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English curriculum studies synthesis

Week 7 - time to take what we have come to understand and apply, evaluate, synthesise it.

k mcgraw

on 13 April 2011

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Transcript of English curriculum studies synthesis

Where have we come from? Where are we headed? The history and culture of English curriculum and pedagogy Finally - teachers tune in to the learner's perspective Ah geeze, we need to balance individual needs with social needs... Personal Growth Skills and Drills Mass education hey?
We have to teach EVERYONE to read and write?? I guess we'll try the best way we know...it can't be too different from teaching Latin, right? Cultural Heritage
& Literary Criticism English Studies is very serious business!
There is a 'great tradition', a cultural and historical importance, of the English novel. http://en.wikipedia.org/wiki/F._R._Leavis In her novel 'Possession', A. S. Byatt wrote of one of her characters (Blackadder) "Leavis did to Blackadder what he did to serious students: he showed him the terrible, the magnificent importance and urgency of English literature and simultaneously deprived him of any confidence in his own capacity to contribute to or change it." Creation of lists constituting the Western literary 'canon' Although plenty was known about langauge and grammar, knowledge about learning and motivation was yet to catch up with mass schooling.
Understanding of 'literacy' limited to 'code-breaking'. Dimensions of Literacy in CLB018/CLP408 Operational Dimension of Literacy Thinking about Inclusivity and Differentiation Designing meaningful learning experiences Williams - Lesson Plan Scaffold
1. Anticipatory Set
2. Housekeeping
3. Outcomes/Objectives
4. Rationale
5. Your job will be
6. Model/Input
7. Check for undetstanding
8. Guided Practice
9. Independent Practice
10. Feedback/Conclusion Project Based Learning
(http://bie.org/) Cultural Literacies Critical
Literacies Operational
Literacies Upwards of 70% of Indigenous children in remote communities suffer from chronic Otitis Media, a serious middle ear disease that can cause permanent hearing loss and inhibit language and literacy development. Absenteeism from school negatively affects students’ academic performance. Indigenous students miss around 26 days of school per year compared with 8 days for all students. Indigenous students living in remote and very remote locations are likely to miss an even greater number of school days. Indigenous homes, particularly those in remote communities, have fewer books, computers and other educational resources than non-Indigenous homes. All of these factors are linked to children’s achievements at school and in the development of English literacy skills. More than half of Indigenous families living in very remote communities speak an Indigenous language in the home. (ABS, 2001) Their children need extra assistance at school and from the community to learn English as a second language. There is an enormous gap in the English literacy rates of Indigenous and non-Indigenous people in Australia. The gap is even wider for Indigenous people living in remote and isolated communities. http://www.indigenousliteracyfoundation.org.au/about/indigenousliteracy.aspx Cultural Dimension of Literacy

Critical Dimension of Literacy
inclusivity Text user/analyst/critic:
Learning literacy practices of a scholarly teacher (reading academic and professional literature.
writing in an academic register
acadmic integrity
recording your lesson design for planning/sharing purposes
evaluating classroom teaching resources
being an effective resource manager What literacies, text types and mediums do you value most? What is the culture of English teaching?
What do you expect it to be like? What teaching culture is being reproduced and how/why? "There are more things in heaven and earth, Horatio,
Than are dreamt of in your philosophy." (Hamlet I.v) "I wouldn't have turned out the way I was if I didn't have all those old-fashioned values to rebel against." (Madonna) Don't blindly accept things just because they sound like 'science'. “All the world’s a stage, And all the men and women merely players: They have their exits and their entrances; And one man in his time plays many parts”
(Jaques, As You Like It II.vii) "Don't hail me
An don't idolize the ink
Or I've failed in my intentions -
Can you find the missing link?
Your only validation is living your own life
Vicarious existence is a ... waste of time"
(Slash, Lank & Rose, 1991) Inquiry Learning "Remind them to find an ad and start analysis as per last week's tut. I did another one in the lecture so I think that is sufficient scaffolding." (CLB320 teaching conversation) Scaffolding

Sentence Starters Joining Words Cloze Passages http://www.myread.org/scaffolding.htm "In the learning-centred teaching process, the teacher first models a new strategy in the context of its use and students watch. As this is done, the teacher will talk through what the strategy is, when the strategy should be used, and how to go about using it. The next step on the continuum is for the teacher to engage in the task with the students helping out. The third step is for students to take over the task of using the strategy with the teacher helping and intervening as needed. Finally, the student independently uses the strategy and the teacher watches. If particular students are more advanced, they may skip ahead to a later point on the continuum. If, on the other hand, students experience difficulty using a strategy in a particular situation, the teacher may have to move back a step by providing help, or taking over the task and asking students to help." http://www.myread.org/ an interesting video: 'A vision of students today' Williams - Lesson Plan Scaffold
1. Anticipatory Set
2. Housekeeping
3. Outcomes/Objectives
4. Rationale
5. Your job will be
6. Model/Input
7. Check for undetstanding
8. Guided Practice
9. Independent Practice
10. Feedback/Conclusion Socio-Cultural Who the f*@! is
Maureen Bushell (n.d.)??? This is a great video.
We didn't get time to watch it.

But you should. Ken Robinson: 'Do schools kill creativity?' Far out - those hippies were nice and all but they could've kept up the explicit language instruction! Genre theorists start making waves... Learning the 'rules' of texts will help all students to participate in society. The widespread teaching of rules and conventions at times became too mechanical and formulaic. cultural factors are always reflected in our daily and professional communication language and culture are inseparable and that language simultaneously reflects culture, and is
influenced and shaped by it. Cultural critical
(aka 'now-ish') Student work reduced to uncritical reproduction. Learn more: http://en.wikipedia.org/wiki/Genre Learn more:http://en.wikipedia.org/wiki/Sociolinguistics Whew! Lucky we have sociolinguistics now! Studying language in use is going to be, like, sooooo relevant :) We respect the enduring values and traditions of Australia’s cultural heritage. We believe students come to understand themselves and their world through engagement with a range of cultures and the ways these cultures represent human experience. We value the power of the imagination and literary expression to provide pleasure and enrich life We are committed to developing powerfully literate citizens who are able to effectively participate and realise their goals and aspirations in the twenty first century. Anchors and
Lifesavers Literacy is has multiple dimensions:
21st century literacy demands communication in all modes:
Doing English is about more than studying Literature:
learning must be active
the western literary canon is not enough
multimodal texts and popular genres deserve attention. Design your unit like you're telling a story
You don't need to re-invent the wheel
Work toward Higher Order Thinking http://www.myread.org/ http://www.etaq.org.au/ http://education.qld.gov.au/corporate/newbasics/html/pedagogies/pedagog.html WHAT IF THE TIME IS NOW? What constitutes 'fair assessment'? Is it fair to give different assessment tasks to different students?
Do you have a belief about the social goals of education? To what extent do you believe your views on assessment meet these goals?
What looks 'fair' from a students point of view? What are your students' needs? How will you find out?
What does their 'personal best' look like?
coding and decoding the task - can they do it?
do they have an identifiable need? What does differentiation look like? using Bloom's revised taxonomy
scaffolding the task
working toward educational aims OTHER THAN passing tests and getting to uni
NOT dumbing it down Melbourne Declaration The Educational Goals for Young Australians:
Goal 1: Australian schooling promotes equity and excellence
Goal 2: All young Australians become
– Successful learners
– Confi dent and creative individuals
– Active and informed citizens http://www.mceetya.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf Assessment in English Draws on both constructivism (we learn by relating new information to prior experience) and constructionism (learning happens most effectively when we make tangible objects) Can be used to activate an experiential learning cycle: 'PBL' "Some examples of experience-based projects include role playing, service learning, internships, studying abroad, open-ended projects (guided discovery), group projects and field study.

The more open-ended and non-formulaic an assignment is, the more likely students will rely on their own experience and reflection and immerse themselves in the topic."

(http://serc.carleton.edu/introgeo/enviroprojects/what.html) If you want a recipe for great lessons...here it is! It's OK to assess students in different ways.
if you are trying to decide if an assessment is 'fair', ask yourself: "what am I trying to assess?"
Learning that is inquiry-based starts with a driving question of some kind - the assessment should involve students presenting their 'answers' Notes from Tuesday tute group, week 7: Notes from Tuesday tute group, week 7
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