, 2010; Greenwood, Del quadri, & Hall, 1989) Positive interdependence- common goals, shared resources, interconnected roles division of labour, shared space… Face to face learning teams-active process, promotes oral summarization, value differences offered by team members Individual accountability- everyone must contribute fairly to completing task and to encourage everyone to contribute their fair share. May be individually tested or act as a spokesperson for team. Explicit training in interpersonal skills- team learns academic content AND how to interact with group. Individual and team goals are set and measured. Reflection- What has the team experienced and learnt? What are the goals for the future? 8 Active Engagement – HOW IT MIGHT LOOK… Approaches (BY) Strategies (THROUGH)
IN YOUR COOP LEARNING GROUPS: Everyone’s role is to be active and participating BUT Still……number yourselves 1-4: 1.KAIWHAKAHAERE HANGANGA-materials manager; collect materials, return them, leave your workplace tidy. 2.KAIWHAKAHAERE- organizer; keep team together, everyone on task, watch the time. 3.KAIWHAKATAU HOIHOI-noise controller; quiet voices, don’t disturb others, one speaker at a time. 4.KAITATAKI-worrier; has everyone had their turn? is the final product the best we can do? Can everyone pass the test?
Learning Intention : To add to our practice knowledge of what active engagement in learning looks and sounds like through the coop learning approach. Success Criteria: Within your groups of four please write down: 2 academic success criteria for your group and one social Write down on a post it note your own personal s/c
FINAL WORD ACTIVITY Read article quietly as an individual in your group of four. Take approx 15 minutes to do this. Highlight and take notes as you go… Choose just 2-3 items to share. Person one shares their item, “My choice reads…” Do not share your thinking about the item at this stage. Each team member then comments in a round- robin about the item, with no cross talking.. When all have commented the persons who named item gets the final word- they paraphrase back key ideas or trends heard and share their own thinking and why they chose it. PATTERN REPEATS UNTIL TIME RUNS OUT and all have had at least one turn! You have only 40 mins in total!
WRITING PLANNING ACTIVITY 1. In your same groups: * Chose one class level and one focus group of students ( from earlier today perhaps) and plan a writing lesson. 2. AT THE END YOU WILL BE ASKED TO SHARE BACK THE LESSON. BE PREPARED TO BE SUCCINCT & COMMENT ON WHY YOU HAVE INCLUDED CERTAIN INSTRUCTIONAL STRATEGIES…
In your groups discuss the SC and how well you did collectively as a group. As well as this think and discuss next steps. Each individual also shares their SC and how well they felt they did and their possible next steps. As a group be ready to share ONE: –Positive or –Minus or –Interesting, about your learning's around active engagement… 13 Reflections…..