literacy and quality teaching

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1 Literacy and Quality Teaching

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Literacy and Quality Teaching. 1. Quality Teaching : The R esearch . When teachers provide instruction and assessments that emphasise intellectual quality, students do better on classroom-based assessments. - PowerPoint PPT Presentation

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Page 1: Literacy and Quality Teaching

1

Literacy and Quality Teaching

Page 2: Literacy and Quality Teaching

When teachers provide instruction and assessments that emphasise intellectual quality, students do better

on classroom-based assessments.

• Newmann et al 1991-1995 The Centre on Organization and restructuring of Schools at theUniversity of Wisconsin Madison

• Quality Teaching in NSW public schools. An annotated bibliography.Professional Support and Curriculum Directorate . P7 June 2003.

Quality Teaching: The Research...

Page 3: Literacy and Quality Teaching

All three dimensions are essential for improved student outcomes

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Intellectual Quality Is Central

Page 4: Literacy and Quality Teaching

Planning For Quality TeachingKey questions:

• Where are my students now? • What do I want my students to learn?• Why does that learning matter (for

students)?• What do I want the students to do or

produce to demonstrate their understanding?

• How well do I expect them to do it?

Page 5: Literacy and Quality Teaching

Knowledge is deep when it concerns the central ideas or

concepts of a topic or subject and when the knowledge is judged to be crucial to the topic or subject.

Quality Teaching in Public Schools: An assessment practice guide. P.14 2004

Intellectual QualityDeep Knowledge

Page 6: Literacy and Quality Teaching

Deep knowledge is evident in a task when students are required

to address the centrality or complexity of one or two key concepts, and to articulate

relatively complex relationships between central concepts.”

Quality Teaching in Public Schools: An assessment practice guide. P.14 2004

Intellectual QualityDeep Knowledge

Page 7: Literacy and Quality Teaching

• Students will know that... Superficial knowledge Deep knowledge

I want students to know that:

1. A narrative text starts with an orientation, followed by a complication and ends with a resolution and optional coda.

2. A narrative text must have paragraphs and descriptive language.

I want students to know that:

1.A compelling, well structured story engages the reader and invites him/her to think about the events and how the story might relate to their own life.

2. Composers make deliberate language choices to develop characters, plot and setting to position their audience.

Superficial knowledge Deep knowledge

I want my students to know that:

1. a narrative text starts with an orientation, followed by a complication and ends with a resolution and optional coda.

2. a narrative text must have paragraphs and descriptive language.

I want my students to know that:

1.a compelling, well structured story engages the reader and invites him/her to think about the events and how the story might relate to their own life.

1. composers make deliberate language choices to develop characters, plot and setting to position their audience.

What’s The Big Idea?

Page 8: Literacy and Quality Teaching

• Students will know that...Superficial knowledge Deep knowledge

I want students to know that:

1. they will make a dustpan and pencil case.

I want students to know that:

1. they can explore, evaluate and select appropriate design, processes and solutions to respond to needs and opportunities.

1. they need to choose the correct form of “you” “tu,” (informal )or “vous”, (formal) in French.

1.cultural context has an important impact on language choices.

What’s The Big Idea?

Page 9: Literacy and Quality Teaching

Superficial knowledge Deep knowledge

I want students to know that:

1.they need to colour in the locations of McDonald’s around the world on their maps./ 2. they need to define globalisation

I want students to know that:

1. aspects of globalisation have brought about increasing inequalities around the world.

1. spreadsheets can convert tables of data into charts.

1.data is about frequency and distribution.2.graphical information can be manipulated to position the audience.

1. they need to list and remember the human body systems

1. living things containsystems consisting of cells that interact with each other.2. cells require these systems to work together in order to survive and reproduce.

Page 10: Literacy and Quality Teaching

Gap Analysis

Unless new knowledge

becomes integrated with the learner's prior

knowledge and understanding, it remains isolated, cannot be used

effectively in new tasks, and does not

transfer readily to new situations.

Use the data!

Page 11: Literacy and Quality Teaching

Deep knowledge •Explicit teaching of literacy skills

•Scaffolding, modelling, exemplars

•Literacy in context

Page 12: Literacy and Quality Teaching

Deep understanding

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• To what extent do the students demonstrate profound and meaningful understanding?

• Self and peer editing

Page 13: Literacy and Quality Teaching

1.2.7 Teachers K-12 will allocate sufficient time to explicitly plan, program and teach literacy to ensure students’ achievement of syllabus standards.

1.1.1. Literacy is the ability to understand and evaluate meaning through reading and writing, listening and speaking, viewing and representing.

Literacy Policy K-12