Literacy Professional Learning Resource An overview
Purpose 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. For literacy leaders in schools to plan opportunities for professional learning for the whole staff, in professional learning teams and/or for individual teachers.
Dynamic and evolving resource Progressive feedback from appointed primary and secondary facilitators and participants Ideas from teachers and schools sent to the Future research findings
Organisation of the resource About the resource Structure of the resource Overview of literacy learning Key concepts Levels 1-2 Level 3 Level 4 Levels 5-6 Assessment Levels 1-2 Level 3 Level 4 Levels 5-6 Teaching strategies Levels 1-2 Level 3 Level 4 Levels 5-6 Leadership for literacy learning Overview Presentations
Structure of resource Key Concepts Teaching Strategies Assessment For key concepts, teaching strategies and assessment, there are notes where applicable, that provide additional information and professional learning activities.
A balanced approach… …a single theoretical perspective cannot address all the issues faced by teachers and students in complex and diverse classrooms. Schools need to provide education for students with diverse abilities, cultural backgrounds and life circumstances. Literacy Teaching and Learning Paper No. 9 Part A, August 2006
Theories and models Munro - Eight areas of literacy knowledge Luke and Freebody – Four resources model Rose – Genre teaching and learning cycle Clay – Early Literacy Learning
Main messages A range of theories and research is required to best support all students to improve literacy. Students’ oral language is the foundation to use language and to use language to learn, across all stages of schooling and within all domains.
Main messages cont… A balanced and integrated approach to teaching literacy is essential. Assessment is the starting place for supporting literacy through matching teaching strategies to individual students’ needs.
Learner at the centre
Literacy demands within the Victorian Essential Learning Standards “Every teacher is a teacher of literacy” Each of the domains clearly identifies the literacy demands to support students to use the literacy of the domain and to use literacy to learn. Literacy Teaching and Learning in Victorian Schools Research eLert Paper NO. 9 Part A
Stages of Learning While it is recognised that student learning is a continuum from Years Prep to 10, and different students develop at different rates, they broadly progress through three stages of learning from: Years Prep to 4 – Laying the foundations Years 5 to 8 – Building breadth and depth Years 9 to 10 – Developing pathways
Scaffolding learning Three main theorists in the field of scaffolding learning are explored in this resource: Zone of proximal development: Vygotsky Scaffolding: Bruner Collaborative learning and teaching: Rogoff
Building on what students know and are able to do
Teacher scaffolding in the classroom Two key features of scaffolding: 1.Extending understandings: the word ‘extending’ here points to the ways scaffolding enables students to develop understandings and successfully complete tasks that they would not be able to do independently. 2. Temporary support: another key aspect that is crucial to scaffolding is the temporary nature of the support provided by teachers.
Teacher scaffolding in the classroom Designed in scaffolding Unit planning: outcomes (knowledge, skills, behaviours) Sequence of learning activities: connect with existing knowledge; develop new knowledge; skills and understandings. Point of need scaffolding repetition re-casting elaboration.
Literacy professional learning resource The resource can be found on the English domain page ning/teachingresources/english To provide ideas and for further information contact: