Session Outline

  Welcome: Nga mihi nui ki a koutou

  Introduction to the Vee heuristic

  Early attempts to combine the Vee with Literacy Professional Development

 workplace)

  Te whare tapa wha

  Recent work using the Vee in Te Puna

  Questions/Discussion

Trisha Hanifin TPA 2012

Vee Diagram

Theoretical/Conceptual (Thinking)

Focus questions

Methodological (Doing)

Events/Objects (observing)

Philosophy

Theories

Principles

Concepts

Answers require an active interplay

between the right side and left side

Claims - values - knowledge

Transformations

Records

Gowin’s Vee heuristic, p3, Learning How to Learn, (1994) CUP

Novak and Gowin’s view of education

  it ‘is the process by which we actively seek to change the meaning of experience.’

Literacy and professional development Triangle 1. adapted from Buehl D, (2001) Triangle 2. adapted from Novak and Gowin (1984)

Text

Context Learner

Teaching and

learning strategies

Professional development

Knowledge Method

Observation

Thinking Doing

Observing What kinds of problems have we observed in our classrooms?

What kinds of structured observations (assessments) do we use?

Literacy

Knowledge

Frameworks

Theories

Philosophies

Programme and course design

Teaching and learning strategies and activities

Focus question: How can we address our students’ decoding issues?

Vee heuristic adapted from Novak and Gowin. (1984)

Thinking Doing

Observing What kinds of issues have we observed in our programmes, courses, and in the classroom?

What kinds of structured observations (assessments) do we use?

Literacy

Knowledge

Frameworks

Theories

Philosophies

Programme and course design

Teaching and learning strategies and activities

Focus question: How can we embed literacy into our programmes?

Vee heuristic adapted from Novak and Gowin. (1984)

The National Certificate in Adult literacy and Numeracy Education

(Vocational and workplace) – six key frameworks

  The Literacy Dynamic: (Buehl, 2001)

  The Vee Heuristic: a model for professional development (Novak and Gowin, 1984)

  The Four Literacy Roles: (Freebody and Luke, 1990,1999)

  The Six Components of Effective Literacy Practice (IRA, www.reading.org NIFL, www.nifl.gov/partnershipforreading Kruidenier, 2002, Honig, 2001)

  Reading Process/The Active Reading Model: BDA (Workbase, 2005, 2006, Duffy, 2006)

  The Learning Progressions for Adult Literacy and Language (NZ Tertiary Education Commission, 2008 )

The Literacy dynamic �NZ Tertiary Education Commission

Know the

learner

Know the

demands

The Literacy

dynamic

Know what to

do

BDA - The active reading model: a framework for working with text

Before Preparation for reading and writing

During Engagement with the text

After Reflection on the text

Culturally responsive practice   “…tertiary courses that focus on up-skilling

teachers must appreciate the interconnection of ethnicity, power and privilege, while at the same time be active and intrinsically motivational… {there} is the need for all educators, whether tertiary or school, to study and interact with the intricacies of culturally responsive practice and to integrate the newly acquired knowledge into their respective contexts.”

  Reference: HuakinaMcfarlane

Good Practice Publication ebook: www.akoaotearoa.ac.nz/gppg-ebook

Te whare tapa wha Mason Durie �

Te whare tapa wha �

  learners and learning

  programs and courses

 

Using the Vee to guide Professional Development in Te Puna Ako, Unitec’s

Learning and Teaching Unit

Trisha Hanifin TPA 2012

Topic: Assessment for Transition

Knowledge (conceptual) (thinking)

Focus questions Methodological (doing)

Observation of events (observing)

Key words: - concepts - frameworks - philosophies - theories - beliefs

Questions:

  What understanding do staff have of the enquiry process?

  Do staff have a shared understanding of the purposes and functions of assessment?

*   What is the process of enquiry you

want your students to use in assignments?

  What concepts are foundational for students to grasp?

  What concepts occur frequently?

1)  What challenges do students face when they do their first assessment event? Key words: - Classroom practice

- teaching and learning - student engagement

Questions:   How do we scaffold the processes and activities students find most challenging?   How do we find out how well students are doing?   How can students be helped to understand and plan for the assessment load?   How do we make this explicit?

Enquiry process

Key words: - tasks - skills - behaviour - practices - processes

Questions:   What are the academic demands of

working through the enquiry process?   What demands do students find most

challenging?   How do we collect data on this?   How do we interpret the data?

Content Demands

Autonomy

Topic: Embedding Academic Literacies

Theoretical/Conceptual (Thinking)

Focus question:

Methodological (Doing)

Observing/evaluating

Key Questions:   When have you observed your

learners having foundational or academic literacy needs?

  What diagnostic assessment do you use?

  How do you evaluate what is working?

Philosophy: professional development is about assisting teachers to construct new understanding on 3 levels: thinking doing, observing

Frameworks: The literacy dynamic; The Learning Progressions; The Assessment Tool; Unitec’s Academic literacies Policy; Living Curriculum…

Concepts:literacies; demands; needs; embedding; literacy development; assessment; evaluation

Key Questions:   What guides your thinking about your program?   What teaching and learning principles guide your teaching?   What does embedding literacies mean to you?   Are you familiar with Unitec’s Academic literacies Policy?

How can we support teachers to embed foundational and

academic literacies in programs/

courses?

Actions:

Key questions:   How do you articulate the demands of your program/course to your learners?   What teaching and learning activities do you currently use to support your learners’ foundational and academic literacy needs?   How do you give feedback to your learners about their progress?   How does your program/course use the Student Learning Centre and the library to support learners?   What (literacies) professional development have you engaged in?   What aspects of embedding foundational or academic literacies would you be most interested in learning more about?

Vee Heuristic based on Novak and Gowin (1984) Trisha Hanifin and Bettina Schwenger TPA 2012 Draft 2

  “The most powerful and enduring change in the classroom will be achieved by professionally informed and articulate teachers… it is the teacher who is one of the most instrumental links between the minds of students and their future achievements in the multi

st century. Collaboration involving the diversity of voices seeking reform in literacies is essential. Meeting

st

)