Arfon / Môn Consortium INSETAutumn 2009

Developing the subject’s contribution to the skills strategies:

Focus on ICT within English

Ways into ICT: ‘Sharing not Staring’

Aim:• To support English teachers in developing ICT skills for teaching and learning

within English.

Objectives:• To develop teacher knowledge and understanding of opportunities and

requirements for developing learner skills in English through ICT.• Sharing good practice.• Working together to develop teachers’ ICT skills.• Practical approaches for developing ICT within English and English skills through

ICT. Outcomes:• Teachers/Subject leaders are more confident in their use of ICT within English.• Agreed ICT in English Policy.• Learners have increased opportunities to develop their English skills through use

of ICT.• English contributes more effectively to the development of ICT across the

curriculum.

Programme:Overview – English and the Skills Agenda – focusing on

developing ICT SkillsSession 1: ICT in English• Considering Policy and good PracticeSession 2: Developing practical approaches – sharing not staringSession 3: Developing practical approaches – sharing not staring

(continued)Departmental review: Evaluating current practice and

identifying next steps for developing ICT skills in English.Close and Evaluate.

* During the day there will be the opportunity for Heads of English to work as a focus group to share and develop good practice in the area of ICT in English.

The power of skimming and scanning: ICT as a reading tool.FIND the offensive word in the following text.

Binsey Poplars

Gerard Manley Hopkins (1844 – 1889)

 

My aspens dear, whose airy cages quelled, Quelled or quenched in leaves the leaping sun, All felled, felled, are all felled; Of a fresh and following folded rank Not spared, not one  That dandled a sandalled Shadow that swam or sank On meadow and river and wind-wandering weed-winding bank. 

O if we but knew what we do When we delve or hew—Hack and rack the growing green! Since country is so tender To touch, her being so slender, That, like this sleek and seeing ball But a prick will make no eye at all,  Where we, even where we mean To mend her we end her, When we hew or delve: After-comers cannot guess the beauty been. Ten or twelve, only ten or twelveStrokes of havoc unselve The sweet especial scene, Rural scene, a rural scene, Sweet especial rural scene. 

What will we have done today?• Increased our understanding of English in the

Skills Curriculum• Considered our current practice as individuals,

departments and a subject inUsing ICT as a teaching and learning tool;Developing learners’ ICT skills in English and

English skills through ICT.Used Thinking tools to help us explore ideas

and resources and to reflect on our learning.

ICT in the wider Skills Context:What do we need to know and why?

Integral skills in English:We develop thinking through changes in ourpedagogy: engaging learners; collaborative learning; use of AfL and thinking tools;creating opportunitiesto develop specific thinking skills within English.

Developing Communicationis part of the very core ofour subject.

We are unlikely todevelop learners’numeracy skills at an appropriate level.

Specific requirementsto develop learners’ICT skills are flaggedin the statutory EnglishOrders (PoS).

GCSE (D-G)GNVQ FoundationNVQ 1

Post-grad Professional NVQ 5

UndergradNVQ 4

A/S-levels AVCENVQ 3

GCSE (A*-C) GNVQ Int NVQ 2

NQF - Leve1

NQF Level 5

NQF Level 4

NQF - Level 3

NQF -Level 2

Fframwaith Cymwysterau a Sgiliau Allweddol Cenedlaethol

Key Skills and the National QualificationFramework

Sharing Good Practice: Jane Southgate, Caergybi

• Developing ICT in English – year 9 Media unit.

Thinking about ICT:

• Where are we now?SWOT Analysis.

• Thinking about ICT and English.De Bono’s Thinking Hats

Strengths Weaknesses

Opportunities Tensions

Blue is cold and represents the colour of the sky. The blue hat is concerned with the overview and the way we have been thinking. The blue hat organises and controls the thinking process.

Consider:• What is the bigger picture?• What are our conclusions / decisions / priorities? • Do we need to wear some of the other hats again?

Why is ICT in English important? Research suggests that incorporating ICT into the English curriculum can:

• improve writing and reading skills & develop speaking and listening skills • support collaboration, creativity, independent learning and reflection • allow responding, composing, and publication to be easily shared offering

students the opportunity to explore the language of texts more creatively and develop as speakers, writers and readers for an ever widening range of purposes and audiences.

Help learners ...• access information and respond to a widening range of texts • organise and present information in a variety of forms • broaden the range of audiences for their work • compose a widening range of texts for a broad range of purposes • compose for real audiences. ICT can support them in their choice of genre for

audience and purpose. • identify key characteristics and features of text • develop understanding of language and critical literacy

Research indicates that to implement ICT successfully in their classrooms teachers must ...understand what visual literacy is and rethink what learning to read and write means in the 21st century.

The research also indicates that ICT is most effective when embedded in the curriculum, and integrated into units of work. English teachers can maximize the impact of ICT in their classrooms by ensuring that they and their students use ICT as an integral part of lessons, present ideas dynamically, and use a range of media. ICT should be integrated in such a way as to require purposeful application and meaningful engagement with the technology.

ICT in English: NC 2008NC (statutory minimum requirement at KS3)

Skills:• Reading 6a: use a range of appropriate information retrieval strategies including

ICT systems e.g. the alphabet, indexes, catalogues.• Reading 6b: retrieve and collate information and ideas from a range of sources

including printed, visual, audio, media, ICT and drama in performance• Writing 8: draft and improve their work, using ICT as appropriate, to:

Plan, draft, revise, proof-read, prepare a final copy• Writing 9: present their writing appropriately: using legible handwriting with fluency and, when required, speed using appropriate features of layout and presentation, including ICTRanges:• Oracy 5: using a variety of methods to present ideas, including ICT e.g. drama

approaches, discussion and debate• Reading 3.1: experiencing and responding to a wide range of print and visual text

that includes:information, reference and other non-literary texts, including print, media, moving image and computer-based materials

Access to ICT in English: (Where are we now?)How true are the following statements of ICT in your own practice/department?

Learners currently have access to ICT in English in the following ways:• Through independent homework and access to lunchtime/afterschool facilities• Through shared time in the ICT suite. / Access to the library’s Computers on a

timetabled basis. • Collaborative scheme of work with the ICT department – Summer Term year 8

where English provides the context for work developed within ICT and English lessons.

• Shared reading of ICT and Media/Moving Image texts through the use of the IWB e.g. text highlighting; researching topics and shared investigation of web based texts such as search engines and websites; comparison of media and print texts; viewing, engaging with and analysis of moving image texts ...

• Use of ICT mediums such as PowerPoint/digital videoing/digital recording to support their speaking and listening work (presentations, drama work, self evaluation ...).

• Direct teaching of tools that help learners draft, structure, develop, edit, proof read and improve their work e.g. interactive highlighting tools, spell-check and grammar check, electronic thesaurus and dictionaries, cut and paste tools, organisational features of word, ppt, publisher ...

How else can ICT support learning and teaching in English:

“ICT has fundamentally altered the way we communicate with each other and how we think about reading and writing. It has a unique potential to extend and enhance students’ learning in English. Used appropriately and imaginatively, it provides possibilities, insights and efficiencies that are difficult to achieve in other ways”.

“As both a medium and a tool, ICT:• Promotes the integration of speaking and listening, reading and writing

required in the National Curriculum Programmes of Study for English;• Enhances the interactive teaching and learning styles that are part of 21st

century pedagogy;• Extends students’ ability to exercise choice, work independently and make

connections between their work in English and in other subjects”.

[NATE: Entitlement to ICT in secondary English.]

The NATE paper quoted above looks at six areas of learning within English where effective planning for the use of ICT in English can support better learning in English. These are:

• Exploring and investigating• Responding and interpreting• Reflecting and evaluating• Composing and transforming• Presenting and performing• Communicating and collaborating.

Scan the draft ICT Policy:

• Highlight in one colour anything you agree strongly with.

• Highlight in a different colour anything you disagree strongly with.

• Choose a third colour to highlight anything you are uncertain/unsure about.

• FEEDBACK.

Main activity: Sharing not Staring

PLAN

DEVELOP

REFLECT

• By the end of the session you will need to have done the following:

With a partner (from another department) Looked at one/both ICT NATE Resources Identified up to 3 strategies to ‘play’ with Had a go at developing a resource using the guidance

given Dipped into the support CDs (Course / NATE / CD

Resource to go with Book) Fed back on your work to the rest of the group.

Main activity: Sharing not Staring

PLAN:

• Build on what you already know and are doing.

• Decide how you are going to undertake the activity: what do you need? Who will do what? What problems could come up? How will you spend your time ...?

• Decide on your three strategies.

DEVELOP:

• Have a go.• Try out the resources.• Feel free to change your mind, make mistakes,

move on beyond the task ...• Are you likely to achieve the success criteria?

If not – what do you need to change / do differently?

• Are you ready to feedback on your work?

Reflect:Share what you have done against the success criteria.• Have you: With a partner (from another department) Looked at one of/both ICT NATE Resources Identified up to 3 strategies to ‘play’ with Had a go at developing a resource using the guidance

given Dipped into the support CDs (Course / NATE / CD

Resource to go with Book)? What are the main things that would be useful to

share with the rest of the group?

Evaluating: Reflect

• Departmental and personal evaluation?• What have we learnt?• How did we learn?• What helped us?• What can we take away and apply to another

situation?• What would we have done differently?

Reflect: Standards of ICTWhere are we now?

USE ICT SYSTEMSLevel 1 Explanation Level 2 Explanation

confirm your understanding of a given task and create and/or respond to success criteria

discuss the expectations of the task and what could contribute to successful work

work with an appropriate person to help you identify and describe your activity and its tasks and/or sub-tasks

identify the steps to take to complete the task, identify new skills/techniques to develop, identify effective ways of working

select software applications to achieve your purpose

understanding functions of different generic software, transfer skills and understanding from one software to the other

select software applications and system facilities to achieve your purpose

awareness of the features of software/system and ability to work independently to develop their understanding/skills

use input and output devices (e.g. keyboard, digital camera, microphone, sensors, CAM).

use appropriate devices with support more confident and independent

show that you understand the importance of making a back-up copy of your work and know how this can be done

able to justify the importance of making a back-up copy of work, discuss advantages/disadvantages of media such as CD, DVD, memory stick, school network

make a back-up copy of your work, or check that this has been done automatically

aware of the advantages of making back-up copies over the school network, making a back-up copy using a personal memory stick

recognise errors and when to ask for help to resolve them

respond to simple error messages on the screen, ask for help in situations such as when a document does not print/unable to log on

recognise errors and identify their possible causes so that you can describe them to another person

respond to a virus threat, error messages on the screen or ‘locked’ software, deal with a network account – forgotten password, need more storage space – know who to approach, use ‘Help’ within the software

show you are aware of threats to internet and network security and recognise them if they occur

not disclosing personal information on-line, no misuse of images/language, respect confidentiality of information and passwords, awareness of virus risks

more aware of the dangers and consequences for individuals and systems when dealing with threats and viruses

Close and Evaluate:

• What messages do you need to take back to your department?

+

- I

PMI[Plus-Minus-Interesting]

ICT and English:

• ICT and Punctuation ...

• :-) • http://www.newseum.org/todaysfrontpages/• ( I hope you’ve had a good day : enjoyable?

Useful ? Practical? )

ICT and English:

• ICT and text forms ...

• If we write most formal letters using ICT what are the conventions of form?

• Are the conventions for an email the same as for a letter?

This Is Just To Say by William Carlos Williams

I have eaten the plums that were in the icebox

and which you were probably saving for breakfast

Forgive me they were delicious so sweet and so cold

ICT and English:

P.S.

• I know most of you are well aware of the resources on Teachit.

• What would a website called ‘Learnit’ in English be like?

Weblinks:

• http://www.resourcekt.co.uk/20things/product.htm

• http://www.nate.org.uk/index.php?page=32