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EU FOLIO Launch 2013

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Sinead Tuohy

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Transcript of EU FOLIO Launch 2013

EU Folio
Introductions
To provide an overview of the Framework for Junior Cycle
To provide an introduction to the new English specification
To explore the bridge from primary to post primary
To consider oral language outcomes
Getting to know the New Junior Cycle Framework
Session Objectives
Activity

What do you currently love about teaching Junior English?
Reflection Sheet
Key Message
English is still English however...
Junior Cycle Framework
English
Learning
Outcomes
Statements
of Learning
Key Skills
Have a look at the pages from the Framework...
Principles
Statements of Learning
Key Skills
What are Learning Outcomes?
Over Three Years...
Expected outcomes for Learners
1st Year
2nd Year
3rd Year
Ways of seeing Learning Outcomes...
"a learning journey"
"Maybe not today, maybe not tomorrow but soon ..."
"an aspiration, an ideal for students"
"like a spiral"
"Accumulative"
"a touchstone for teachers"
The Specification
See Framework at a Glance
There are learning outcomes set out for the three strands at Junior Cycle:
Three Strands
Writing
Oral
Language
Reading
Bridging the gap between primary and post-primary school experience
"The English Curriculum is designed to offer children a language experience which
integrates oral language, reading and writing.
"
"The Specification for Junior Cycle English focuses on the development of language and literacy in and through the
three strands: Oral Language, Reading, and Writing.
"
Specification, p. 8
Primary School Curriculum, p. 1
Ways Of Seeing The Strands
What's all this got to do with plaited bread?
See p. 17
Facilitator's response...
What the students think...
When asked what they liked most about the work they did in primary school, some 6th class students said:
What students in the Junior Cycle Network schools said:
Oral Language:
There is a
strong focus

on the oral dimension of language, including the vital importance of

learning through oral language.
This makes the English classroom an active space,
a place of 'classroom talk'

where
learners explore language and ideas as much through
thinking

and
talking
as through
listening and writing
.
(p.12)
What the specification says:
Talk is the sea upon which all else floats - Britton
Handout
Responses from some of our teachers...
Taking a closer look:
Read the Oral Language Outcomes
(p.12)
Consider a challenge - discuss it with your partner
Feedback
Coffee Break
Post-it Exercise
Expectations for today
Recap...
The
overarching relevance
of the Junior Cycle Framework

Key Skills and Statements of Learning are
embodied
in the Learning Outcomes

Integration
of the three Strands
Emphasis on
Oral Language
in the classroom
Broaden our understanding of formative assessment
Explore different types of texts focusing on an oral text
Relate learning outcomes to assessment
Bring learning outcomes to life using practical classroom strategies
Session Two:
Learning Journey...
Ernest Hemingway
“It is good to have an end to journey toward but it is the journey that matters in the end.”
Assessment:
What the specification says...
"The purpose of assessment at this stage of education is to

support learning.
"
Formative Feedback
promotes independent learning
promotes motivation
on student learning
Providing
promotes critical thinking
Specification p15
"When the cook tastes the soup, that’s formative;
when the guests taste the soup, that’s summative."
Formative and Summative Assessment
In your classroom, what is the purpose of assessment?
Stake, R. cited in Earl, L. 2004. Assessment As Learning: Using classroom achievement to Maximize Student Learning. Experts in Assessment. Corwin Press Inc. Thousand Oaks, California.

The achievement gains associated with formative assessment have been described as among the largest ever reported for educational interventions...
While many teachers incorporate aspects of formative assessment into their teaching, it is much less common to find formative assessment practised systematically.
Why formative?
OECD. 2005. Formative Assessment: Improving Learning in Secondary Classrooms,
Important considerations around
formative assessment...
It’s about creating a
learning culture
within the classroom...
more than a sum of a series of handy tips and techniques.
Classroom Talk
Success Criteria
Effective questioning
Formative feedback
Peer and Self Assessment
Ways of creating a learning culture
http://animoto.com/play/2OijfphYOqsyyD8bgMcSMg#
Bridging the gap
specific ones outlined for 1st year
J.C. Facilitators - 13 Teachers of English
Coláiste Mhuire Askeaton
Castletroy College
Borrisokane Community College
Mount Sion Waterford
St. Oliver’s Community College, Drogheda
St. Kieran’s College Secondary School, Kilkenny
Mercy Mounthawk, Tralee
St Louis’ Dundalk
Newbridge College, Kildare

The journey so far...
Development group formed
Background paper published
Consultation process begins
Draft Specification published
Feedback invited
September 2014
The English Specification...
Autumn 2013 and beyond...
First Day of CPD
for Teachers of English
Introducing the Framework and Specification
What the Specification looks like in the classroom...
Designing a learning experience
Next steps
Autumn 2014
September 2012 - October 2013
August 2013
Junior Cycle for English team formed...
September 2013
Piloting and Developing of Ideas and Materials
Introduction of Junior Cycle Framework
1st year of the English Specification
November 2013
In-School Session to Prepare for Sept 2014
Spring 2014
CPD on Assessment and Moderation
Followed by In-School Session
Autumn 2015
CPD on Assessment and Moderation
Followed by In-School Session
Further Workshops
Novel
Film
Drama
Theatre
Writing as a process
ICT
Oral Language
Group work
Full Day CPD
When asked about moving to post primary here's what the students said ...
Session 2:
What does this look like in the classroom...
In this session we will:
What is formative assessment?
"Talk is the sea on which all else floats" - Britton
Teacher Testimony
How will the summative assessment look?
Two assessment components - school work and a final assessment:

School Work = 40%
Final Assessment = 60%
Final Assessment: Higher and Ordinary Level
School Work Component is over Second and Third Year
Collection Of The Student's Texts
100 marks Christmas 3rd Year - Christmas 2016
Oral Communication

60 marks end of 2nd Year - Spring 2016

choose a topic or issue
that is of
interest or importance to them

carry out an exploration
over time
develop basic
research skills

provides useful
opportunities
for the study of
a range of oral presentation styles

opportunities to
collaborate
with classmates and others
leads to the
individual’s oral communication
of findings for summative assessment

The
main learning outcomes
to be assessed through oral communication are:

Oral Language
1, 5, 7, 9,13
Reading
3
Writing
3,5

Creative writing is a
vital part
of English, but students are
not ‘born’ writers
They need to
develop a voice
and an
identity
, a good
sense of audience
, and an awareness of the
process of writing

This is best done
over time
, with
supportive feedback and scaffolding
from the teacher
This assessment task offers students a chance to
celebrate their achievements as creators of texts
by:
compiling a collection
of their texts
in a
variety of genres over time
choosing
a number of pieces
to present for summative assessment.

The main
learning outcomes
to be assessed through the collection of the student’s texts are:

Oral Language
1
Reading
6, 8
Writing
1, 2, 3, 4, 6, 9, 11
"It is essential that over the three years of junior cycle students have a wide and varied experience of texts that
stimulate, engage, inspire and challenge
them." p 9
* for
second and third year
there is a
prescribed body
of texts from which teachers
must

select, although they
may add to these lists
if they wish.
Indicative and Prescriptive List of Texts
In support of this aim two lists of texts have been provided:
* as a guide for

first year an indicative list
of texts from which teachers and students
may choose or substitute text/s

of their own choosing
1st Year
Indicative
Texts
2nd and 3rd Year
Prescriptive
Fiction*
A
studied novel,
with on-going,
sustained
reading of novels
throughout
the year

A
variety of drama extracts
to suit appropriate learning outcomes

A
variety of non-literary texts
including texts in oral format

A
number of short stories

At least
10 poems

First Year Guidelines
Second and Third
Year Guidelines
From the list of prescribed texts students must study
two novels and two drama texts
. (An
extract or extracts from a play
may be used as one of the drama texts. These may be chosen from
outside
of the list of prescribed texts.)

Students intending to take the Final Assessment at
Higher Level should study Shakespearean drama
during second and/or third year.

A
variety of non-literary texts
including texts in oral format

A
film
chosen from the prescribed list of texts or a
biography
or
travel text
or
documentary

A
selection of poetry
(a minimum of 16 poems over the two years)

A
number of short stories
2nd and 3rd Year
Prescribed
Drama
A Midsummer
Night's Dream
Shakespeare
Romeo
and Juliet
Shakespeare
Much Ado about
Nothing
Shakespeare
Henry IV
Part One
Shakespeare
The Merchant
of Venice
Shakespeare
2nd and 3rd Year Prescribed Film
... the Assessment and Moderation Toolkit will contain
details of the practical arrangements
relating to the assessment of the school work component including, for example, the
suggested length
and
format for written pieces
, the
format and duration of oral pieces
, and the
process of school-focused moderation involved.
"That is part of the beauty of all literature. You discover that your longings are universal longings, that you're not lonely or isolated from anyone. You belong." F. Scott Fitzgerald
"In reading great literature I become a thousand men and remain myself... I see with a myriad of eyes, but it is still I who see." C.S Lewis
"No book is really worth reading at the age of ten which is not equally - and often far more - worth reading at the age of fifty and beyond." C.S. Lewis
Assessment and Moderation
Session Three:
Preparing for JC English...
The Novel
Do we need to re-think the way we teach the novel?
Session Three:
Objectives

To look at the indicative and prescribed lists of texts
To prepare for the three in school periods by designing a learning experience using texts, outcomes and assessment
To discuss and share the experience of designing
To consider next steps
What marries with your current practice?

What challenges your current thinking?

Did anything inspire you?

Resource Pack - Section 3
Using a Fishbowl Strategy to structure a discussion
Improves the quality of:
oral communication
listening skills
Offers opportunity for:
Self assessment
Peer assessment
Rules for Inside the Fishbowl
Rules for the Outer Circle
Only one voice at a time
When you contribute, try to provide examples or evidence
Listen to others and respond thoughtfully
You can leave the fishbowl and 'tag' someone in if you have made a significant contribution
Listen actively, taking note of what is said
Take note of how well people communicate (verbal and non-verbal)
You can enter the fishbowl by 'tagging' somebody out

Designing a learning experience focusing on writing outcomes

In groups of three
How would you go about representing this using a subject department template?
Consider how you integrated the
reading and oral
strands into this learning experience.
Feedback

Has the discussion given you food for thought on the teaching of a novel?
Feedback...
What would you like your 1st years to be able to do by Christmas?
Which learning outcomes out of the 22 might we prioritise by Christmas?
How are we going to assess these L.O.s both formatively and summatively?
Give a sample range/list of texts and/or language experiences/opportunities that you would use in order to achieve these learning outcomes.
Represent this using template provided or devise your own.
English Department Design Meeting
How we Structured this Lesson
Next Steps...
Check in with our resources that are available online at
www.juniorcycle.ie
.

Nurture a partnership with one or more English teacher(s) with whom you can share your
classroom experience
and resources.

Begin to make a
collection of non-literary and oral texts
that you could use with your first years next year. Remember Indicative Texts, Irish Film Board.
Share
your suggestions with your colleagues/subject department.

In your classroom
try out some strategies
– become a user, remembering that less is more.

Refine and become proficient
and comfortable with what you are doing.

Refer to the 'Getting Started' page in your pack
Would you use a Fishbowl to give structure to a discussion in your classroom?
Learning
Outcomes
Assessment
Content
Engage actively and responsively within class groups in order to listen to or recount experiences and to express feelings and ideas
Priority: O2
Supplementary: R2
*Read for a variety of purposes: learning, pleasure, research, comparison
Providing Success Criteria
Peer Assessment
Self Assessment
Teacher Observation
Feedback

Handout of quotes / research on "How we Teach the
Novel."

"Keep remembering to keep
students at the centre
of the learning."

"It is important that the teacher is aware that they need to
model good feedback
."

"Remember that feedback can be both
written and oral
."

"Comment on the work
NOT
the student."

http://animoto.com/play/MDEutnSbHW6R2NvRpupQEw
http://animoto.com/play/RvtfTsk4wVg0a0fqexhXEw
Set up to support schools implement the new Junior Cycle
Will provide high quality CPD for teachers and school leaders
Will provide effective teaching and learning resources
Team of 9 teachers of English, 3 associates and 13 facilitators
What is JCT?
3-5 mins
Winter 2013-14
CPD introducing Specification
Online Supports
juniorcycle.ie
‘I kept giving my class post-mortems until I figured out regular check-ups would be much more effective’
http://www.journeytoexcellence.org.uk/videos/expertspeakers/feedbackonlearningdylanwiliam.asp
http://www.journeytoexcellence.org.uk/videos/expertspeakers/formativeassessmentdylanwiliam.asp
Teaching
Learning
Bridge between
Think about the best thing you do in oral language. Is it supported by these learning outcomes?
Share it with the person beside you
Using Fishbowl to introduce a new text
Alternative:
Anticipation Guide
Resource Pack - 'Resources Day One' Section
What do Students think of the Texts?
What do students think of the texts?
"Students will be more accountable for their oral contribution in class if they know their oral skills are assessed and rewarded, as they are in their experience of learning foreign languages."
"I love the strong emphasis on this strand (Oral). I am a huge fan of a dialogic classroom. Purposeful classroom talk is a veritable greenhouse for creativity."
"Teachers talk too much in my opinion. Students talk in groups, out of turn, too much. There needs to be a focus on listening, teacher to student and student to student."
“I am excited about this!"
Top tips from our facilitators
As we receive blurbs from teachers and students we will put them up on the website as a guide for teachers and students
Support when choosing a text
www.juniorcycle.ie
Each person in the group reflects and shares the
best writing experience
they have had in teaching Junior Cycle English
Of the three shared...
choose one
to focus on.
Now look at the writing L.O.s for first year and
choose the priority
writing L.O. that best fits the experience described.
Design an appropriate
assessment task
for that learning outcome.
Some starter questions
The way we speak changes depending on a great many things.
You wouldn’t talk to your parents the same way you would talk to your siblings. You wouldn’t speak to your principal the same way as you would talk to your friends. You change the way you speak, often without knowing it, but now it’s time to study that phenomenon… it's called REGISTER

How we planned this lesson...
Learning
Outcomes
Assessment
Content
Main Learning Outcomes:

Supplementary:

Teacher Observation

Feedback
Teacher to Student
Student to Student
Student to Self



Engage with the world of oral language use as a pleasurable and purposeful activity
Demonstrate how
register
, including grammar, text structure
and word choice
,
varies with context and purpose in spoken texts
Use a wide range of reading comprehension strategies appropriate to texts, including digital texts: to retrieve information; to link to previous knowledge, follow a process or argument, summarise, link main ideas; to monitor their own understanding; to question, analyse, synthesise and evaluate
O12
R3
O11
W3
Write for a variety of purposes
, for example to analyse, evaluate, imagine, explore, engage, amuse, narrate, inform, explain, argue, persuade, criticise, comment on what they have heard, viewed and read
I concur with you wholeheartedly!
Fo shizzle Jay Z, that rap is wicked. Respect!
Register
Don't Go Far - Doc on One
Transcript
Handouts
Different Registers
1. Can I borrow a fiver?
2. Just give me some cash, I'm broke.
3. Would it by any chance be possible that you might be so good as to be of as temporary financial assistance?
4. I was hoping you would let me borrow five euros?
Very formal
Very informal
Bringing the specification to life
... the term ‘text’ applies to more than communication in written formats. All products of language use—oral, written, visual, or multimodal — can be described as text.......It is essential that over the three years of junior cycle students have a wide and varied experience of
texts that stimulate, engage, inspire and challenge them.


Junior Cycle English Specification page 9
RTE Doc on One - "Don't Go Far."
Age appropriate
- voices of primary and second level pupils

Range of
voices
and variety of language
registers

Use of
cultural/social references
to capture the era

Added focus on the oral dimension of language
PDF available
to meet the language needs of EAL students
Listen to excerpt from the story
Their subsequent itinerary:

Ferry to Holyhead
Train to London
Tube for Heathrow
Air India Boeing 747
JF Kennedy International Airport
New York - Darndale
Dublin in August 1985 and two boys, Keith and Noel, aged 10 and 13 take a DART train
Looking at texts
Assessment
Content
Task One:
Task One:
On your own:
Look at the information required on the handout
Start by filling in as much as you can

Team up with the person beside you:
Share your answers
Choose specific things to listen out for to help complete the sheet

Listen to the extract again
Complete the handout together
Square up with the pair beside you and pool your answers
Class feedback
Explicit teaching of a strategy to scaffold writing

Imagine you are the boys asking the following people for five euro
* Their mother
* A friend they met in Dublin
* The American lieutenant
* A stranger in the airport
In pairs write each question

Students read out some of their questions and the class decide:

* does the person they are addressing affect how they talk?
* in what way?
* where on the spectrum would you place each question?
Specification p20
SECTION 3 - Resource Pack
How we Structured this Lesson
Learning
Outcomes
Assessment
Content
Engage actively and responsively within class groups in order to listen to or recount experiences and to express feelings and ideas
Priority: O2
Supplementary: R2
*Read for a variety of purposes: learning, pleasure, research, comparison
Providing Success Criteria
Peer Assessment
Self Assessment
Teacher Observation
Feedback

Hand-out of quotes / research on "How we Teach the
Novel."

http://www.pdst.ie/node/2529
Class Novel Audit in Resource Pack - Section 3
Represent this on one of the CLASS plans provided
The Specification
22 Learning Outcomes for First Year
Guidelines to Inform Choice of Text for First Year
Indicative Texts
Subject Department Plan Template
Sample Plans - Term and Class
Existing First Year English Plan
2nd Half of Term 1: Midterm to December
Unit/s:
Growing Up
Doc on One - 1 week
Wonder - 4 weeks
A poem/short film of your choice
Learning Outcomes:
Oral 2, 5, 8, 12
Reading 2, 3, 5, 6, 7, 10, 13
Writing 3, 4, 5, 12
Type of/ Name of Text:
Wonder -
RJ Palacio - Novel


Subject Department Plan
Statement / question
It's good to be different and stand out from all the other kids
Sometimes change is a good thing, but it is still hard and we may not like it
If a new student comes to school it's best to ignore them until they figure out who they want to hang with
Working with Learning Outcomes, Assessment and Texts
What might this look like in the classroom?
Oral Text
7:11 - 6:00
Excerpt:
Task Three: Listen to the following excerpt: 3:40 - 1:30
On their own
students write the last tweet
Strategy is called RAFT
Role of Writer
Audience
Format
Topic
Strategy is called RAFT
Role of Writer
Audience
Format
Topic
Teacher Models Raft
Keith - age 10
Followers on Twitter
Tweet - max 140 characters
Text talk - use of abbreviations
Just before he sets out on his adventure
Explicit teaching of RAFT
Imagine the story is set in 2013 and Keith is a keen tweeter.
In 140 characters or less, write three tweets one from Keith, one from a tabloid journalist who is covering the story and the Garda Síochána Twitter feed.
Teacher models
use of RAFT with the
first tweet
With students
write a second
tweet
In pairs
students write
a third tweet
See hand outs for:
Extension writing activities
Frank Serafini - "NIDI" readers
School Work Components

Guidelines for choosing texts

Indicative list of texts for 1st Year

Prescriptive list of texts for 2nd Year
This section will look at ...

Further Resources on the Teaching of the Class Novel and Reading for Pleasure

Formative Feedback
Play link:

Support Structures

Some Suggestions for Short Films
Badly Drawn
Roy
The Night of
the Hunter
Bend it Like
Beckham
Son of
Rambow
Life is Beautiful
Whale
Rider
Beasts of the
Southern Wild
In
America
E.T
.
Spirited
Away
Things to consider...
School
of Rock
The Wonderful
Story of
Kelvin Kind
Signs
March of the Penguins
The Herd
My Strange Grandfather
Reach for
the Stars
Spellbound
Only When I Dance
Senna
For many, many more...
Some Suggested Documentaries
Guidelines for effective group work
Keep groups small (3-4 students)
Set rich tasks
Ensure that all students have a role
Teacher monitors and checks individual learning
Agree a clear set of expectations
Vary your groups
Spring 2013 and beyond...
Autumn 2014
In-School Session to Prepare for Sept 2014
Spring 2014
CPD on Assessment
In-School Session
Autumn 2015
CPD on Moderation
In-School Session
Further Workshops
Novel
Film
Drama
Theatre
Writing as a process
ICT
Oral Language
Group work
Full Day CPD
Winter 2013-14
CPD introducing Specification
Online Supports
juniorcycle.ie
Support Structures
Autumn 2013 and beyond...
Autumn 2014
In-School Session to Prepare for Sept 2014
Spring 2014
CPD on Assessment and Moderation
In-School Session
Autumn 2015
CPD on Assessment and Moderation
In-School Session
Further Workshops
Novel
Film
Drama
Theatre
Writing as a process
ICT
Oral Language
Group work
Full Day CPD
Winter 2013-14
CPD introducing Specification
Online Supports
juniorcycle.ie
Support Structures For Teachers of English
RTE Doc on One - Don't Go Far - Radio Doc
Explicit teaching of groupwork
Autumn 2013 and beyond...
Autumn 2014
In-School Session to Prepare for Sept 2014
Spring 2014
CPD on Assessment and Moderation
Followed by In-School Session
Autumn 2015
CPD on Assessment and Moderation
Followed by In-School Session
Further Workshops
Novel
Film
Drama
Theatre
Writing as a process
ICT
Oral Language
Group work
Full Day CPD
Winter 2013-14
CPD introducing Specification
Online Supports
juniorcycle.ie
Support Structures
Instruction
Demonstrate how
register
, including grammar, text structure and word choice, varies with context and purpose in spoken texts
Learning Outcome 12
Post-primary school


Primary experience
"Get parents on board - it is vital that they understand
all methods
of assessment."

"A
positive relationship
with the class is really important."

"The
drafting stage
is the best time to give and receive feedback"

"Set aside
time for students to act
on the feedback"
Instruction
Explanation of what we are going to do and what are the expectations by the end of the lesson

Listen to Doc on One entirely and then with specific focus

Clearly outline the task and allow time for students to engage

Explicit Instruction of RAFT

Peer teaching

Extension writing activities
Full transcript