Planning for Learning

1
Planning for Learning
2

• What do we need to consider when planning for
  learning at Hampstead Primary School?
• Conceptual planning theme, topic, concept?
• Why use concepts for planning?
• Conceptual planning some examples
• Possible models and pro-formas for planning
• Exploring concepts in the Australian Curriculum
  through English
• Integrated planning English plus .....
• Exploration time with task to be shared
  (differentiated some staff may want more input
  about the AC, others may be happy to start
  exploring)
• TASK Identify a concept to be explored through
  the Australian Curriculum. Use the relevant parts
  of the English Content Descriptions and
  Achievement Standards to select your focus. Check
  at least one other learning area to explore
  connections that could be made.

3
(No Transcript)
4

• On hot days the effect of wind direction on sheep
  is more pronounced. They face into the wind and
  continue grazing, moving along until they reach
  the paddock boundary fence. This has management
  implications. In southern and central Australia
  the winds come from the south, so grazing is in
  this direction.

5
(No Transcript)
6
(No Transcript)
7
Broad and abstract. Because concepts are broad,
they have potential for transfer across settings
Universal in application. Because concepts are
universal, students construct understandings that
apply in other settings, and provide ways of
seeing their world that will apply not only in
school but also in life beyond school.
Timelesscarries through the ages. In history,
for example, when students examine a concept
rather than a specific event, the lessons of
history become clearer. Consider such concepts as
revolution, colonialism, or leadership as lenses
for understanding history across eras and
nations. What enduring understandings could
emerge?
handout
8
(No Transcript)
9
(No Transcript)
10
(No Transcript)
11
(No Transcript)
12
(No Transcript)
13
(No Transcript)
14
What is a concept based curriculum?

• How is it different to a topic based curriculum?

Christmas
Celebrations
15
(No Transcript)
16
(No Transcript)
17
What do we need to consider?
Planning for Learning
18

• Australian Curriculum
• SACSA
• Primary Science Connections
• Maths for All
• Comprehension Strategies
• Accelerated Literacy
• Literacy Secretariat
• Big Six
• Student contexts
• TfEL
• Aboriginal Perspectives

Content
Pedagogy
19
Making it concreteour SA reference points
What do I want them to learn?
How will I know if they got it?
So what will we do to get there?
20
(No Transcript)
21
How do you feel about this?
22

• overwhelmed
• excited
• cynical

23
(No Transcript)
24
Turn Talk

• There are so many seemingly endless topics to
  cover nowadays. Take a minute to engage in a
  discussion on what criteria we might use to help
  pare down the overwhelming amount of
  curriculum. Be ready to share.

25
Australian Curriculum

• Each strand contributes to the study of English
  its own distinctive goals, body of knowledge,
  history of ideas and interests, and each relates
  to material worth studying in its own right.
  Teaching, learning and assessment programs should
  balance and integrate the three strands in order
  to support the development of knowledge,
  understanding and skills. The key focal point for
  a unit of work or a learning activity may arise
  from any one of the strands, but the intention is
  that units and activities draw on all three
  strands in ways that are integrated and clear to
  learners.

26
(No Transcript)
27
language literature literacy





28
language literature literacy
language variation and change literature and context texts in context
language for interaction responding to literature interacting with others
text structure and organisation examining literature interpreting, analysing and evaluating
expressing and developing ideas creating literature creating texts
sound and letter knowledge
29
(No Transcript)
30
(No Transcript)
31
An example from.

• Mathematics

32
(No Transcript)
33
http//www.mathgoodies.com/articles/math_anxiety_m
odel.html
34
Making Connections

• Concepts are abstract ideas that organise
  information

Quantity
Shape
Change
Dimension
Uncertainty
35
Quantity
36
Traditional Approach
D E D U C T I V E

• Explanation or definition
• Explain rules
• Apply the rules to examples
• Guided practice

37
Starting Point

• Concepts What is the big idea?
• What content descriptors for English?
• What parts of the achievement standard for
  English?
• What content descriptors for .?
• What parts of the achievement standard for ..?

Year 4 Integrated Unit handout
38
Planning Time
Australian Curriculum Planner handout
Year 4 Integrated Unit handout
TASK Identify a concept to be explored through
the Australian Curriculum. Use the relevant parts
of the English Content Descriptions and
Achievement Standards to select your focus. Check
at least one other learning area to explore
connections that could be made
39
(No Transcript)
40

• Sharing the learning so far
• Who are we planning for?
• Knowing ourselves and our students as learners
  links to Tuesdays session (Joy)
• Knowing ourselves as learners Diversity Game
• Implications for planning

41
Diversity Game
42

• Deal out 5 cards to each participant
• Arrange your five cards in order, starting with
  the card that best describes you, and ending with
  the one that is least like you

43

• Now, you get a chance to discuss your immediate
  response to the cards you were dealt. Were there
  any you wanted to get rid of immediately? Any you
  weren't willing to part with? Would you be
  comfortable living your life out with the hand
  you were dealt?

44
Negotiate
45
Whole brain processing

• LEFT BRAIN
• Logical
• Sequential
• Rational
• Analytical
• Objective
• Looks at parts

• RIGHT BRAIN
• Random
• Intuitive
• Holistic
• Synthesizing
• Subjective
• Looks at wholes

46
Analyse
47
Organise
48
Synthesise
49
Personalise
50
Understanding why is important to me. I need to
visualise and connect. I am creative.
The theory is important to me. I like to know
what experts know.
I like knowing how to do something and practising
to get better. I like sequence.
I need to know how it is relevant to my life. I
like to be able to discuss my learning with
others.
51
Theory
Conceptual Connections
Big Picture
Research
Overview
Social Emotional
Practical Strategies
Practice
Making Connections
52
(No Transcript)
53
(No Transcript)
54
handout
55

• How do we plan for our learners?
• Considerations for planning what are the
  essentials?
• Using different entry points - examples
• TASK Continue the planning process with
  colleagues (proformas supplied or use your own)
• Sharing the progress
• Questions / where to next?

56
Entry Points
57
Making it concreteour SA reference points
What do I want them to learn?
How will I know if they got it?
So what will we do to get there?
58
(No Transcript)
59
Big Idea Concept
AC Content Descriptors
Sustainability
AC Achievement Standards
Science Living things depend on the environment
English understand text structure
Science describe relationships that assist
survival
English Effect of Text Structures, Comprehension
Strategies
60
Big Ideas from AC

• What are the structures and features of different
  text types?
• How do they shape what we can say and how we can
  say it?
• How do we draw on other texts when creating and
  reading texts?
• What is the relationship between purposes and the
  ways we use language?
• How is the same information represented in
  different genres and modes?

61
Text Structure
Sustainability
Forests
Difference between fiction / non-fiction
Features of non-fiction
Purpose of visuals
Structures of non-fiction
62
How are fiction and non-fiction texts different?
The kapok tree, Ceiba pentandra, is a large,
deciduous, tropical tree that is native to
tropical America, Africa, and the East Indies.
The flowers are pollinated and the seeds are
spread by fruit bats. Anatomy This fast-growing
tree is generally from 45 to over 100 feet (14-30
m) tall the kapok is the tallest tree in Africa.
It has pink, white, or yellow night-blooming
flowers borne in clusters. The green leaves are
lanceolate (lance shaped) and palmately compound
(with 5 to 9 leaflets). Uses The light-weight
silky down from the seed pods (sometimes called
Java cotton) is used as pillow stuffing, sleeping
bag stuffing, life jacket stuffing, furniture
upholstery, insulation, and for other uses. The
yellow-green oil from the seeds is used in foods
and to manufacture soap. Young leaves are also
cooked and eaten the wood from this tree is also
used. Classification Division Magnoliophyta,
Class Magnoliopsida, Subclass Dilleniidae, Order
Malvales, Family Bombacaceae.
Sometimes referred to as narrative vs expository
text
63
Teaching about it

• Read two texts one fiction and the other
  non-fiction on the same topic to students each
  day for a week or so.
• Ask students to brainstorm similarities and
  differences.
• Create an anchor chart with students.

64
(No Transcript)
65
(No Transcript)
66
Non-fiction Text Features

• Revisit the differences between fiction an
  non-fiction texts
• What special features of non-fiction texts have
  you noticed?
• NB This process could be used for non-fiction
  digital texts as well

67
Non-fiction Text Features Match
68
(No Transcript)
69
Teaching about it
Text Feature
Purpose
Example
70
(No Transcript)
71
Convention Purpose How it Helps
Caption Information directly relating to a photo or illustration Tells the reader what to focus on in the picture that is important
Comparison Show size relationship between two or more objects of ideas Helps the readers take something familiar to show how it relates or compares with something new
Close-Up A smaller more detailed section of the larger photo or illustration It allows the reader to see inside or a smaller part of a large area so we can understand it in a more detailed way
Table of Contents Located in the front of the book to share a list of key topics or chapter in which the book addresses in the order in which they appear in the text It allows me to see the chapters and topics and know exactly what pages they are on so I can get to the information I need in the quickest way.
Glossary
Index
Cutaways
Print Size

72
http//www.teachingcomprehension.org/
Brainstorm a list of text features. Create a
space on the wall. Ask your students how much
space should be dedicated to each text feature
(usually pictures and captions take up the most
space and italicised words take up very little.)
Draw dividing lines and label each box with the
name of a feature. Provide stacks of resources
for students to cut out. Have students cut out
text features and glue them on the mural.
73
Text Structures The Building Blocks
74
Non-fiction or Expository Texts

• Expository texts (nonfiction) have different
  structures than narrative texts (fiction).
• Non-fiction texts have
• Descriptions
• Sequences
• Compare/contrast
• Problem/solution
• Cause/effect
• Question/answer

75
(No Transcript)
76
Signal Words Point the Way
Text Structure Signal Words
Description/ Hierarchical List
Cause Effect
Compare/ Contrast
Problem/ Solution
Question Answer
Sequence
For instance For example Furthermore Such
as Also To begin with Most important Also In
fact In addition And to illustrate
Since Because This led to On account of Due to As
a result of For this reason Consequentially Thens
o Therefore thus
In like manner Likewise Similar to The difference
between As opposed to After all However And
yet But Nevertheless On the other hand
One reason for the A solution A
problem Where The question is One answer
is Recommendations include
How When What Next Why Who How many The best
estimate It could be that One may conclude
Until Before After Finally Lastly Firstlast Now
then On (date) At (time) First,
second Meanwhile Not long after initially
77

• Teaching students how to
• recognise and represent the
• organisational patterns commonly
• used by authors can significantly
• influence students learning and
• comprehension.
• Palinstar, Ogle, Carr, 97

78
The 4 Main Parts of Tree

• CROWN- where the tree increases each year in
  height and spread of branches by adding on a new
  growth of twigs.

• LEAVES- make up the crown and produce food for
  the tree (photosynthesis).

• TRUNK- supports the crown and produces the
  majority of the trees useful wood.

• ROOTS- anchors the tree, absorbs and stores
  water and nutrients.

79
Types of forests

• Different kinds of forests grow in different
  parts of the world. Forests can be naturally
  occurring (native) or planted by people
  (plantation).
• Native forests include coniferous forests,
  deciduous forests and rainforests.
• Conifers are evergreen. Pine trees are a kind of
  conifer. They grow in places where the winter is
  long and rainy. In autumn, the leaves of trees in
  deciduous forests change colour and fall off.

80
Papermaking
Sometimes trees from plantations are used to make
paper. Stripped logs are chipped into small
pieces by knives mounted in massive steel wheels
(used in chemical pulping process). The chips
pass through vibrating screens, whereby both
undersized chips, dust etc and oversized chips
are rejected. Accepted chips are then stored in
huge bins ready for the next process. Mechanical
and chemical pulping processes are used. Finally
the pulp passes to a blend chest where chemicals
are added to obtain the required
characteristics to the finished paper such as
density and colour.
81
Human Impact in Forests

• Low latitude forests are mostly affected by
  human influence through farming and logging. As a
  result the amount of forest land has diminished
  decreasing biodiversity and increasing the number
  of endangered species.
• Monsoon forests like other forests are being
  continuously stressed by human activities. Much
  of this deforestation results in the washing away
  of soil during monsoon season due to the trees no
  longer binding the soils, and often ending in mud
  slides. The lack of vegetation resulting from
  deforestation also diminishes animal populations.
  

82
How to Save Tropical Rainforests

• Deforestation of tropical rainforests has a
  global impact through species extinction, the
  loss of important ecosystem services and
  renewable resources, and the reduction of carbon
  sinks. However, this destruction can be slowed,
  stopped, and in some cases even reversed
• Teach others about the importance of the
  environment and how they can help save
  rainforests.
• Restore damaged ecosystems by planting trees on
  land where forests have been cut down.
• Encourage people to live in a way that doesn't
  hurt the environment.
• Establish parks to protect rainforests and
  wildlife.
• Support companies that operate in ways that
  minimise damage to the environment.

83
What future can we create instead?
Climate change and deforestation can still be
stopped. We can create a different kind of world.
What world do you want to create?

• Stop buying and using so much stuff.
• Use less energy when you do use stuff.
• Try not to throw any stuff away.

84
Conceptual Unit
85
Planning
86
(No Transcript)
87
(No Transcript)
88
(No Transcript)
89
(No Transcript)
90
What are you doing?
Why are you doing it?
How will it help you in the future?