Session 2: Improving writing across the curriculum : differentiation TO SUPPORT esol learners

  • View
    15

  • Download
    0

Embed Size (px)

DESCRIPTION

Session 2: Improving writing across the curriculum : differentiation TO SUPPORT esol learners. Alana Madgwick alanamadgwick@gmail.com alanamadgwick@wikispaces.com twitter @alanamadgwick1 (Join the secondary literacy mailing list). recap from last session . SESSION 2: TEACHING AS INQUIRY. - PowerPoint PPT Presentation

Transcript

Alana Madgwickalanamadgwick@gmail.comalanamadgwick@wikispaces.comtwitter @alanamadgwick1(Join the secondary literacy mailing list)Session 2:Improving writing across the curriculum: differentiation TO SUPPORT esol learners

1

recap from last session

2SESSION 2: TEACHING AS INQUIRY

3Demonstrate understanding of art works from Maori and other cultural contexts using art terminologyA level 1 Art (Literacy) Achievement Standard

TASK A: Investigate and Analyse.Find out as much information as possible about each of the art works and collect this in your visual diary. You might find information from exhibition catalogues and websites, a gallery educator, and books about the artists.

7

TASK C: Present your findings using Art terminology. Consider the following questions as a starterto each of your paragraphs of your essay: How and why do artists represent the figure in their work? How and why are there differences between how Maori and other artists approach to representing the figure?tEACHING AS INQUIRYWhat strategy did you trial?What was the purpose of the strategy?What did you notice?What would you change?

From the data / evidence I noticed that some students needed support in............Because of this learning need I trialled this.....12dictaglossPurpose: to help students consciously focus on their knowledge of the content and the relationship between ideas and words

Strategy:I will read a short text (sentence) at normal pace- you will listen for meaning.I will reread the text- You will jot down key words and phrases.In pairs or groups, you will reconstruct the text.

13teaching AS INQUIRYSince any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students. (NZC, p.35)

14Principle vs. StrategyWhat is the difference?

Principles vs. StrategiesA principle is a law or rule. In this case the rule that is based on How students learn.

A strategy is the plan of action /method that we want students to use independently of us.

There can be many strategies that relate to one principle.

16Principle vs. StrategyTeachers across different subjects can use different strategies that exemplify the same principle. E.g. activating prior knowledge is a principle. Strategies could be anticipatory reading guide, post-box, vocabulary jumble, brain-stormOne strategy can exemplify many principles. E.g. jigsaw reading is a strategy that helps students make links between reading and writing, develop key comprehension skills and build oral language development.

Principles of Effective Writing Practice1. Make literacy learning explicit for every writing task2. Activate students prior knowledge3. Make deliberate links between reading and writing4. Make deliberate links between speaking and writing5.Develop vocabulary and vocabulary solving skills6. Support students to generate ideas for writing7. Support students to structure their writing8. Give feedback/forward that is specific and manageable

Unpack the jargon.18Writing framesWhat are they? Can you give an example?Why do you use them?Who benefits from them?What are the pitfalls of using them?What is an approach that you use to stop students becoming dependent on them?in GROUPS Ensure there is one person that can answer 4 or 5 of the questions. That person is the leader.The leader has to teach her/his group about writing frames so that all members can answer all the questions with examples. (Come get some paper and pens)Everyone must be prepared to share their learning.20Useful connectives (words and phrases to link information and signal words)IntroductionThe topic / issues / this report / my purpose/ questions /hypothesisDescribing procedures or time sequencesThe first step, to begin with, initially, before

Secondly, subsequently, following this step, next

When, meanwhile, after that, consequently, finallyGiving ExamplesFor example, for instance, another reason, can be illustrated by, as followsComparingboth and in most cases, not only... but also similarlyAdding informationalso, as well as, another reason, factor, pointin addition, additionally, besides, furthermoreContrastingbut, however, in contrast to, whereas, alternatively, is different/ differs from, on the contraryCause and effectbecause of, the reason for, due to, consequently, hence, in that case as a result of/ consequence since, the effect of

the technological modelling undertaken to develop and trial a technological outcomeWriting a Technology Report 1.5 the student provides evidence of understanding of:-

To begin with...

the purpose of the technological modelling

There are several reasons why...

the evidence that was derived from the technological modelling

This shows that...

how the evidence gained informed decisions about, what could happen, and, what should happen, for the technological outcome

I now know that...

why the evidence enabled decisions to be made about what could happen and what should happen

I was then able to...

how decisions made about a technological outcome considered what could happen and what should happen

To improve this I need...

how technological modelling identified risk to support decision-making.

One problem was...

Recommended

View more >