Professional learning course

1
Professional learning course
Examining the guide An introduction to quality
literacy teaching
2
Acknowledgement of country
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.
3
Professional Teaching Standards
Standards addressed at Professional Competence in
this course include 1.2.2 Apply research-based,
practical and theoretical knowledge of the
pedagogies of the content/discipline(s) taught to
meet learning needs of students. 6.2.1 Reflect
critically on teaching and learning practice to
enhance student learning outcomes. 6.2.3 Engage
in professional development to extend and refine
teaching and learning practices.
4
An introduction to quality literacy teaching

• describes the essential components of quality
  literacy teaching
• provides a foundation for professional learning
  and further literacy resources e.g. Literacy
  Continuum

Link to video
5
Outline of the course
This professional learning course examines An
Introduction to quality literacy teaching in 3
sessions Session 1 Literacy learning Session 2
Literacy teaching Session 3 Considerations for
literacy learning and teaching
6
Professional learning course
An introduction to quality literacy
teaching Session 1 Literacy learning
7
Anticipated learning

• During this session you will
• clarify the nature and significance of literacy
  learning
• consolidate your understanding of the Literacy
  Continuum and the eight critical aspects of
  literacy development
• consider how literacy is integral to all learning
  areas and needs to be explicitly taught
• consolidate your understanding of the changing
  nature of literacy learning in the early, middle
  and later years of schooling
• reflect on how you will apply your new learning
• when assessing, planning and teaching.

8

Literacy learning
The nature and significance of literacy learning
The critical aspects of literacy development
The place of literacy in the curriculum
Literacy learning in the early, middle and later
years of schooling
9
The nature and significance of literacy learning
Literacy A skill that begets many other skills.
(Heckman, 2000)
Task 1

• Work individually
• Read The nature and significance of literacy
  learning pp. 6-7
• Record key points.
• Work in small groups
• Discuss and select the seven most important
  points.
• Share with the whole group.

10
The literacy continuum A continuum of the
critical aspects of literacy
Eight aspects supported by research. Describes
knowledge, skills and strategies typically
expected of most students. Maps how each aspect
develops by identifying key markers of student
progress across the years of schooling.
Other crucial areas such as grammar, spelling,
punctuation and listening are developed within a
number of aspects.
Markers support teachers to assess, plan and
teach literacy.
11
The critical aspects of literacy development
Reading texts
Comprehension
Vocabulary knowledge
Unconstrained skills
Aspects of writing
Aspects of speaking
Phonics
Constrained skills
Phonemic awareness
Concepts about print
12
The critical aspects of literacy development
Task 2
Task 2

• For each particular critical aspect assigned to
  you
• - define the aspect
• - state why the aspect has been identified as
  critical to students literacy success
• - share your learning with the group
• NB In relation to the descriptions on pp. 8-10,
  text is inclusive of oral, aural, written,
  digital and multimodal texts.

13
The place of literacy in the curriculum
Task 3
Literacy knowledge, skills and understanding need
to be used and developed in all learning areas.
Initial and major continuing development will be
in English but the national curriculum will
ensure that this competency is used and developed
in all learning areas. National Curriculum Board,
2009
14
Literacy learning across the years of schooling
Early Years (Kindergarten - Year 4)
Middle Years (Years 5 - 9)
Later Years (Years 10 - 12)
15
The place of literacy in the curriculum

• Read through pages 12-13
• Literacy learning in the early years
• Literacy learning in the middle years
• Literacy learning in the later years
• Consider one unconstrained critical aspect and
  identify and describe how this aspect develops
  and expands from the early to later years.
• Record this information on your handout.
• Share this information with the group.

Task 3
16
Reflection - What is important?
Task 4
Reflection is not profitable unless it affects
practice Edwards-Groves, 2003

• List four take home messages about literacy
  learning that you think have the greatest
  implications for your classroom practice.
• Rank these in order of importance from 1- 4 (1
  being least important).
• Discuss with a partner, providing justification
  for your ranking and identifying which of these
  you will act on
• tomorrow
• next week.

17
REFLECT ION
REFLECT ION
18
Bibliography
An introduction to quality literacy teaching
(2009) Curriculum K-12 Directorate, NSW
Department of Education and Training, Sydney,
NSW. Edwards-Groves, C.J (2003) On task Focused
literacy learning, Primary English Teaching
Association (PETA), Sydney, NSW. Heckman, J. J.
(2000) The real question is how to use the
available funds wisely. The best evidence
supports the policy prescription Invest in the
very young, Irving B. Harris Graduate school of
Public Policy Studies, University of Chicago,
viewed 10 July 2009, lthttp//www.pcanebraska.org/i
ncludes/downloads/heckman.pdfgt National
Curriculum Board (2009) Shape of the Australian
curriculum English, May, Commonwealth of
Australia, ACT.
19

• End of session1

20
Professional learning course
An introduction to quality literacy
teaching Session 2 Literacy teaching
21
Acknowledgement of country
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.
22
Professional Teaching Standards
Standards addressed at Professional Competence in
this course include 1.2.2 Apply research-based,
practical and theoretical knowledge of the
pedagogies of the content/discipline(s) taught to
meet learning needs of students. 6.2.1 Reflect
critically on teaching and learning practice to
enhance student learning outcomes. 6.2.3 Engage
in professional development to extend and refine
teaching and learning practices.
23
Outline of the course
This professional learning course examines An
Introduction to quality literacy teaching in 3
sessions Session 1 Literacy learning Session 2
Literacy teaching Session 3 Considerations for
literacy learning and teaching
24
Anticipated learning

• During this session, you will
• examine explicit, systematic, balanced and
  integrated literacy teaching
• consider how the Four Literacy Resources model
  and A process for explicit and systematic
  literacy teaching assist planning for explicit
  and systematic, balanced and integrated literacy
  teaching
• strengthen your understanding of modelled, guided
  and independent teaching strategies, and consider
  how these teaching strategies can be used in
  early, middle and later years classrooms
• reflect on how you will apply your new learning
• when assessing, planning and teaching.

25
Literacy teaching
Teaching makes a difference
Explicit and systematic, balanced and integrated
literacy teaching
The Four Literacy Resources model
A process for explicit and systematic literacy
teaching
Modelled, guided and independent teaching
strategies
Literacy teaching in the early, middle and later
years of schooling
26
Teaching makes the difference
The greatest influences on literacy learning are
the teachers and the quality of the
teaching. Hattie, 2003
Link to video
27
The cornerstones of quality literacy teaching
Task 1
Explicit
Systematic
Balanced
Integrated
28
The cornerstones of quality literacy teaching
Explicit
Systematic
Balanced
29
Explicit and systematic, balanced and integrated
literacy teaching
Task 1

• Individually read through
• Balanced and integrated literacy teaching p. 16
• Explicit and systematic literacy teaching p. 17
  
• As you do, expand your notes to address these
  questions
• What is it?
• What do teachers do?
• What does it look like in a literacy lesson?
• Compare and discuss your understandings with
• a partner or the group.

30
The Four Literacy Resources model
Task 2
Meaningmaking resources
Code-breaking resources
Literacy capabilities
Text-using resources
Text-analysing resources
When effective literacy learners interact with
texts, they draw on these four resources in an
integrated way.
31
The Four Literacy Resources model
Task 2

• Refer to The Four Literacy Resources model on
• page 19
• Read, summarise and report on
• what needs to be taught in relation to each
  resource
• how teachers can balance and integrate the
  resource with one or more of the other resources.

32
A process for explicit and systematic teaching
33
Assessment for/of learning
Task 3

• Assessment for/of learning involves frequent
  formative assessment as well as summative
  assessment, that
• uses rubrics
• engages students in the assessment process
• provides feedback to students about what they can
  do, how their work compares with others and what
  they can do to improve.

34
Planning
Task 3

• Planning involves using assessment information,
  the curriculum, and guidance from the Four
  Literacy Resources model to
• establish learning goals for a lesson or a series
  of lessons
• group students using flexible and fluid grouping
• choose instructional strategies (modelled, guided
  or independent teaching) that will enable all
  students to achieve the learning goals.

35
Instruction
Task 3

• Based on planning decisions, Instruction
  involves
• allocating time for focused literacy teaching as
  part of current literacy sessions/lessons
• beginning with an introduction that clarifies
  purpose and process, makes links to prior
  learning, provides an overview, explains tasks
  and expectations, etc
• using modelled, guided and independent teaching
  strategies to support all students to achieve the
  learning goals
• allowing time at the end for student reflection.

36
Key literacy teaching strategies
Modelled teaching Guided teaching Independent
teaching
can be used with whole class, small group or
individual students
scaffold students with temporary point of need
support
move students from dependent learners to
independent learners
require fluid and flexible student grouping
37
Modelled, guided and independent teaching
Task 4

• Read through pages 23-25.
• Describe each teaching strategy in terms of
• when and why it is used
• what it involves the teacher doing
• what it involves the student doing
• what grouping structures might be used

38
Literacy teaching in the early, middle and later
years of schooling
Task 5
Refer to the video and/or pages 26-27 of the guide

• How do literacy demands change as students move
  from the early years, into the middle years and
  through to the later years of schooling?
• How do early, middle and later years teachers use
  modelled, guided and independent teaching
  strategies to cater for increasingly complex
  literacy demands?

Link to video
39
Reflection activity- What is important?
Reflection is not profitable unless it affects
practice Edwards-Groves, 2003
Task 6
What - So what - Now what? WHAT are the main
messages from each section of todays
workshop? SO WHAT are the implications for how I
teach literacy in my classroom? NOW WHAT will I
do differently in my classroom as a result of
these messages?
40
REFLECT ION
REFLECT ION
41
Bibliography
An introduction to quality literacy teaching
(2009) Curriculum K-12 Directorate, NSW
Department of Education and Training, Sydney,
NSW. Edwards-Groves, C.J (2003) on task focused
literacy learning. Primary English Teaching
Association (PETA), Sydney, NSW. Hammond, J. et
al., (2001) Scaffolding Teaching and Learning
in Language and Literacy Education, PETA,
Newtown, NSW Hattie, J. A.(2003) Teachers make a
difference What is the research evidence?
University of Auckland, Australian Council of
Educational Research Conference on Building
Teacher Quality.
42

• End of session 2

43
Professional learning course
An introduction to quality literacy
teaching Session 3 Considerations for literacy
learning and teaching
44
Acknowledgement of country
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.
45
Professional Teaching Standards
Standards addressed at Professional Competence in
this course include 1.2.2 Apply research-based,
practical and theoretical knowledge of the
pedagogies of the content/discipline(s) taught to
meet learning needs of students. 6.2.1 Reflect
critically on teaching and learning practice to
enhance student learning outcomes. 6.2.3 Engage
in professional development to extend and refine
teaching and learning practices.
46
Outline of the course
This professional learning course examines An
Introduction to quality literacy teaching in 3
sessions Session 1 Literacy learning Session 2
Literacy teaching Session 3 Considerations for
literacy learning and teaching
47
Anticipated learning

• During this session, you will
• consider the place of technology in quality
  literacy learning and teaching
• strengthen your understanding of how to use the
  National Assessment Program Literacy and Numeracy
  (NAPLAN) to enhance literacy learning and
  teaching
• consider how to cater for a diverse student
  population
• reflect on how you will apply your new learning
• when assessing, planning and teaching.

48
Considerations for literacy learning and teaching
Using technology for quality literacy learning
and teaching
Using NAPLAN for literacy learning and teaching
Catering for diversity in the classroom
Further literacy resources and professional
learning programs
Appendices
49
Using technology for quality literacy learning
and teaching
Task 1
Read Pages 28-29 Summarise How technology can
be used as a tool to enhance and extend effective
literacy teaching and learning. What students
need to be taught to maximise the teaching and
learning potential of technology. Record and
share with a partner How does the information in
this section align with current classroom
practices? What changes could you make to
improve the use of technology in your classroom?
50
Using NAPLAN for literacy learning and teaching
Task 2
Work in small groups to discuss and list the ways
the school currently uses the SMART package to
guide planning for literacy teaching at an
individual student, classroom, stage or
whole-school level. Read pp. 30-31. Identify
and discuss additional ways the SMART package
could be used at an individual student,
classroom, stage or whole-school level.
51
Catering for diversity in the classroom
Task 3

• Read page 32
• Reflect on your literacy assessing, planning and
  teaching in regard to the strategies listed as
  dot points
• Discuss and record the practices that your
  school currently uses for all students
• Discuss and record the practices that your
  school uses for a group of learners with
  particular needs, eg. disabilities, ESL,
  Aboriginal, etc
• Indicate the strategies that you will include or
  further emphasise in future as part of your
  classroom assessing, planning and teaching.
• Discuss in your group what you will
  include/emphasise and how you will do this.

52
Further literacy resources
For information about the most current and
up-to-date literacy materials, resources and
professional learning programs and packages visit
the Literacy website http//www.curriculumsuppor
t.education.nsw.gov.au/literacy/index.htm
53
Appendices

• Included in the appendices are
• The NSW Literacy K-12 policy pp. 36-38
• http//www.curriculumsupport.education.nsw.gov.au/
  literacy/index.htm
• Websites for additional information and support
  p. 39
• Supporting Aboriginal students p. 40.

54
Reflection activity- What have you learned?
Reflection is not profitable unless it affects
practice Edwards-Groves, 2003
Task 4
Task 4
1.2.2 Apply research-based, practical and
theoretical knowledge of the pedagogies of the
content/discipline(s) taught to meet learning
needs of students. 6.2.1 Reflect critically on
teaching and learning practice to enhance student
learning outcomes. 6.2.3 Engage in professional
development to extend and refine teaching and
learning practices. Use the Reflection task to
evaluate your own participation and learning as a
result of undertaking this course.
55
REFLECT ION
REFLECT ION
56
Bibliography
An introduction to quality literacy teaching
(2009) Curriculum K-12 Directorate, NSW
Department of Education and Training, Sydney,
NSW. Edwards-Groves, C.J (2003) on task focused
literacy learning. Primary English Teaching
Association (PETA), Sydney, NSW.
57

• End of session 3.