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Re-envisioning Grade 9 Academic English

for 21st century learners

Julie Keats

on 6 August 2010

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Transcript of Re-envisioning Grade 9 Academic English

Why should we change our teaching practices? ENGAGE We need to prepare students for THEIR futures by engaging them in learning today. How can we do this?
Web 2.0
Radical Change Texts How can this help our students? They can be digital citizens They can become critical thinkers They can become GLOBAL citizens who understand that all texts are linked And our understanding of texts is constructed INTERTEXTUALITY How can teachers use this? We can re-shape our courses of study Traditional teaching practices:
UNIT 1: Short Stories
overhead notes
plot graph
write a short story
5 paragraph essay
Unit test
UNIT 2: Non-fiction and Media
read articles and view ads
Unit test
UNIT 3: Lord of the Flies and Poetry
chapter questions
teacher slected poems
propaganda chart
character analysis chart
Unit test
UNIT 4: Literature Circles
limited selection of novels
Post-it notes focus on reader response
In-class discussion groups
Research report (student selected topic) (ISU) Teaching practices the 21st century learner:
UNIT 1: Short Stories
comic strips
podcast critique
Flash Fiction
Use online citation builder for essay
Unit test
UNIT 2: Non-fiction and media
critique ads and commercials through different lenses ie) feminist
Group news broadcast (collaborative learning)
Reflection on learning (metacognition)
UNIT 3: Lord of the Flies and poetry
Ning (with songs and videos to emphasize intertextuality)
incorporate songs into poetry unit, some student selected (mulitliteracy)
Propaganda campaign (interdisciplinary approach)
RAFT assignment
students create questions for unit test
UNIT 4: Literature Circles
Students choose from a variety of radical change texts based on interests and reading level
post-it notes emphasize intertextuality, critical analysis, and reader response
Ning, Blog, or Wiki (online discussions) and in-class discussion groups (collaborative learning)
Verbal-visual essay (Mulitple intelligences)
Research report (student selected topic); use of online citation tool and diigo research tools (ISU)
Group documentary (collaborative learning)
Reflection (metacognition) Challenge #1: Access to Technology
It can be difficult to access computer labs, smartboards, projectors, and etc. Solutions - Access to technology
Encourage other staff to use resources so administration and department chairs understand their importance
Switch classrooms with teachers in the computer labs or rooms with smartboards
Encourage students to collaborate so they can access friends' computers
Encourage students to access computers before and after school and at lunch.
Provide alternate assignments Challenge # 2: Reluctant teaching staff
Some teachers are not comfortable with technology or dislike it and that interferes with use of technology in the classroom.
Other teachers think that traditional methods are the only valid ones. Solutions - Reluctant teaching staff
Try to turn your department into a sharing department or team teach courses so more engaging units can be created
Offer to help staff members who struggle with technology
Run a PD session at the next staff directed professional activity day
Ask for more professional development in Web 2.0 technology and their teaching applications and in new teaching practices (multiliteracy, multimodality, collaboartive learning,, etc.)
Try it - choose one type of technology (prezi, twitter, diigo, blogs, wikis, moodles, Nings, etc.) and practice with it until you feel comfortable.
Investigate radical texts and ask department chair to cosnider them during next textbook purchase; talk to librarian about building collections of radical texts like graphic novels
It will be worth it when you see students engaged in learning. :) prepare create inspire facilitate engage A teachers' guide to reshaping Grade 9 Academic English for our 21st Century learners
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