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

Phase 1 Module 1 Teaching and learningNSW Curriculum and Learning Innovation Centre

NSW Curriculum and Learning Innovation Centre

Module 1 Teaching and learning


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


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.

Professional Teaching Standards


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.


Setting the scene

Professional learning

5

Focus for this session


A process for explicit and systematic literacy teaching


An introduction to quality literacy teaching (2009) Curriculum K–12 Directorate, NSW Department education and Training, Sydney, NSW.

http://www.curriculumsupport.education.nsw.gov.au/literacy/publications/index.htm

http://www.curriculumsupport.education.nsw.gov.au/literacy/publications/index.htm


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


Vocabulary knowledge

Comprehension

Reading texts

Aspects of writing

Aspects of speaking

Phonics

Phonemic awareness Constrained skills

Concepts about print

Unconstrained skills



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.


Definition of comprehension

Metacognitive comprehension strategies

Definition and strategies


Reading the sequence

English K-6 syllabusEnglish 7-10 syllabus


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


Mid Stage 2Interprets 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.

Using the continuumTask


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

Teachers can differentiate:

Content Process Product Learning environment

according to students’

readiness interests learning profile

through a range of instructional and management strategies.

Phase 1 Module 1 Teaching and learningNSW Curriculum and Learning Innovation Centre17

Types of evidenc

e

observation

video footage

tracking & monitoring recordsNAPL

AN

surveys

work samples

interactions

actions & words

qualitative & quantitative data

quality & quantity

formative & summative

Types of evidence


Between-module task1. 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

http://www.curriculumsupport.education.nsw.gov.au/literacy/workshops/intro_qlt.htm

http://www.curriculumsupport.education.nsw.gov.au/literacy/workshops/intro_qlt.htm


Teaching and learning reflection

1. Key points2. Implications for

students3. Implications for

teachers.

Two important things you will implement in the future…..


Professional learning:


Bibliography

An introduction to quality literacy teaching (2009) Curriculum K–12 Directorate, NSW Department education andTraining, 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>

Documents

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