Blended Learning in Teachers Professional Development ... · the BleTeach project could build on two previous Comenius-projects, which have been coordinated by Prof. Garbe (University

Blended Learning in Teachers Professional Development –

Developing a Blended Learning Course in Content Area Literacy for Secondary Teachers

Erasmus+

IDEAL – Improving Disciplinary Learning

through Literacy English Master Version of the Complete

Course

Christine Garbe (Ed.)

2

Ble*TeachCoordination:

Prof.Dr.ChristineGarbe

UniversityofCologne

Richard-Strauss-Str.2

50931Cologne

Germany

Email:[email protected]

ThisprojecthasbeenfundedwithsupportfromtheEuropeanCommission.Thispublicationreflectstheviewofitsauthorsonly,andtheCommissioncannotbeheldresponsibleforanyusewhichmaybemadeoftheinformationcontained

herein.

ERASMUS+ProjectsErasmus+ProjectunderKA2:Cooperationforinnovationandtheexchangeofgoodpractices:“Strategicpartnershipsinthefieldofeducation,trainingandyouth“

StrategicPartnerships

ProjectNumber:VG-SPS-NW-15-30-013892

BlendedLearninginTeachersProfessionalDevelopment–

DevelopingaBlendedLearningCourseinContentAreaLiteracyforSecondaryTeachers

Website:www.blend-ed.eu

3

TableofContents

Introduction:TheEnglishMasterVersionoftheIDEALcourse:“ImprovingDisciplinaryLEArningthroughLiteracy”–aEuropeanBlendedLearningCourseforTeachers´ProfessionalDevelopment 6

Module1:WhyLiteracyMattersforLearninginallSchoolSubjects

Descriptionofthemodule 10

Submodule1.1-Fosteringtextcomprehensionbythinkingaloud

PlanificationChart 14

ActivitySheet 17

Submodule1.2-OurConceptofLiteracy


ActivitySheet 28

Module2:BleTeachBasicConcepts–Metacognition,Interaction,AssessmentforLearning


Submodule2.1-Metacognition


ActivitySheet 47

Submodule2.2-Interaction


4

ActivitySheet 61

Submodule2.3-Assessment


ActivitySheet 75

Module3:TextStructure/TextDiversity


Submodule3.1-Students’textworlds


ActivitySheet 89

Submodule3.2-Textdiversity


ActivitySheet 96

Submodule3.3-Textsforlearning


ActivitySheet 101

Submodule3.4-Thestructuralorganizationofcontentareatexts


ActivitySheet 105

Module4:AcademicVocabularyInstruction



ActivitySheet 112

Module5:TeachingReadingStrategies


Submodule5.1-Researchfoundation

5


ActivitySheet 130

Submodule5.2-Reciprocalteaching


ActivitySheet 145

Module6:WritingforKnowledgeBuilding


Submodule6.1-Understandingtheprinciplesofwriting


ActivitySheet 160

Submodule6.2-Learningthroughintermediatediscourses


ActivitySheet 178

6

ThisprojecthasbeenfundedwithsupportfromtheEuropeanCommission.Thispublicationreflectstheviewofitsauthorsonly,andtheCommissioncannotbeheldresponsibleforanyusewhichmaybemadeoftheinformationcontainedherein.

Ble*TeachCoordination:UniversityofCologne,Prof.Dr.ChristineGarbe,Richard-Strauss-Str.2,50931Cologne,Germany

BlendedLearninginTeachersProfessionalDevelopment–DevelopingaBlendedLearningCourseinContentAreaLiteracyforSecondaryTeachers

Introduction:TheEnglishMasterVersionoftheIDEALcourse:“Improving

DisciplinaryLEArningthroughLiteracy”–aEuropeanBlendedLearning

CourseforTeachers´ProfessionalDevelopment

TheBleTeachprojectwasfundedfromNovember2015toApril2018asanErasmus+Projectunder

KA2:Cooperationforinnovationandtheexchangeofgoodpractices:“Strategicpartnershipsinthefield of education, training and youth“. The project addresses two crucial needs in teachersćontinuous professional development (CPD) in most European countries: (1) A general structural

problem:Theunsatisfyingstructuresofteachers'continuousprofessionaldevelopment(CPD)intheEU,and(2)aspecific,contentrelatedproblem:thelackofexpertiseofsecondaryschoolteachers,i.e. content area teachers required to address the problem of low literacy skills of children and

adolescentsinmanyEuropeancountries.

(1)InmanyEuropeancountriesthetimeforface-to-facelearninginteachersĆPDislimitedtoafew

daysperyearandthusprivileges“one-shot-approaches”whicharenoteffectiveandsustainableinmaking a difference, meaning: in changing the daily classroom practice of those teachers whoparticipatedinthoseCPDformatsandultimatelyimprovinglearningresultsoftheirstudents.Thisis

whatevidence in researchhasproven. Therefore, theBleTeachproject intended firstly toexploreandanalysethemostpromising formats inblended learningoffers inCPDfor teachers inordertodevelop and implement a blended learning (BL) course for secondary teachers (and teacher

trainers).

(2)ThePISAstudiescarriedoutbytheOECD(2000ff.)revealedseveredeficitsinbasicliteracyskillsamong adolescents (15 year olds): In European countries, on average one out of five adolescents

lack the necessary basic literacy skills to cope with literacy requirements in education, training,workplace,societalparticipationandlifelonglearning.Onereasonforthesedeficitsofadolescentsinliteracy is seen in the lackof a systematic reading instruction inmother tongueand content area

educationinsecondaryschools.Internationalresearchfoundthatunderstandingcontentareatexts(ordisciplinarytexts)shouldbetaughtinallsubjectsandallgradessystematically.InmostEuropeancountries, however, secondary teachers mainly study their subjects and subject-related didactics

duringpre-serviceeducationbutdonotgettrainedincontentarealiteracy.Thetermcontentarealiteracy(CAL)referstoteachers’competencetodealwithreading/writingandlearninginstructionnotonlyontheelementarylevelinthelanguageartsclasses,butinallsubjectsandallschoollevels.

ButinmostEuropeancountries,contentareateachersarenottrainedtofulfillthistask.

The BleTeach project thus pursued two main objectives: (1) Modernizing structures of teacher

BleTeach,c/oUniversityofCologne,Germany;Prof.Dr.ChristineGarbe;Email:[email protected],website:www.blend-ed.eu

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educationbyintegratingdigitallearningopportunitiesintoteachers´professionaldevelopment,and(2)Developingamodelblended learningcourse (BL-course) inCALtobe included into theregular

course programme of numerous European Teacher Training Centres in the 5 partner countries:Belgium,Germany,Hungary,Portugal,andRomania.

Regardingthefirstobjective,theBleTeachprojectpublishedtwomajoroutcomes:(1)National

Reportsabout“GoodPracticeExamplesandBlendedLearningConceptsinTeachersĆPD”inBelgium,Germany,Hungary,PortugalandRomania,and(2)a“HandbookofSuccessFactorsinBlendedLearningOffersforTeachersÍn-Service-Training”.Bothpublicationsareavailableonthe

BleTeachwebsite:www.blend-ed.eu

Regardingthesecondobjective:DevelopingablendedlearningcourseaboutContentAreaLiteracy,theBleTeachprojectcouldbuildontwopreviousComenius-projects,whichhavebeencoordinated

byProf.Garbe(UniversityofCologne)aswell:

BaCuLit stands for „Basic Curriculum in Teachers´ In-Service Training in Content Area Literacy inSecondarySchools”andwasfundedfortwoyearsasaComeniusmultilateralprojectin2011-2012.

Within this project an international in-service teacher training programme was developed whichaimsatprovidingsecondaryteachersofallschoolsubjectswiththenecessaryknowledgeandskillstosupporttheirstudentsin“readingandwritingtolearn”.BaCuLitwasdevelopedfromexpertsof7

Europeancountries(Germany,Hungary,Netherlands,Norway,Portugal,RomaniaandSweden)andsome CAL-experts from the United States. The curriculum consists of 6 coremodules comprisingabout 40 h of (face-to-face) CPD training. Thesemodules contain the BaCuLit principles of lesson

planning, engagement, interaction and metacognition, as well as basic knowledge about textstructure and text diversity, academic vocabulary instruction, reading strategies and formative

assessment.TheBaCuLittrainingconceptbuildsuponinternationalresearchoneffectivein-servicetraining and engages participants in building new knowledge through practical exercises in theireveryday classrooms between the course units, documented and reflected in a portfolio. The

BaCuLit course isavailable inEnglishand6European languagesandcanbedisseminated inothercountriesaswell.

InthesubsequentlyfundedComeniusprojectISIT(ImplementationStrategiesforInnovationsinTeachers´ProfessionalDevelopment,2013-2014)theimplementationopportunitiesofregular

BaCuLitcoursesinteachertraininginstitutionsinthreecorecountries(Germany,Hungary,Romania)andfiveassociatedcountries(Belgium,Cyprus,Finland,Greece,Portugal)wereexploredandanalyzed.About40teachertrainersfromthe3corepartnercountrieshavebeentrainedand

certifiedasBaCuLittrainersbymeansofaBlendedLearningCourseandanInternationalSummerSchool.MoreinformationaboutbothprojectscanbefoundontheBleTeach-website:www.blend-ed.eu

WithintheBaCuLitandISITprojectsallpartnerssharedacommonapproach:Togetherweagreedon

a concept and produced a complete Master Version in English language by means of workdistribution: usually, each national team took the responsibility for producing one module.Afterwards, this EnglishMasterVersionwas translated into thenational languages andpilotedor

implementedinthenationalteachertraininginstitutions.Inthisapproach,weindeedhadonlyoneBaCuLit or ISIT version –mostly based on research andmaterial from the Anglophone countries,especially the United States – which was only translated into national versions. However, in

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BleTeach we decided to modify this approach, as our experience with implementing this courseunder quite differing national conditions taught us to grantmuchmore flexibility to the national

developingteams.Therefore,wedecidedinthecourseoftheproject–indeviationfromourprojectapplicationwherewebuiltontheóldápproach–tofollowanalternativeapproach:ToagreeonabasicEnglishMasterVersionofour course,butgiveallnational teams the flexibility toadapt thisMasterVersionandmodify–reduceand/orcomplete–itaccordingtospecificnationalconditionsand needs. For this transformation (instead of translation) two principles were guiding us: (1) Interms of conceptual decisions, each team was free to decide either to delete modules from the

masterversionwhichwerenotneeded in thenationalversion (as, forexample, thesetopicswerealready coveredbyotherprogrammes), or to complete themaster versionby additionalmoduleswhichrespondedtonationalneedsorrequirements. (2)Intermsofmaterialandreferences,eachteamwasrequestedtouseasmuchnationalmaterial,textbooks,curriculaandresearchresourcesas possible. This principle shouldmake the national versions of our BleTeach coursemuchmoreattractive for national teacher training institutions to implement our course than the previous

programmesas theywerenowsupposed tobemuchmore responsive tonational conditionsandneeds.

As a consequence of this decision, the BleTeach consortium decided in the third transnational

project meeting (October 2016), that we would not produce a common English Master Versionincludingallmaterials(aswepromisedinourapplication),butonlythebasicstructureofthemasterversion.Themain reasons for thisdecisionwere thatwehadnoEnglish (speaking)partner inour

consortium,whowouldhavebeeninterestedinmakinguseofmaterialinEnglish;andallBleTeachpartnerswere requested to produce their ownmaterial and not just translate the Englishmaster

version. All partners agreed during this meeting about the concept and structure of the masterversion and about the work distribution for producing it; the English master version, which wepresentinthispublication,consistsofthreedocumentsforeachmodule:

1. TheModuleDescriptiongives anoverviewof the content and structureof the respectivemodule, including information about the ratio of E-learning and face-to-face units;furthermoreitdefinesthecompetenceswhichshallbegainedbyparticipantsandcontainsa

listofallmaterialswhichareusedinthismodule.2. The Planification Chart describes the way in which the singlemodules will be offered in

teacher trainings: Eachmodule contains different (thematic) blocks which are subdivided

into sequences and activities. In the planification charts these sequences are describedregardingtheobjectives,thecontentandmaterialtobeused,theactivitiesoftrainersandparticipants, the requested time, the technical tools needed and the “hybridization level”

(theratioofonlineandface-to-facelearning).3. Finally,intheActivitySheetwegomoreintothedetailsandgivearefineddescriptionofall

activities andmaterialswhichwill be used in the (national) version of the creating team.

Thus,allotherteamsgetaclearideawhatthedevelopingteamplannedforthismoduleandcantransformitaccordinglyfortheirnationalcontexts.Additionally,intheActivitySheetweconnect our module plans to the didactical framework for Blended Learning which we

explainedinour“HandbookofSuccessFactorsinBlendedLearningOffersforTeachers´PD”.Accordingtothisframework,wedesigndifferent“learningevents”whencreatingablendedlearning course: Imitation, Reception, Exercising, Exploration, Experimentation, Creation,

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Self-reflectionandDebate.Therefore,intheActivitySheetswealwayshighlighttheincludedlearningeventsinredcolour,inordertomaketransparentthewayinwhichwereferredto

ourdidacticalframework.

Afterthethirdtransnationalprojectmeeting,theBleTeachteamstookadecisionaboutthetitleand

theacronymoftheBleTeachcoursebymeansofaDoodlepoll.Allteamssuggestedtitlesandvotedfortheirpreferredones.Asaresult,thepreferredtitleandacronymeare:IDEAL–ImprovingDisciplinaryLEArningthroughLiteracy.In2017,allteamsworkedontheirmodulesfortheEnglish

masterversionandinthesametimeontheirnationalversionsafterweagreedontheworkdistributioninearly2017:

ModuleNo.1:Introduction(and“Appetizer”):WhyLiteracyMattersforLearninginallSchoolSubjects(Responsible:teamCologne&teamLiège)

ModuleNo.2:BleTeachBasicConcepts:Metacognition,Interaction,AssessmentforLearning(Responsible:teamCologne)

ModuleNo.3:TextStructure/TextDiversity(Responsible:teamBraga)

ModuleNo.4:AcademicVocabularyInstruction(Responsible:teamCluj)

ModuleNo.5:TeachingReadingStrategies(Responsible:teamKecskemét)

ModuleNo.6:WritingforKnowledgeBuilding(Responsible:teamSpeyer&teamLiège).

TeamSpeyerasresponsiblecoordinatorofthisIntellectualOutcome(productionoftheBLcourse)providedallteamswithtechnicalguidelinesforproducingthecourseandcreatedanE-LearningcourseonMoodleRheinland-Pfalz(https://lms.bildung-rp.de/bleteach/)whereallteams

uploadedtheirmaterialsfortheEnglishMasterVersionandsomedidalsofortheirnationalversions,sothatthecoursehasbeenpreparedasonlinecoursebytheendoftheproject.Theteams

fromBelgium,Germany,HungaryandPortugalhaveuploadedallmaterialoftheirnationalcoursesonthisMoodleaccount,whereasteamRomaniaworkedwiththeirownMoodleplatform(https://alsdgc.simplified.ro/).ThenationalversionsoftheIDEALcoursewillnotbepublicly

available,duetocopyrightrestrictionsaswellasdidacticalconsiderations:Wewanttogiveaccesstoourmaterialonlyfortrainersandcourseparticipantswhojoinourcourses.However,intheNationalImplementationConcepts(IO7)youwillfinddescriptionsinEnglishlanguageaboutthenational

versionsofthecourseswhichareusuallyonlyaccessibleinthenationallanguage.

We hope that with the Subsequent English Master Version of the IDEAL course we may inspiredevelopersofCPDinotherEuropeancountriesaswelltomakeuseofoureffortsandproducts.

ChristineGarbe,BleTeachCoordinator,Cologne,June2018

10

ThisprojecthasbeenfundedwithsupportfromtheEuropeanCommission.Thispublicationreflects

theviewofitsauthorsonly,andtheCommissioncannotbeheldresponsibleforanyusewhichmay

bemadeoftheinformationcontainedherein.



Module1:IntroductiontoIDEALcourse–WhyReadingandWriting(Literacyskills)matterinallSchoolSubjects

Descriptionofthemodule:

InModule1,wewillintroducetheparticipantstothemaintopic,thecontentsandworking

methodsoftheIDEALcourse.Themoduleaimsatprovidingparticipantswiththefollowing

insights:

1. GettingatasteofthetopicandmethodologyoftheIDEALcoursebypractisingone

pieceofthecourse:“thinkingaloud”asimportantstrategyforfosteringreading

comprehension

2. Gettinganoverviewofthewholecourse(contentsandworkingmethodsofall

modules)and–incasethecourseisdeliveredinaBlendedLearningformat–an

introductionwithpracticalexercisestotheE-Learningplatform(e.g.Moodle)

3. Gettingtoknowourdefinitionofliteracy(includingthedifferentconceptsof

“contentarealiteracy”and“disciplinaryliteracy”).

Bytheendofthefirstpartofthemodule,whichwillbedeliveredinaface-to-faceformat,

theparticipantswillhavegainedinsightintotheimportanceofreadingandwritingskillsfor

Module

1

TitleIntroductiontoIDEALcourse–WhyReadingandWriting(Literacyskills)matterinallSchoolSubjects

Typeofmaterial

Descriptionofthemodule

Subtitle

Ble*Teach[Institution][Address][Country][Phone]Email:[email protected],website:www.blend-ed.eu

11





disciplinarylearninginallschoolsubjects.Theywillhavegottenaclearconceptofthe

practice-orientedworkingmethodsinthiscoursebydoingapracticalexercise(onaSudoku)

withonereadingstrategy,thethinkingaloud,aspartofthemodellingactivitiesofthe

teacher,andlearnaboutthebenefitsofthismethod.Participantswillgetanoverviewof

thewholecoursecontentsinits6(orxx)modules.Ifthecoursewillbedeliveredina

BlendedLearningformat,participantswillgetacomprehensiveintroductiontoallthetools

oftheE-Learningplatformandwillpracticetheuseoftheplatforminvariouspractical

tasks.

Inthesecond–online-partofthemodule,participantswillgetfamiliarwiththedefinitions

ofliteracywhicharefoundationalfortheIDEALcourse.Theywillwatchavideowhichraises

andanswersaseriesofquestionsaboutcontemporarydefinitionsofliteracy,e.g.inthe

PISAstudies.Thentheywillworkthroughseveraldefinitionsofliteracyandfindoutabout

theirdifferencesandsimilarities.Thispartofthemodulewillalsooffertheopportunityto

gettoknowtwocomplementaryapproachestoliteracyteaching,the«contentarea

literacy»andthe«disciplinaryliteracy»approaches.

Totalduration:3,5or6hF2F,3honline

Module1.1:3,5hoursor6hoursface-to-faceworkshop(twooptions).Option1:3,5hours

asan“Appetizer”(offeredasaseparateunitbeforethecoursestarts).Option2:6hours

face-to-face:3hoursintroductiontotheimportanceofreadingandthestrategyThinking

Aloud,3hoursoverviewofcoursecontentandmethodologyandintroductiontotheE-

Learningplatform.

Module1.2:3hoursonline

ListofresourcesforModule1.1

Audiovisualcontent

• PPTpresentationfortheface-to-faceworkshop

• Videowithdemonstrationofthinkingaloudwhilereadingatext(ISITvideoby

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AngelikaSchmitt-Rößeroroneotherexistingvideoaboutateachermodelling

thinkingaloudorvideotoberecorded)

Resourcetextsandworksheets

• Worksheet1:1pageworksheetwithaSudokutobesolvedinpairsbyapplying

thinkingaloud:onepartnerthinksaloudhowtosolvetheSudoku,theotherone

observes,thentheychangetheirrolesafterawhile;bothgivefeedbacktoeach

other

• Worksheet2:Checklistforthinkingaloud(BaCuLitmaterial)tobeappliedwhen

watchingthevideo(modellingofthinkingaloudwhilereading)

• Worksheet3:Textaboutdifferenttypesof(authenticandfalse)laughingaspartof

bodylanguage/facialexpressionsandtask:Practicingonethinkingaloudstrategy,

i.e.visualizing,inpairs:onepartnerdemonstrateseachaspectofthetextwithhis/

herownfacialexpressionordrawsasketchaboutit,changingrolesafterawhile.

Afterwards,bothreflectontheirexperiences.


Audiovisualcontent

• VideofromAlbertaEducation:“Literacy:aworldtodiscover”

• InterviewofLisaGuerney:Defining21stcenturyliteracy”.


• Text1: DefinitionofLiteracyfromUNESCO

• Text2: DefinitionofLiteracyfromPISA

• Text3: DefinitionofLiteracyfromAlbertaEducation

• Text4: DefinitionofLiteracyfromPIRLS

• Worksheet 1: Table of comparison to complete with different elements from thedefinitions.

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• Text5(orvideo):ShortdescriptionpresentingContentAreaLiteracy

• Text6(orvideo):ShortdescriptionpresentingDisciplinaryLiteracy

• Text7:ContentareareadinganddisciplinaryLiteracy:acasefortheradicalcenterfromW.Brozo,G.Moorman,C.Meyer&T.Stewart.

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BlendedLearninginTeachersProfessionalDevelopment–IDEALcourse:ImprovingDisciplinaryLearningthroughLiteracy

PlanificationChart

1WhyLiteracyskillsmatterinallschoolsubjects–IntroductiontocontentandmethodologyoftheIDEALcourse1.1:Fosteringtextcomprehensionbythinkingaloud–apracticalexercise

Objective(s) Audio-visualcontent(s)

Othercontent Activities Tool(s)tobeused

Time HybridizationLevel

Module

1

TitleWhyLiteracyskillsmatterinallschollsubjects–IntroductiontocontentandmethodologyoftheIDEALcourse

TypeofmaterialPlanificationChart

Subtitle1.1:Fosteringtextcomprehensionbythinkingaloud–apracticalexercise


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Sequence1:Whyisliteracyessentialinallcontentareas?

Tofamiliarizethe

participantswiththeimportanceandpowerofreading(andliteracy)

- PPTwithtrainerinput

Slides1-10

(M1_PPT1)

(welcoming)Talkabouttheimportanceofreadinginoursocietywithanotherparticipant(pictureasstimulus)Readashorttextandtrytoexpresswhattheyunderstandbythinkingaloudinpairs(andtheninplenary)Listentothetrainer’sinputontheimportanceofreadingindifferentsocietalsituationsandaskquestionsTalktoanotherparticipantaboutpossiblereadingproblemsoftheirownstudentsintheircontentareaAnsweranddiscussthequestionsinplenary

Projector,notebooksetc.

60min

F2F

Sequence2:Anexample:fosteringreadingcomprehensionthroughthinkingaloud

TogiveanexampleofhowThinkingAloudworksthroughaSUDOKUactivity


Slides11-21

(M1_PPT1)

Listentothetrainer’sinputonThinkingAloudandtheintroductiontotheSUDOKUactivityWorkingroupsandsolvetheSUDOKUusingThinkingAloud(onethinksaloud,theothermakesnotes)Presenttheresultsinplenary

Projector,notebooksetc-.

45min(+15mincoffeebreak)

F2F

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Sequence3:FosteringreadingcomprehensionthroughThinkingAloud(part2)

TolookintothemeaninganduseofThinkingAloudindevelopingreadingcomprehension

VideoonThinkingAloud(byAngelikaSchmitt-Rösser)

PPTwithtrainerinput

(M1_PPT1)

Slides22-29

M2_PDF1(checklist)

M3_PDF2

(textfortheactivity)

Listentothetrainer’sinputonThinkingAloudWatchthevideotwiceandfillinthechecklistReadtheprovidedtextandanswertothequestionsoftheworksheetwiththeirpartnerExchangewiththeothersabouttheirownexperiences

Projector,notebooks,Checklist,textsetc.

60min(+15mincoffeebreak)

F2F

Sequence4:WhatandhowwearegoingtolearnduringtheIDEAL-course

TointroducetheparticipantstothecontentandworkingmethodsoftheIDEAL

course


Slides30-36

(M1_PPT1)

Listentotheintroductionofbasicconcepts,methodsandcontentsintheIDEALcourseAskquestions,discussandexchange

Projector,notebooks,furthermaterialsoftheparticipants

30min F2F

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ActivitySheet

Numberandtitleofthesequence:Sequence1:Whyisliteracyessentialinallcontentareas?

Meaningandlearninggoals:Tofamiliarizetheparticipantswiththeimportanceandpowerofreading(andliteracy)

Learningeventsinvolvedinthesequence:

Imitation Reception Exercising Exploration Experimentation Creation Self-reflection Debate

Module

1

Title:Whyliteracyskillsmatterinallschoolsubjects–IntroductiontocontentsandmethodologyoftheIDEALcourse

Typeofmaterial

Activitysheet

Subtitle:Part1.1:Fosteringtextcomprehensionbythinkingaloud–apracticalexercise


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Descriptionoforganization:

Who? Doeswhat?How? When?

(momentandduration)Material Tool(s)

TrainerWelcomesparticipantstothefirstworkshopofthecourse

PPTfile(M1_PPT1),slides1-3 Projector(F2F) 5

Thelearnersdividedupintopairs

Self-reflection

Group-activitytogettoknoweachother,usingthepicture‘DieMachtdesLesens’(thepowerofreading)asstimulus(eventuallyashortsummaryinplenary)



Exploration

Thewholecourse

Readashortnarrativetextlinebylineandtrytomakesenseoutofthistext;onepartnerexplainstotheotherhowhe/sheunderstandsthesituationbyusingthinkingaloud,expressingtheassociationscominginmindwhenreadingthetext.Theotherpartnerlistensandgivesnocomments,buttriestocomparehis/herpartner’sversiontohis/herown.

Later,participantssharetheirexperienceinplenary

PPTfile(M1_PPT1),slides6-7 Projector(F2F)

10

5

Thewholecourse

Reception

Listentothetrainer’sinputontheconstructivenotionandimportanceofreadingindifferentsocietalsituations(suchasitsmathematicalapplication)andtakesometimetoaskquestionsifneeded


19




Self-reflection

Talkwiththeirpartnersabouttheproblemsoftheirownstudentsintheircontentareaclasses:

ü Whichlearnershaveproblemsinunderstandingvocabulary?

ü Whichfacedifficultiesinunderstandingtexts?

ü Whichhavetroublesintransformingwhattheyhavereadintoacognitivemodel?

ü Whichhavecontentarea-specificproblems(e.g.countingetc.)?

PPTfile(M1_PPT1),slide10 Projector(F2F) 10-15

Thewholecourse

DebateParticipantssharesomeaspectsoftheirpairdiscussionswiththewholegroup;timeforquestionsandcomments. 5-10

End-of-sequenceproductionorexpectedresults:

ü Firstunderstandingofthepowerofreading,e.g.forlearninginallschoolsubjects

ü Gainingsomeinsightsintotheconstructivenatureofreadingandthenecessarytext-reader-interaction

ü Firstconnectionstotheirownclassroompractice

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Numberandtitleofthesequence:Sequence2:Anexample:fosteringreadingcomprehensionthroughThinkingAloud

Meaningandlearninggoals:TogiveanexampleofhowThinkingAloudworksthroughaSUDOKUactivity






Eachparticipantindividually

Reception

Listentothetrainer’sinputonThinkingAloud(whichskillsareimportantforcontemporarystudents,howThinkingAloudworks,theReadingApprenticeshipModel)Later,thetrainerappliesthemethodtoaSUDOKUactivity,tryingtosolveitbythinkingaloud

PPTfilePPTfile(M1_PPT1),slides11-19

Projector(F2F) 15


Exercising

ApplyThinkingaloudtoaSUDOKUactivity:Oncetheparticipantshaveunderstood,theytrytosolveaSUDOKUactivitythemselveswhileexplainingtheirprocessingofthetask(bythinkingaloud)totheirpartner.Onepartnerthinksaloud,theothertakesnotes,andthentheyswitch.Partnersgivefeedbacktoeachotheraboutpossibleproblemsanddifficultiestheyfaced

PPTfile(M1_PPT1),slide20

M2_PDF1:SUDOKU

Participants’answers

Projector(F2F) 20

21



Thewholecourse

Debate

Thecoursediscussestheresultsinplenary:

ü Diditwork?

ü Wherewerethemostdifficulties?

ü Howcouldthisbenefityourownstudents?

Participants’answers 10

Thewholecourse TakesaCoffeeBreakPPTfile(M1_PPT1),slide21

15


ü OnesolvedSUDOKUusingthinkingaloud

ü Oneobservationofthinkingaloudforeachpartner

ü Exchangeabouttheirdifficultiesandproblems

22



Numberandtitleofthesequence:Sequence3:FosteringreadingcomprehensionthroughThinkingAloud(part2)

Meaningandlearninggoals:TogaininsightsintothemeaninganduseofThinkingAloudfordevelopingreadingcomprehension







Reception

Listentothetrainer’sinputonThinkingAloud

ü Howdoesthinkingaloudworkintexts?ü Whicharethestrategiesandmethodsofthinking

aloud(checklist)ü Whichtipsareimportantforsuccessfully

applyingit?

PPTfile(M1_PPT1),slides22-24

Checklistforthinkingaloud

Projector

PDFmaterials10

Eachparticipantindividually,laterthewholecourse

Exploration,

Debate

Watchthevideo(twice)aboutthinkingaloudinreadingtextsandfillinthechecklistwiththestrategiesthelearnersidentify

Lateronlearnersexchangeabouttheirresultsinplenary


Video:Demonstratingthinkingaloudwithatext(A.Schmitt-Rößer)

M3_PDF2:Checklistforthinkingaloud

Projector

PDFmaterials20

23




Exercising,Self-

reflection

Readthetextabouthowtoidentifyagenuinelaughter

Trytomakeadrawingoutofeveryparagraphofthetextormakeafaceexpressiontotheirpartnerbyexplaining(thinkingaloud)whatandwhocomesintotheirmind.

Exchangewiththeirpartnersabouttheexperiencesandchangesthathappenedwhilereading

PPTfile(M1_PPT1),slides26-27

M3_PDF2:Worksheetandtextaboutlaughing

Projector

PDFmaterials20

Thewholecourse

Debate

Exchangewiththeothersabouttheirownexperiences

ü Didthiswork?

ü Didyouhaveornoticeanydifficulties?

ü Howcouldthisbenefityourownstudents?

PPTfile(M1_PPT1),slides28,36-37

Participants’answers 10

Coffeeorlunchbreak PPTfile(M1_PPT1),

slides29 30–60


ü Completedchecklistü Exercisewithfacialexpressionsanddrawingsü Exchangeandreflectionontheirownexperiencesandlessons

24



Numberandtitleofthesequence:Sequence4:WhatandhowwearegoingtolearnduringtheIDEAL-course

Meaningandlearninggoals:TointroducetheparticipantstothecontentsandworkingmethodsoftheIDEALcourse

ATTENTION:DependingonthemodeofdeliveryoftheIDEALcourse,Sequence4maytake30Minutes(incaseofbeingdeliveredasFace-

to-Faceofferonly)or180Minutes(incaseofaBlendedLearningformat).Wesuggesttoplan150MinutesforcarefullyintroducingtheE-

LearningPlatformincludingvariousopportunitiestoexperimentwithalltoolsthatwillbeusedduringthecourse.Thissequencehastobe

plannedaccordingtonationalconditionsandplatforms,sowedidnotplanitindetailhere.







Reception

Listentotheintroductionofbasicconcepts,methodsandcontentsintheIDEALcourse

PPTfile(M1_PPT1),slides30-34 Projector 15

Thewholecourse

Debate

Askquestions,discussandexchange


Participants’comments,questionsandanswers

Projector 15

25



OptionalBlock:IntroductionintotheuseoftheE-

LearningPlatform(e.g.Moodle)

Eachparticipantindividually/pairs/thewholecourse

Reception,

Exercising

Participantsgetintroducedtothelearningplatform(e.g.Moodle)andoccasionstopracticeondifferenttoolsandtask


E-LearningPlatform,additionalmaterial?

E-LearningPlatform 150


ü AgoodunderstandingofwhattheIDEAL-courseoffers(contents,methods,materials)ü Clarifiedquestionsregardingthecourseü Optional:AclearunderstandingofthestructureanduseoftheE-LearningPlatform

26






IDEAL course: Improving Disciplinary Learning through Literacy

PlanificationChart

1 INTRODUCTION1.2.:OURCONCEPTOFLITERACY:WHATISLITERACYANDWHYDOLITERACYSKILLSMATTERINALLSCHOOLSUBJECTS?

Objective (s) Audio-visual content (s)

Other content Activ it ies Tool(s) to be used

Time Hybridization

Level Sequence 1: Understanding the definit ion of Literacy

Participants will be able to define the concept of Literacy in these multiple dimensions.

V 1. “Literacy: A World to Discover” from Alberta Education V2: Defining 21st century literacy- Lisa Guernsey

- Documents with definitions of literacy.

1. Watching the video “Literacy: A World to Discover” 2. Answering 4 questions about the video seen. 3. Watching and reading 5 documents talking about literacy to identify common elements and new contributions of each of those. 4. Building a diagram with important elements to build a complete definition of literacy.

5. Commenting 2 participant productions

2. quiz Editor: open question 3. Storage space on e-learning platform 4. Storage space on e-learning platform

EL

EL

EL

EL

EL

Ble*TeachULiège–HauteécoledelaVilledeLiège-Email:[email protected],[email protected]:www.ulg.ac.be,www.hel.be,www.blend-ed.eu

27





Sequence 2: Discipl inary versus Content area l i teracy: what is the difference?

Participants will be able to explain the difference between Content area literacy and Disciplinary Literacy.

V1: Explanation about Disciplinary Literacy V2: Explanation about Content area Literacy

- Text « Content area reading and disciplinary literacy” from W. Brozo, G. Moorman, C. Meyer & T. Stewart.

1. Watching the video/ reading a text about Disciplinary Literacy 2. Watching the video / reading a text about Content area Literacy 3. Choosing the drawing representing each of the 2 approaches. 4. Reading an extract from the text from W. Brozo, G. Moorman, C. Meyer & T. Stewart.

Quiz editor Storage space on e-learning platform

EL

EL

EL

EL

Sequence 3: F inal assessment

From the drawings and donated information, explain each approach and their complementarity.

Storage space on e-learning platform

EL

28




ActivitySheet

Numberandtitleofthesequence:1.UNDERSTANDINGTHEDEFINITIONOFLITERACY

Meaningandlearninggoals:

Thepurposeofthisactivityistointroduceparticipantstoallaspectsofliteracy.Thepurposeofthisactivityistomakeparticipantsthinkabouttheviewedvideoandconnecttheconceptofliteracywithparticipants'ownexperience.Thepurposeofthisactivityistodiscoverallthedimensionsinvolvedinliteracy.Thepurposeofthisactivityistoproduceandstructureadefinitionofliteracy.Learninggoals:

• Participants will be able to define the concept of Literacy in these multiple dimensions.






Ble*TeachULiège–HauteécoledelaVilledeLiège-Email:[email protected],[email protected]:www.ulg.ac.be,www.hel.be,www.blend-ed.eu

29




- Watchesthevideo“Literacy:AWorldtoDiscover”fromAlbertaEducation.

Thisvideoshowselementsofliteracyincontext.

VideoLink:https://www.youtube.com/watch?v=0hlG6loSQFM&list=PL3F6889F39381ADE7&index=1

Forstartingthesequence3min


- Answers4questions•Forum1:Whatisitthatyoustruckinthisvideo?•Forum2:Whatexamplesofliteracytherehaveyounoticed?•Forum3:Whicheventsorpersonalexperiencescanyouassociatedwithsomeelementsmentionedinthisvideo?•Forum4:Whatgreatideasareconveyedinthisvideo?

Forumone-learningplatform

Afterwatchingvideo20min


- Reads/Watchesthe5documentspresentingtheconceptofliteracy

20min


- Identifiescommonelementsacrossthe5orlessdefinitions

- Identifiesnewcontributionsofeachdocument.

-Tabletocomplete 20min


- BuildsadiagramtoshowimportantelementsofthedefinitionoftheconceptofLiteracy.

/ 20min

30




- Comments2peerproductions(norightanswer)andcomparetohis/herownproduction.

Productionsofpeers.

StorageSpaceone-learningplatform.

20min

Thetrainer - Providesanexampleofresponse–her/hisowndiagram

Diagramofthetrainer

/


• 1.2.Shortanswerstothe4questions• 1.4.Tablecompletedwithallelementsofdocuments(seeexamplesofresponsesbelow).• 1.5.Supportthatpresentsthedefinitionindiagramform.

Exampleofinstructionsone-learningplatformforactivity2:Afterwatchingthisvideo,answerthefollowingquestionsintheappropriateforum.Youwillthenbeabletoexchangewiththeotherparticipantsabouttheanswerstheyhavegiven.

Exampleofinstructionsone-learningplatformforactivity3&4:Insomedictionarydefinition,theconceptofliteracyreferredtotheabilitytoreadandwriteandtousethelanguageproficiently.

Inthe21stcentury,isliteracylimitedtoreadingandwriting?

Hereare5textsorvideosaboutliteracy,removesimportantelementsforadefinitionofthisconcept.Completethetablebelowwithcommonelementsandnewcontributionsofeachdocument.

Literacydefinitions:

31



Definition1.“Defining21stcenturyliteracy”-LisaGuerneyLink:https://www.youtube.com/watch?v=byzoDZAdzmU Key words of the videos:

• Broad sense • Not focus on reading • Literacy is not just about reading. It’s speaking, listening, writing and

reading. • To develop Literacy -> modelling the way adults use these 4 skills • Digital Literacy • Streaming of information in varied way of diffusion - much more than

words on pages. • To be able to be critical thinker • Children have to make sense of information in all forms that coming up

them. • Basics are important but we need to help children to deal with this

broad literacy.

Definition2.UNESCO

Source:http://unesdoc.unesco.org/images/0024/002475/247563e.pdf

Definition3.PISA2018In the PISA study, reading literacy is understood as follows: Reading literacy is understanding, using, and reflecting on written texts, in order to achieve one’s goals, to develop one’s knowledge and potential, and to participate in society.

https://www.pisa.tum.de/en/domains/reading-literacy/

Definition4.DefinitionofAlbertaEducation

https://education.alberta.ca/media/159474/literacy-definition-poster-colour.pdf

Definition5.“Readingliteracyistheabilitytounderstandandusethosewrittenlanguageforms required by society and/or valued by the individual. Readers canconstructmeaning from texts ina varietyof forms.They read to learn, toparticipate in communities of readers in school and everyday life, and forenjoyment”

PIRLS,2016

32



Exampleoftable(completed):Documents Commonelements Contributionofeach

1. • AbilitytouseandunderstandLanguage• Achievingpersonalgoals• Insertioninthesociety• Buildingknowledges• Constructmeaning• Diversityofsupports

DigitalLiteracyCriticalthinker

2. ><printed&writtenmaterials

3. Assessrelevance/evaluateveracity&authenticity/

4. Confidence&Willingness

5./

Exampleofinstructionsforactivity5.:Nowthatyou'veidentifiedimportantelementsofeachdocument,youcanattempttodefinetheconceptofliteracyindiagramform.Whenyouhavefinishedyourdiagram,postitontheplatform.InExchange,youwillreceive2productionsofotherparticipants.Comments them in an objectivemanner and compare them to your own production. By performing this task, think that your productionwill be alsocommentedbyothers.Nogoodanswerisexpected.Tohelpyouinthistask,thetrainerwillalsoshareitsownschemadefiningliteracy.

33



ActivitySheet

Numberandtitleofthesequence:2.DISCPLINARYVERSUSCONTENTAREALITERACY:WHATISTHEDIFFERENCE?


Thepurposeofthisactivityistodiscover2approachestoliteracyteachingintodisciplines.Thepurposeofthisactivityistostructureeachapproachinavisualway.Thepurposeofthisactivityistodiscoverthatthe2approachesarenotexclusiveandthattheircombinationcanbeanadvantageinthedevelopmentofliteracyintodisciplines.Learninggoals:

• Participants will be able to explain the difference between Content area literacy and Disciplinary Literacy in simple terms.







- Watchesthevideo/readthedocumentpresentingContentareaLiteracy.

-TranscriptsofvideosOr

-Texttodownload

Storagespaceone-learningplatform+Quizeditor:openquestion

5min

34




- Watchesthevideo/readthedocumentpresentingDisciplinaryLiteracy.

5min


- Chooseadrawingrepresentingeachofthe2approaches.

-drawings Quizeditor 5min


- Readsthetext(apartofthetext)fromW.Brozo,G.Moorman,C.Meyer&T.Stewart.

-Text“ContentareareadinganddisciplinaryLiteracy:acasefortheradicalcenter”

20min


• 1.3.Drawing1associatedtoDisciplinaryLiteracy/Drawing2associatedtoContentareaLiteracyExampleofinstructionsone-learningplatformforactivity3:Herearetwodrawings.Afterwatchingthese2videosshowingyoutwoapproachestoteachingliteracyintodisciplines,whichdrawingwouldyouattributetoeachoftheapproaches?

Drawing1

Drawing2

35



ActivitySheet

Numberandtitleofthesequence:3.FINALASSESSMENT


Thepurposeofthisactivityistoensurethecomprehensionandtheappropriationofthese2approachestoliteracyteachingintodisciplines.Learninggoals:

• Participants will be able to explain the difference between Content area literacy and Disciplinary Literacy in simple terms.







- Explaineachapproachinhis/herownwordsstartingfromthebothdrawingsandcommentstheircomplementarityinteachingLiteracyintotheirownsubject-area.

-drawings

Quizeditor:openquestion

50min

Thetrainer - Provideatype-responsewhentheparticipantproductionispostedontheplatform

Storagespaceone-learningplatform

/

36




• 2simpleexplanationsaboutthe2approachesbasedontheproposedrepresentations.• Relevantelementsinfavorofthecombinationofthe2approaches.

Exampleofinstructions:

Fromeachdrawingandreceivedinformation,explainthe2approachestoliteracyteachingintodisciplineswithyourownwords.Howwouldyouexplaineachapproachandtheircomplementarityinthisteaching?

37






Module2:BasicConceptsoftheIDEALcourse–Metacognition,InteractionandAssessmentforLearning


InModule2,theparticipantswilllearnmoreaboutthethreebasicconceptsoftheIDEAL

course.Themoduleaimsatprovidingparticipantswiththefollowinginsights:

1. AstoMETACOGNITION:IncomparingThink-Aloud-Protocolls(TAPs)oftwolearners

processing the same task they will get a clear idea of the differences between a

cognitiveandametacognitive learner.Theywill learnabout theresearchevidence

for the effectiveness of metacognitive learning and get to know the main

componentsofmetacognitivestrategies.Furthermore,theywillbeabletoanalysea

classroom lesson which is based on metacognitive learning and create an own

metacognitivelessonplanintheirspecificschoolsubject/disciplinaryfield.Finally,

Module

2

TitleBasicConceptsoftheIDEALcourse

TypeofmaterialDescriptionofthemoduleSubtitles

2.1Metacognition-Researchandbasicmetacognitivelearningstrategies2.2:SupportiveTeacher-Student-InteractionandTeacher´sRole:TheLiteracyApprenticeshipApproach2.3.AssessmentforLearning/asLearning


38





they will exchange and reflect about the importance of designing metacognitive

learningwiththeirpeers.

By the end of the first part of the module, which will be delivered in an online

format, the participants will have gained insight into the great importance of

metacognition foreffective learning inall contentareas.Theywillbe familiarwith

the threemain componentsofmetacognition (planning– controlling– evaluating)

andwillbeabletoanalyseandapplythesecomponentsinplanningandreflecting

onmetacognitivelessonsintheirownsubjectareastogetherwithcolleagues.

2. AstoINTERACTION:Participantswillgetevidence-basedinputuponhowessentiala

warm and supportive classroom climate is for introducing and practicing literacy

skills. They will reflect upon the learning climate in their own classrooms and

exchange with their peers about success factors regarding a good learning

environment. Furthermore, participants will become familiar with three core-

concepts of the IDEAL course regarding the topic of interaction: the Reading

ApprenticeshipApproach(=RAA);theScaffoldingModelasithasbeendevelopedin

the cognitive apprenticeship model; and the Zone of Proximal Development

according toVygotsky. Theywill become familiarwith the different dimensions of

RAA: personal, social, cognitive and content-specific knowledge dimensions. They

will reflect on their previous lesson plans in applying these categories. During a

three-hours face-to-face workshop, they will compare and reflect on their lesson

plans,givefeedbacktoeachotherandtrytoimprovetheirplansinincorporatingthe

RAA.Finally,participantswillgetintroducedtothreedifferentrolesofteachersand

willreflect(inreferringtotheirownexperiences)whichofthoseareappropriatefor

the RAA. In the final assignment forModule 2, participantswill compare the RAA

with evidence from international research about success factors in literacy

instruction (summarized by Philipp 2012) andwrite a reflection on teachers´ roles

(Gaile2015)inelaboratingonseveralquestions.

3. As to ASSESSMENT FOR LEARNING (formative assessment): In the first block,

participantswillgetanideaaboutvariousformativeassessmenttoolsinordertobe

39





able to compareandcategorize them inbenefitof theirownpractice. Inaddition,

theywillbeintroducedtothetheoryofdiagnostic/formativeassessmentaswellas

itsapplicationindesigningindividuallearningprogrammesforstudents.Specifically,

theywill studydifferent diagnostic instruments and reflect upon their use in their

own classrooms. Furthermore, they will have the opportunity to discuss and

exchangewiththeirpeersabouttheirknowledgeandexperiencesaswellaspossible

difficultiesinmakinguseofthesediagnosticinstruments.

In the second block, participants will elaborate on the differences between

summativeandformativeassessmentsbothintheoryandapplication.Atthispoint,

the great importance of ‚assessment for learning’ in lesson planning and learning

supportwillbeunderlinedandfurtherdiscussed.Additionally,participantswilllearn

about different tools for self-assessment of students (in reading literacy) and will

have the chance to applyoneof these in their ownpractice (with their students).

Finally, for their last assignment, they will write a short reflection about their

experience using the assessment tool, taking under consideration one final

theoretical text given to them. All produced reflections will be uploaded, so that

participantscandiscussandexchange.

Totalduration:

Module2.1:4hoursonline

Module2.2:3hoursonline,3hoursface-to-face,1hourfinalassignmentforModule2

Module2.3:4.15hoursonline


40





Audiovisualcontent

• PPTpresentationandVideo(basedonthisPPT):Trainerinputabout«Whatis

metacognitionandwhyisitakeyconceptoftheIDEALcourse?”

• PPTpresentationandVideo(basedonthisPPT):Trainerinputabouthowtoexplain

theconceptofmetacognitiontoone´sownstudentsandhowtocreateanown

metacognitivelessonplan.

• (Bothvideostoberecorded)


• Worksheet1:Pdffilewiththefollowingmaterials:1.Diagramaboutdifferentgroups

ofasylumseekersinGermany;2.TwoThinkingAloudProtocols(TAP)fromlearners

whotrytounderstandthisdiagram;3.Worksheetwithtableforidentifyingdifferent

cognitiveandmetacognitiveactivitiesofbothlearners

• Worksheet2:ReportonametacognitiveEnglishlessonbasedontheUSAnthem

(fromProjectCRISSintheUS)andaworksheettoanalysethemetacognitive

impulsesinthislesson.

• Worksheet3:Lessonplanningtemplateforcreatinganownlessonplanofa

metacognitivelessoninparticipantsówncontentareas. • Worksheet4:PDFwithachecklistabouttheissues(differentaspectsof

metacognition)theyshouldhavebecomefamiliarwithduringthisunit.


Audiovisualcontent

• PPT presentation and Video (based on this PPT): Trainer input about the Reading

Apprenticeship Approach (model of cognitive / reading apprenticeship; Zone of

proximaldevelopment/scaffolding;fourdimensionsofRAAmodel) • PPTpresentationfortheface-to-faceworkshop:Trainerinputabouttheeffectsofa

supportive teacher-student-interactionon students learningoutcomes (Hattie) and

aboutdifferentteachers´ roles (sageonthestage,guideontheside,activatorand

changeagent)


• Text 1:Worksheet and text (Guidelines for how to create a supportive classroomclimate and background information about how students develop a sense of self-

41





efficacy)

• Text2:Textextract fromRuthSchoenbachetal.,Reading forUnderstanding.HowReading Apprenticeship improves Disciplinary Learning in Secondary and CollegeClassrooms.2ndEdition,2012,chapter2:TheReadingApprenticeshipFramework;dt.Ausgabehg.VonDorotheeGaile:Lesenmachtschlau,p.32-39and40-58;

• WorksheetwithquestionsonthetextfromSchoenbachetal.

• Text3: (tobedeliveredbyparticipants:) LessonPlanof ametacognitive lesson inone´sownsubjectarea,basedontheTableforLessonPlanningfromModule2.1

• WorksheetaboutThink–Pair–Shareascooperativelearningmethod

• Text4:Shortreflectiononstrengthsandweaknessesofthethreeteachers´rolesbyoneteacher(Y.Hörmann)

• Worksheet: Table to complete with own reflections on the three teachers´ roles(withinathink-pair-shareassignment)

• Text5:TextextractfromMaikPhilipp(2012):Summaryofinternationalevidenceonsuccessfactorsinliteracyinstruction;worksheetwithassignment.

• Text6:TextfromDorotheeGaile(inaTeachers´Magazine,2015)abouttheteacherasamodel.


Audiovisualcontent

• PPTpresentationandVideo(basedonthisPPT):Trainerinputabouttheconceptof

diagnostic / formative Assessment (FA) and its function for designing individual

learningprogrammesforstudents(DiagnostikundFörderung) • PPTpresentationandVideo:TrainerinputaboutformativeAssessment(FA)undits

importance in the IDEAL course (difference between summative and formative

assessments and the great importance of ‚assessment for learning’ in lesson

planningandlearningsupport)


• Text1(assessmenttool):SalzburgScreeningTestonReadingFluency• Text2(assessmenttool):TextComprehensionTestforVocationalSchools(similarto

PISAtestassignments)

• Text 3 (assessment tool): The Munich Observation Sheet on Reading Skills and

42





ReadingBehaviour

• Text 4 (assessment tool): Self-evaluation Sheet for Learners from: Lesen. DasTraining

• Worksheeton the different assessment tools and their application (questions andtabletocomplete)

• Worksheeton the different diagnostic instruments and their use in classroompracticeoftheparticipants

• Text5:TextextractfromLesen.DasTrainingII(forgrades7-9),Teachers´Manual,p.38-52,aboutthedifferenttools inself-assessmentandtheir importance inreadingliteracy

• Worksheeton final self-reflection of participants upon the use of one self-assessmenttoolintheirownclassroom

43




PlanificationChart

Module

2

TitleBasicConceptsoftheIDEALcourse TypeofmaterialPlanificationchartSubtitle

2.1Metacognition-Researchandbasicmetacognitivelearningstrategies


44



2 BasicConceptsoftheIDEALcourseMetacognition–Researchandbasicmetacognitivelearningstrategies




Sequence1:HowdoesMetacognitionfunctioninsolvingcognitivetasks/challenges?

Participantsexplore

cognitiveandmetacognitiveactivitiesin

problemsolvinginagivenexample(oftwoTAPs),theyanalysethose

activitiesinordertobecomemore

familiarwiththeconceptof

metacognition.

- Pdffilewiththefollowingmaterials

1.diagram

2.ThinkingaloudProtocols(TAP)

3.Worksheettopriorknowledgeexploration

Takeacloserlooktothegivendiagram

ReadthetwoTAPs

Fillouttheworksheet

Uploaditontheforumandread/commentatleastoneotherpeer-text.

M1_PDF1

E-learningplatform(for

thedownloadof

texts)

Forumonmoodleforexchangeofideas

60min

EL

45



Sequence2:WhatismetacognitionandwhyisitakeyconceptoftheIDEALcourse?

Participantsreceiveinformationin

ordertounderstandandrealisethegreatimportanceof

metacognitioninthelearningprocess

VideobasedonPPTaboutwhatmetacognitionis

PPTfile ReadandrealisethePPTinput

Watchthevideoaboutmetacognition

(TrainerInput)

M2_PPT1


thedownloadof

texts)

15min EL

Sequence3:Applyingthenewinformation:analysisofametacognitiveclassroomlesson

Participantswillbeabletoapplythenewlygained

knowledgeoftheconceptof

metacognitiontoaclassroomlessoninordertoelaborateonwhattheyhave

learned

- TextabouttheAmericanNational

Anthem

Worksheetbasedonthemetacognitive

approach

ReadananalysethereportonametacognitiveEnglishlessonbasedontheUSAnthem

Fillintheworksheet

M3_PDF2


thedownloadof

texts)

Forumonmoodleorskypeconferenceforexchangeofideas

45min EL

46



Sequence4:

Designingametacognitivelessonplanforyourownongoingclassroomteaching(onelesson)

Participantsshouldbeabletoapplythe

previousinformationtotheirownclassroompracticesand

exchangelessonplans/ideaswith

theirpeers.

-

PPTwiththeoreticalinput

Worksheetwithatemplatetocreatetheirownlesson

plan

ReadandrealisePPTwiththeoreticalinput

Fillintheworksheetwiththeirownlessonplanidea

Uploadthelessonplanontheforumandread/commentatleastonefromanotherpeer.

M4_PPT2

M5_PDF3


thedownloadof

texts)

Forumonmoodleforexchangeof

ideas

75min EL

Sequence5:

Summarizingandmakingconclusions

Participantsshouldbeabletoreflectupontheirownlearningprogress

-

PDFwithachecklistabouttheissuestheyshouldhavebecomefamiliar

with

Fillinthechecklist

Uploadpossibleopenquestionsontheforumandexchangewiththepeers.

M6_PDF4


thedownloadof

texts)

Forumonmoodleforexchangeof

ideas

30min EL

47




ActivitySheet

Numberandtitleofthesequence:Sequence1:HowdoesMetacognitionfunctioninsolvingcognitivetasks/challenges?

Meaningandlearninggoals:Participantsexplorecognitiveandmetacognitiveactivitiesinproblemsolvinginordertobecomefamiliarwiththeconceptofmetacognition.



Module

2

TitleBasicConceptsoftheIDEALcourse TypeofmaterialActivitySheetSubtitle

2.1Metacognition-Researchandbasicmetacognitivelearningstrategies


48





(momentandduration)Material Tool(s)Individually

Exploration

-takeacloserlooktothediagramaboutthenumberofasylumseekersinGermany

Diagram(inpdffile)

M1_PDF1

Moodleplatform 5

Individually

Exploration

-readtwoThinkAloudProtocolsandtrytounderstand/reflectuponthedifferencesofthetwo

learners–eventuallymakenotes

TAPs(inpdffile)

M1_PDF1

Moodleplatform 10

IndividuallyExploration,Self-reflection

-rereadthetwoTAPSandfillintheworksheet:

1.Understandandseparateintotwocategories(cognitive/metacognitive)theactivitiesofLearner1and

Learner2.Whatarethedifferencesintheirthinkingprocess?

2.Reflectonhowtheirstudentsusuallysolvelearning

tasks.

WorksheetM1_PDF1

Moodleplatform 30

WholegroupSelf-reflection

-uploadthetextstheyhavewritten ForumonMoodle

WholegroupDebate

-readatleastoneoftheothertextsandmakecommentsonit

Otherparticipants’texts

ForumonMoodle 15


1.atwo-categoriestablefilledinwiththedifferentactivities(cognitive/metacognitive)ofthetwolearners

49



2.afinalshorttextaboutwhatthedifferencesinthethinkingofthetwolearnersareandwhattheparticipants’studentsusuallydo/whichprocesstheyfollow

3.evaluationofatleastoneotherparticipant’stextontheForum.

Numberandtitleofthesequence:Sequence2:WhatismetacognitionandwhyisitakeyconceptoftheIDEALcourse?

Meaningandlearninggoals:togiveinformationandhighlighttheimportanceofmetacognitioninthelearningprocess





(momentandduration)Material Tool(s)Eachparticipantindividually

Reception

- Watchthevideoinput/thePPTinordertobetterunderstandtheconceptofmetacognition

Powerpoint/VideoshowingandexplainingthePPT(trainerinput)

M2_PPT1(andVideotobeproduced)

MoodlePlatform 15


1.understandandbeabletoreflectuponthetrainer’sinputonmetacognitionandcognitionandthedifferencebetweenbothconcepts.

50



Numberandtitleofthesequence:Sequence3:Applyingthenewinformation:analysisofametacognitiveclassroomlesson

Meaningandlearninggoals:tobeabletoidentifymetacognitivetechniquesusedinalessonandelaborateonthem





(momentandduration)Material Tool(s)EachparticipantIndividually

Reception

-readthereportaboutametacognitivelessonplanbasedontheUS-Anthem

Text

M3_PDF2

MoodlePlatform 10

EachparticipantIndividually

Reception

-readandrealisethesupportingmaterialonmetacognitivestrategies(planning-monitoring-

evaluating)

Supportingtables

M3_PDF2

MoodlePlatform 5

51




Exercising,Self-reflection

-answertothequestionsoftheworksheetbasedonthegivenreportsuchas:

1.whicharethemetacognitivestrategiesusedinthetext-

separatethemintothethreecategories(planning-monitoring-evaluating)

2.Whicharethelearninggoalsoftheteacher?3.howdifferentisthislessonfromyourown?

4.howwouldyoureviewandevaluatethislesson?

WorksheetM3_PDF2

MoodlePlatform 30


1.atablefilledinwiththemetacognitivetechniquesseparatedintothethreecategories:planning,monitoring,evaluating.2.atextwithanswerstothegivenquestions

52



Numberandtitleofthesequence:Sequence4:Designingametacognitivelessonplanforyourownongoingclassroomteaching(onelesson)

Meaningandlearninggoals:tobeabletocreatealessonplanbyapplyingtheknowledgeacquiredintheprevioussequences






Reception

-watchesthevideowiththesecondinputonwhatmetacognitionmeansfortheindividuallearnerand

reflectsuponitsuseinthelessonplanning

Powerpoint

M4_PPT2/Video

MoodlePlatform 15

EachparticipantIndividually

Creation

-designsonemetacognitivelessonplaninhis/herownschoolsubjectusingtheprovidedtemplate,

indicatingthegoals,learningoutcomes,materialsetc.anduploadsthelessonplanonmoodleforum

Worksheetonlessonplanning

(template)

M5_PDF3

MoodlePlatform 45

Wholegroup

Self-reflection,Debate

- Participantsreadatleastoneoftheotherlessonplansandmakecommentsonit


ForumonMoodle 15

53




1.onenewlydesignedlessonplanbasedonmetacognitivestrategies2.evaluationofatleastoneotherparticipant’stextontheForum

Numberandtitleofthesequence:Sequence5:Summarizingandmakingconclusions

Meaningandlearninggoals:tobeabletoreflectuponthenewinformationandtheirownwork


Imitation Reception Exercising Exploration Experimentation Creation Self-reflection (Debate)




Self-reflection

-fillsinthechecklistonwhathe/shelearnedinthismoduleandhowcomfortablehe/shefeelswithspecificconcepts,suchasplanning,monitoring,

evaluatingandcognition-metacognition

Checklist

M6_PDF4

MoodlePlatform 15

WholegroupSelf-reflection,

Debate

-uploadpossibleopenquestionsontheforumandexchangewithpeers

questions ForumonMoodle 15

54




1.checklistwithself-reflection,exchangeonE-Learningplatform.

55




PlanificationChart

2BasicConceptsoftheIDEALcourse

Interaction-SupportiveTeacher-Student-InteractionandTeacher´sRole:TheLiteracyApprenticeshipApproach Objective(s) Audio-visualcontent

(s)Othercontent Activities Tool(s)to

beusedTime Hybridization

Level

Module

2

Title(2.2)Interaction Typeofmaterial

PlanificationChartSubtitle

SupportiveTeacher-Student-Interactionand

Teacher´sRole:TheLiteracyApprenticeship

Approach


56



Sequence1:Self-explorationofteacher-studentrelationshipandclassroomatmosphere

Toreflectuponthelearningclimateintheirclassroomsandrealisehowessentialagood(warmandsupportive)classroomclimateisforintroducingandpracticingliteracyskills

-

Pdffile

(worksheetonhowtodevelopagoodlearningenvironment)

M1_PDF1

Readthegivenmaterialsonagoodlearningenvironment

Self-reflectupontheirownpracticeandexperience

Answertothequestionsoftheworksheet

UploadtheanswerontheForumandread/commenttwoothertexts

E-Learningplatform

ForumonMoodleforexchanging

30min

EL

57



Sequence2:Thefourdimensionsofliteracybasedonthe[Cognitive]ReadingApprenticeshipApproach(=RAA

Tobecomefamiliarwithandelaborateonthreecore-conceptsoftheIDEALcourse:

1.theReadingApprenticeshipApproach(=RAA)

2.theScaffoldingModeland

3.theZoneofProximalDevelopment

VideobasedonthePPTinput

PPTwiththeoreticalinputonRAA

M2_PPT1

Pdffile

TextmaterialsandworksheetonthedimensionsofRAA

M3_PDF2

M3_PDF2a

TextbyGaile1999,p.40-58

Ownlessonplan(fromModule2.1)

M4_PDF3a

M4_PDF3

Watchtherelevantvideo

(trainerinput)

Readtheprovidedtext

excerpts(Gaile1999,p.32-39=translationfromSchoenbachetal.,ReadingforUnderstanding)

Answertothequestionsoftheworksheet

ReadthetextbyGaile(1999)andmakenoteswherevernecessary

Reviseownlessonplanofametacognitivelesson(from

Module2.1:Metacognition_M5_PDF3)

E-Learningplatform


15min+75min+60min

EL

Onlinecontentsofar:180min(3hours)

58



Face-to-faceWorkshop(3hours)

Sequence3:Thesocialdimensionofliteracy:scientificbasis

TobeabletounderstandandelaborateonthedifferentdimensionsofRAAaswellasapplywhathasbeenlearned

- Trainer’sPPT

Participantsownlessonplans(createdinModule2.1)

Metacognition_M5_PDF3

Welcomebythetrainer

Limberupwithanintroductorycooperativeexerciseongettingtoknoweachotherandbuilding(discipline

specific)pairsforthenextsequence

Analyzeinpairstheirownlessonplansforametacognitivelesson

Givefeedbackandrefine/modifythelessonplansregardingtheRAAmodel

Prepareapresentationofthemainideasonaposter

Plenary:Eachpairpresentsthemainideasoftheir

lessonplansonposters Projector

Posters,pencils,etc.(Flipcharts)

15min45min60min(total120min)

F2F

Coffeebreak(15min)

59



Sequence4:WhicharethedifferentrolesofteachersandwhichofthoseareappropriatefortheRAA?

Tobecomefamiliarwiththethreedifferentconceptsofteacher’sroleandworkonevaluatingthose

- PPTfilewiththeoreticalinputonthedifferentrolesofteachers

M5_PPT2

Listentothegiventrainerinputandmakenotes

projector 15min F2F

Sequence5:Exerciseonself-reflectionandexchange

Todeepenandelaborateonwhathasbeenlearnedonteachers’rolesandtheireffectsonstudents’learning

- Pdffiles,TextonThink-Pair-Share;worksheetsonself-reflectionaboutone´sconceptofteachersroles

M6_PDF4

M7_PDF5

M8_PDF6

WorkinaThink-Pair-Shareexercise

Takeunderconsideration(andfillin)thegivenmaterialonself-reflectionofteachersroles

Talkandexchangeopinionswithyourcolleaguesbasedonyourownexperiences

ProjectorFlipchartorblackboard,markersetc.

45min10minindividually

10mininpairs

25mininplenary

F2F

Farewell:Optionalwithanothercoffeebreak:EndofF2Fphase,180min=3hs.

60



Herefollowsa60minreflectionandevaluationassignment,whichcouldfunctionasfinalassessmentforthewholemodule2(inregardtocertificationrequirements)

Sequence6:Finalassignment/assessmentofModule2(reading-writingexercise)

ToreflectandevaluateonandapplywhathasbeenlearnedabouttheReadingApprenticeshipApproachandthecorrespondingteachers´roles.

- Pdffile

WorksheetwithexercisesbasedontextsbyPhilipp2012andGaile2015

M9_PDF7

M10_PDF8

Readtheprovidedtexts(Phillip2012andGaile2015)

Answertothequestionsbasedonthetext

Moodleplatform,E-Portfolio

60min EL

61




ActivitySheet

Numberandtitleofthesequence:Sequence1:Self-explorationofteacher-studentrelationshipandclassroomatmosphere

Meaningandlearninggoals:Toreflectuponthelearningclimateintheirclassroomsandrealisehowessentialagood(warmandsupportive)classroomclimateisforintroducingandpracticingliteracyskills



Module

2.2

Title:Interaction

Typeofmaterial

ActivitySheet

Subtitle:

SupportiveTeacher-Student-InteractionandTeacher´sRole:TheLiteracyApprenticeshipApproach

Ble*TeachUoCEmail:,website:www.blend-ed.eu

62




Who? Doeswhat? How? When?

(moment/

duration)

Material Tool(s)

IndividuallyReception

-readthegivenmaterialsonagoodlearningenvironmentandmakenotesonthetextifnecessary

Textaboutlearningenvironment(pdf)M1_PDF1

Moodleplatform 5

IndividuallyExploration

-thinkabouttheirownpracticeandexperiencewithregardtoagoodlearningenvironmentandanswertothequestionsoftheworksheetinwritingashorttext:1.isthereaspecificexampleoflessonorclassyourememberbecauseofitsverypositiveandmotivatinglearningenvironment?2.whatdoyouthinkmadethisexampleapositiveone?Whicharethesuccessfactorsofagoodlearningenvironmentinyouropinion?PleaseuploadyourtextontheForum

Worksheet(pdf)M1_PDF1

Moodleplatform 15

WholegroupSelf-

reflection

-readandcommentontwoothertextofothercolleagues Otherparticipants’texts

ForumonMoodle 10


63



1.onetextonself-reflectiononMoodle

2.twocommentedtextsofothercolleagues

Numberandtitleofthesequence:Sequence2:Thefourdimensionsofliteracybasedonthe[Cognitive]ReadingApprenticeshipApproach(=RAA)

Meaningandlearninggoals:Tobecomefamiliarwiththreecore-conceptsoftheIDEALcourse:1.theReadingApprenticeshipApproach(=RAA);2.theScaffoldingModel;and3.theZoneofProximalDevelopment





(moment/

duration)

Material Tool(s)


- watchthevideowithtrainerinput,basedonaPPT,tobetterunderstandthegiveninputreadandrealisetheinformationaboutHattie,theReadingApprenticeshipModel,theZoneofProximalDevelopmentandtheframeworkof“ReadingforUnderstanding”(WestEdCalifornia,StrategicLiteracyInitiative)

Video,PPTM2_PPT1(andVideotobeproduced)

Moodleplatform 15


-readthetextbyGaile(1999)andmakenoteswherevernecessary textbyGaile(1999),p.32-39M3_PDF2a

Moodleplatform 30

64



IndividuallyExercising

-answertothequestionsoftheworksheetbasedonwhattheyread


Moodleplatform 30

WholeGroup(pairs)Self-

reflection,

Debate

- readandcommentontheanswersofoneortwocolleaguesintheForum


Moodleplatform 15

IndividuallyReception,

Self-

Reflection

- readthetextbyGaile(1999)andmakenoteswherevernecessary

- revisesownlessonplanofametacognitivelesson(fromModule2.1:Metacognition_M5_PDF3)

TextbyGaile1999,p.40-58Ownlessonplan(fromModule2.1)M4_PDF3aM4_PDF3

Moodleplatform 60


1.understandandbeabletoreflectuponthetrainer’sinputonRAA

2.onecompletedworksheet

3.afullunderstandingofthedimensionsofRAA

4.reflectionandevaluationofownlessonplanregardingthedimensionsofRAA.

Numberandtitleofthesequence:Sequence3:Thesocialdimensionofliteracy:scientificbasis

Meaningandlearninggoals:TobeabletounderstandandelaborateonthedifferentdimensionsofRAA

65







(moment/

duration)

Material Tool(s)

Trainer/Wholegroup

Trainer(s)welcometheparticipantsanddoashortintroductoryexerciseand“warmup”:p.introducethemselvesandmentiontheschoolsubjectstheyteach(currently)/thesubjectoftheirlessonplan

15

PairsSelf-

reflection,

Creation

-P.analyzeinpairstheirownlessonplansforametacognitivelesson,givefeedbackandrefine/modifytheminregardtotheRAAmodel-Prepareapresentationofthemainideasonaposter.

Metacognition_M5_PDF3:lessonplansfromparticipants

Flipcharts,posters,pencils/markers

45

WholegroupSelf-

reflection,

Debate

Plenary:Eachpairpresentsthemainideasoftheirlessonplansonposters,wholegroupreflectsonfourdimensionsofRAAandthemetacognitivediscourseindifferentlessonplans

Posterswithlessonplans Flipcharts,posters 60

Coffeebreak 15


1.posterswithmainideasonhowtoincorporatethefourdifferentdimensionsofRAAandmetacognitivediscourseintoparticipants´lessonplans2.reflectionsandevaluationoflessonplans.

66



Numberandtitleofthesequence:Sequence4:WhicharethedifferentrolesofteachersandwhichofthoseareappropriatefortheRAA?

Meaningandlearninggoals:Tobecomefamiliarwiththethreedifferentconceptsofteacher’sroleandworkonevaluatingthose





(moment/

duration)

Material Tool(s)


-listentothetrainer’sinput(PPT)onthedifferentrolesofteachers-makenoteswherevernecessary-listentothetrainer’sinputonThink-Pair-Share

M5_PPT2,PdfwithinputonThink-Pair-ShareM6_PDF4

projector 15


1.befamiliarwiththedifferentrolesthatteacherscanplayinthelearning/teachingprocess(trainerinput)

Numberandtitleofthesequence:Sequence5:Exerciseonself-reflectionandexchange

67



Meaningandlearninggoals:Todeepenandelaborateonwhathasbeenlearnedonteachers’rolesandtheireffectsonstudents’learning





(moment/

duration)

Material Tool(s)

IndividuallyExploration

-workonthequestionsoftheworksheetusingThink-Pair-Share1.Think–readthetextbyHörmannonteachers’rolesandmakenotes/fillinthetableontheadvantagesanddisadvantagesofeachofthethreeroles

WorksheetM7_PDF5M8_PDF6

10

InpairsSelf-

reflection

2.pair–afterhavingfilledthetable,talkandexchangeyourfindingswithonecolleague

M7_PDF5

10

WholegroupSelf-

reflection,

Debate

3.share–presentanddiscussyourconsiderations(onworksheet)withyourcolleagues,discussaboutthedifferentteachersrolesinregardtotheRAA.Trainermaynoteimportantresultsonblackboard/flipchart.Farewellandassignmentforhomework

M7_PDF5

Flipchartorblackboard,markersetc.

25

68




1.completedtableontheadvantagesanddisadvantagesofthethreerolesofteachers2.discussionbetweencolleaguesandself-reflectionontheirownexperiencesasteachers

Numberandtitleofthesequence:Sequence6:Finalassignment/assessmentofModule2(reading-writingexercise)

Meaningandlearninggoals:ToreflectandevaluateonandapplywhathasbeenlearnedabouttheReadingApprenticeshipApproachandthecorrespondingteachers´roles





(moment/

duration)

Material Tool(s)


-readtheprovidedtexts(Phillip2012andGaile2015)

TextsbyPhillipandGaileM9_PDF7M10_PDF8

Moodleplatform 30

69



IndividuallyExercising,

Self-

Reflection

-fillintheworksheetbasedonthetextsanduploadittoyourE-PortfolioontheElearningplatform(forfeedbackofthetrainer)Questions:1.whichofthe10principlesofPhillipmatchtheRAAModel?2.CompareandcontrastPhillip’smodelwiththeScaffoldingmodel?Whicharetheirsimilarities/differences?Whichdoyoulikebetter?3.Whatdidyoulearnduringthisinteractionmodule?Whatcanbeappliedinyourdailyclassroompractice?

WorksheetM9_PDF7

Moodleplatform,E-Portfolio

30


1.onefinaltextofself-reflectionandanswerstotheabovequestions

70




PlanificationChart

2BasicconceptsoftheIDEALcourse

2.3AssessmentforLearning/asLearning




Block1:Diagnostics–Howtoexplorelearnersńeeds(inreadingliteracy)

Module

2

TitleBasicconceptsoftheIDEALcourse Typeofmaterial

PlanificationchartSubtitle

2.3AssessmentforLearning/asLearning


71



Sequence1:

Comparing

differenttoolsforformativeAssessment

Toexploreand

categorizedifferenttoolsfordiagnosisofreadingcompetence(aspreparationfortheoreticalinput)

- Pdffiles

(worksheetwith4different

assessmenttools,suchastheSalzburger

Lesescreening/testingreadingfluencyand

comprehensionquestions)

Comparedifferentassessmenttools

Fillintheworksheet

M1_PDF1

M1_1

M1_2

M1_3

M1_4

E-Learningplatform


60min

EL

Sequence2:

Whatis

diagnostic/formativeassessmentandits

functionforthelearningprocess

Tounderstandtheconceptofdiagnostic

/formativeAssessment(FA)and

itsfunctionfordesigningindividual

learningprogrammesfor

students(DiagnostikundFörderung)

VideobasedonthePPT

PPTwiththeoreticalinputonAssessment

Watchtherelevantvideo/PPT

(trainerinput)

M2_PPT1

E-Learningplatform


15min EL

72



Sequence3:

Assignmentfor„digestion“ofInput2

Toapplywhathasbeenlearned

- Pdffile

Fillintheworksheetandwriteashortself-reflectionaboutyourexperiencewithusingformative

assessments.

M3_PDF2

E-Learningplatform

15min EL

Sequence4:

Discussion/Exchange

Toexchangeandelaborateonwhathasbeenlearned

- Moodleexchange Uploadthewrittentextandcommentontwoothersfromcolleagues

Discussandexchangewithcolleagueswithregardtothepreviousworksheet

E-Learningplatform


30min EL

Block2:AssessmentforLearning/FormativeAssessment

Sequence5:

WhatisformativeAssessment(FA)undwhyisitakey

conceptintheIDEALcourse?

Tounderstandthedifferencebetweensummativeand

formativeassessmentsandthegreatimportanceof‚assessmentforlearning’inlesson

planningandlearningsupport

Videobasedontheppt

PPTwiththeoreticalinputonAssessment

Watchtherelevantvideo/PPT

(trainerinput)

M4_PPT2

E-Learningplatform


15min EL

73



Sequence6:

PracticalExercise/homework

Tolearnaboutdifferenttoolsforself-assessmentofstudents(inreadingliteracy)andtryoutoneofthesetoolswithownstudents.

- Pdffile

Text:Lesen.DasTraining,Kl.7-9,KommentarfürLehrer/innen,p.

38-52

Worksheetwithassessmenttoolsto

beusedintheclassroom

Readandrealisethegiventext

Pickoneoutoffourassessmenttools

Giveittoallstudentstofillitin

Discusswiththemthemostimportantaspects

M5_PDF3

M5_PDF3a

E-Learningplatform

60min EL

74



Sequence7:

Exchangeand

reflection

Toexchangeabouttheexperiment(tryingoutoneoftheassessmenttools)inteachersownclassroomandreflectabouthowtoestablisha(self-

)assessmentcultureinone´sownclassroom

- Analysetheself-assessmentsheetsofyourstudentsandwriteashortreflectionaboutyourclassroom

experiencewiththeassessmenttool.

UploadyourtextonMoodle.

Readthetextsoftwocolleaguesandmakecommentsorscheduleavideoconference.

M6_PDF4

E-Learningplatform


60min

(30minwriting,30minmakingcom-ments)

EL

75




ActivitySheet

Numberandtitleofthesequence:Sequence1:ComparingdifferenttoolsforformativeAssessment

Meaningandlearninggoals:Toexploreandcategorizedifferenttoolsfordiagnosisofreadingcompetence(aspreparationoftheoreticalinput)



Module

2

TitleBasicConceptsoftheIDEALcourse TypeofmaterialActivitySheetSubtitle

2.3Assessmentforlearning/aslearning


76




Who? Doeswhat? How? When?(momentandduration)

Material Tool(s)

EachparticipantIndividuallyReception-Exploration

-Read,realiseandcomparethefollowingfourdifferentassessmentstools:1.SalzburgerLesescreening/testingreadingfluency2.TextComprehensionTest(oneassignmentsimilartoPISAtest)3.TheMunichobservationsheet4.Self-evaluationsheetbyLesen.DasTraining

Textmaterialwithdifferentassessmenttools

M1_1M1_2M1_3M1_4

Moodleplatform 45

EachparticipantIndividuallyExercising

-fillinthetable/worksheetwiththefollowingquestions:1.Withwhichoftheseassessmenttoolsareyoufamiliar/whichhaveyoubeenusinginyourpractice?2.Whichcompetencesarebeingtested?3.Whatdoyouthinkabouttheirusability?

Worksheet(pdf)

M1_PDF1

Moodleplatform 15


1.ageneralunderstandingofdifferentassessmentaspectsandtools

2.onecompletedtablewithcommentsontheassessmenttools

77



Numberandtitleofthesequence:Sequence2:Whatisdiagnostic/formativeassessmentanditsfunctionforthelearningprocess

Meaningandlearninggoals:Tounderstandtheconceptofdiagnostic/formativeAssessment(FA)anditsfunctionfordesigningindividuallearningprogrammesforstudents(DiagnostikundFörderung)





Material Tool(s)

EachparticipantindividuallyReception

-watchthevideo/PPT(trainer’sinput)aboutdiagnostic/formativeassessment

PPTandvideo

M2_PPT1

Moodleplatform 15


1.understandandbeabletoreflectuponthetrainer’sinputonassessment

78



Numberandtitleofthesequence:Sequence3:Assignmentfor„digestion“ofInput2

Meaningandlearninggoals:Toapplywhathasbeenlearned





Material Tool(s)


Fillintheworksheetaboutthedifferentdiagnosticinstruments(basedonthepreviousinput):1.whichofthemdoyouuse?2.Doyourememberanysuccessfulapplicationinyourclassroom?(writeashorttextaboutit)

WorksheetM3_PDF2

Moodleplatform 15


1.onecompletedworksheetNumberandtitleofthesequence:Sequence4:Discussion/Exchange

79



Meaningandlearninggoals:Toexchangeandelaborateonwhathasbeenlearned





Material Tool(s)

WholegroupSelf-reflection,Debate

-Eachparticipantuploadshistextonmoodleforumandreadstwoothertexts;thendiscussesandexchangeswithcolleagueswithregardtotheprevioustextstheyhavewritten/andcommentedon

participants’texts ForumonMoodle 30


1. commentsontheworksheetsoftwocolleagues2. discussionandself-reflectionaboutexperiencesinapplyingassessmentsforreading

80



Numberandtitleofthesequence:Sequence5:WhatisFormativeAssessment(FA)undwhyisitakeyconceptintheIDEALcourse?

Meaningandlearninggoals:Tounderstandthedifferencebetweensummativeandformativeassessmentsandthegreatimportanceof‚assessmentforlearning’inlessonplanningandlearningsupport





Material Tool(s)

EachparticipantIndividuallyReception

-watchthevideo/PPTaboutformativeandsummativeassessment PowerpointandvideoM4_PPT2

Moodleplatform 15


1.agoodunderstandingofthedifferencebetweensummativeandformativeassessments

81



Numberandtitleofthesequence:Sequence6:PracticalExercise/homework

Meaningandlearninggoals:Tolearnaboutdifferenttoolsforself-assessmentofstudents(inreadingliteracy)andtotryoutoneofthesetoolswithownstudentsLearningeventsinvolvedinthesequence:




Material Tool(s)

EachparticipantIndividuallyReception-Exploration

Readandunderstandthegiventextaboutdifferenttoolsforself-assessmentofstudents(inreadingliteracy)

Textmaterial

Lesen.DasTraining,Kl.7-9,KommentarfürLuL,p.38-52

M5_PDF3M5_PDF3a

Moodleplatform 60


Pickoneoutofthefourproposedassessmenttools(giveninthetext)andgiveittotheirstudentstofillitin

Assessmenttoolfromthetext

Moodleplatform

EachparticipantIndividuallyDebate

Discusswiththeirstudentsthedifferent/mostimportantaspectsofthetool;whatdotheythink?Whatistheirfeedback?

Students’opinion


1.completedassessmenttoolbytheirstudents

82



2.students’feedback

Numberandtitleofthesequence:Sequence7:Exchangeandreflection

Meaningandlearninggoals:Toexchangeabouttheexperiment(tryingoutoneoftheassessmenttools)inteachersownclassroomandreflectabouthowtoestablisha(self-)assessmentcultureinone´sownclassroom





Material Tool(s)

EachparticipantIndividuallySelf-reflection

Writeashortreflectionabouttheirclassroomexperiencewiththeassessmenttool,connectingtheirexperiencetothepreviousinputonmetacognitionandinteraction

WorksheetM6_PDF4

Moodleplatform 30

WholegroupDebate

Uploadthistextandcommentontwoothersfromotherparticipants–discussandexchangewiththemaboutcommentsandquestions


ForumonMoodle/ChatorSkypeConference?

30


1.oneself-reflectiontextabouttheirclassroomexperience2.commentsontwoothertexts(andfinalexchangewiththeircolleagues)

83






DESCRIPTIONOFTHEMODULE

Module3 is comprisedof four submodules: “Students’ textworlds”, “TextDiversity”, “Texts

forlearning–disciplinarytexts”and“Thestructuralorganizationofcontentareatexts”.Itaddresses

thefollowingtopics:

- students’textworldsandgenderdifferences;

- reading/communicationsituationsandpurposes;

- textdiversityframework;

- authentictextsintheclassroom:advantagesanddisadvantages;

- learnabilityofthetexts:disciplinarytextsandtextsofthetextbooks;

- structure and meaning: implications for understanding and learning: textual structures,

paragraphframesandgraphicorganizers

Westartwithanoverviewofpupils’ textworlds,andpupils’engagement,usingthereading

logsthatparticipantswillreceiveattheendmodule2inordertoasktheirstudentstofillout.Inthe

nextstep,weconnectstudents’textworldstothediversityoftextsthatcanbeusedinclassroom

practice.Weemphasizeauthentictexts,discussingtheadvantagesanddisadvantagesoftheirusein

the classroom. Finally, wewill focus on structure of the texts and how it can be used to convey

meaning. Somestrategiesandgraphicorganizers tobeused in classroomwillbealsoprovided to

participants.

Participants will be invited to engage in cooperative learning with colleagues andwith the

trainer,performingseveraltasks,suchas:watchingvideosandPowerPointpresentationsaboutthe

Module

3

TEXTDIVERSITYANDTEXTSTRUCTURES


84





module topics,discussing thecontentof thevideosandPowerPointpresentationswithcolleagues

andwiththetrainerthroughaforumandachat,fillingoutworksheets,writingessaysandrubrics,

doing podcasts with their opinion on a given topic, building a glossary, and planning lessons or

activitiesapplyingcontentandstrategiesprovidedbythetrainer.

Thelearninggoalsofthemoduleare:

- tointegratestudents’socialreadingpracticesintoteachingpractice;

- todesignclasseswithtextsfordifferentreadingpurposes;

- toselecttextsforusingintheclassroomaccordingtoseveralformalcriteria;

- tochooseauthentictexts/digitaltextsfortheclassroom;

- toassessthelearnabilityofthetextbooks’texts;

- torecognizethemainfeaturesofthetextsofthedisciplines;

- tousestructuralfeaturesofthetextstopromotelearning;and

- tousegraphicorganizerstofacilitatelearning

The time allocated for this module is 12 hours: 6 hours of one face-to-face meeting

(submodules “Students’ textworlds” and “Texts for learning – disciplinary texts”) and 6 hours of

onlineworkandcommunications (submodules“TextDiversity”and“Thestructuralorganizationof

contentareatexts”).Thetimeallocatedforeachmoduleis3hours.

85





LISTOFRESOURCES

Audiovisualcontent

Title IdentificationVideos

Whatisengagementandwhyitmatters M1_V1Thediversityofreadingsituations M8_V2TextdiversityframeworkaccordingtoPISA M10_V3Authentictexts M12_V4Othercontent

Title IdentificationPowerPointpresentations

IntroductiontotheModule3 M1_PPT1Students’textworlds–worlddata M2_PPT2Textstructure,signalwords,signalquestionsandparagraphframes

M20_PPT3

Graphicorganizers:definition,purpose,examples

M23_PPT4

WorksheetsInstructionsforanalyzingpreviouslygatheredStudents’readinglogs(pdf)

M4_WS1

Listofthediversityofreadingmaterials(pdf) M5_WS2Mindmaphandout(pdf) M7_WS3K-W-Lchart(pdf) M11_WS4Graphicorganizerforthediscussion(pdf) M13_WS5Checklisttoassesslearnabilityandinstructionsfordiscussion(pdf)

M15_WS6

Featuresofdisciplinarytextsandideasforteachingdisciplinaryliteracies(pdf)

M17_WS7

Instructionsforthetask(pdf) M19_WS8Exercisesonsignalwordsanparagraphframes(pdf)

M22_WS9

Graphicorganizersexercises(pdf) M24_WS10Texts

Students’readinglogsactivity(pdf) M3_Text1UnderstandingthePurposeofDifferentTypesofText(pdf)

M9_Text2

Excerptsofthearticle“SocialSemioticsFrameworkforConceptualizingContentAreaLiteracies”(pdf)

M16_Text3

Textwithmixedparagraphs(pdf) M18_Text4Organizedtext(pdf) M19_Text5Threedifferentshorttexts(pdf). M21_Text6

86




PlanificationChart

3.1. TEXTDIVERSITYANDTEXTSTRUCTURESSTUDENTS’TEXTWORLDS



Time Hybridization

Level

Module

3.

Title:Textdiversityandtextstructures TypeofmaterialSubtitle

Students’textworlds


87



Sequence1:Students’ textworlds andgenderdifferences

To integratestudents’ socialreading practicesinto teachingpractice

M6_V1_ What isengagement andwhyitmatters

M1_PPT1_IntroductiontotheModule3M2_PPT2_Students’textworlds–worlddataM3_Text1_Students’reading logs activity(pdf)M4_WS1 _Instructionsfor analyzing previouslygathered Students’readinglogs(pdf)M5_ WS2_ List of thediversity of readingmaterials(pdf)

1. Watch PPT1 about the contents of themodule.

2. Reflect and discuss contents of themodule.

3. WatchPPT2 (M2_PPT2) and reflectuponand discuss the question: What in theworlddoourstudentsread?

4. Analyse and registermain findings in theWS1 (M4_WS1) categorizing facts withthehelpoftheworksheet2(M5_WS2).

5. Designgraphswithmain conclusions andwriteintheBlog.

6. Compare and discuss conclusions in theGraphs,highlightinggenderdifferences

7. Watch video 1 (M6_V1) aboutengagementanditsimportance.

8. Write arguments about the contributionthat knowledge of students’ text worldshaveforengagingstudentsinreadingandlearning.

9. Readothers’responsesandcomment

5min10min10min15min20min20min

5min20min

10min

F2F

88



Sequence2:Reading/communicationsituations andpurposes

To design classeswith texts fordifferent readingpurposes

M8_V2 _Thediversityof readingsituations

M7 _WS3_Mind maphandout(pdf)

M9_Text2 _“Understanding thePurpose of DifferentTypes of Text” - PISAframework2016(pdf)

10. Brainstorm views onreading/communicationpurposes.

11. Registerinthemindmap(M7_WS3).

12. Watch video 2 (M8_V2) about thediversity of reading situations in people’slives.

13. Read Text 2 (M9_Text2) about thepurposeofdifferenttypesoftexts.

14. Discussmainideas.

15. Draftanexplanationonhoweachonecancreate different reading situations fordifferentpurposesintheclassroom(todolaterasapodcast).

10min

15min5min5min

10min

20min

F2F

≈3hours

89




ActivitySheet

Numberandtitleofthesequence:Sequence1-Students’socialreadingpracticesintopractice.

Meaningandlearninggoals:bytheendoftheactivity,theparticipantswillbeabletointegratestudents’socialreadingpracticesintopractice.

Learningeventsinvolvedinthesequence:Imitation Reception Exercising Exploration Experimentation Creation Self-reflection Debate


Who? Doeswhat? How? When?(schedule/duration)

Material Tool(s)

Individually WatchPPT1-introductionaboutthecontentsofthemodule. PPT1–Introductiontothemodule

5’

Module

3.1


Students’textworlds


90



Wholegroup

Reflectanddiscusscontentsofthemodule. 10’

Individually WatchPPT2onstudents’textworlds–worlddata PPT 2 - Students’textworlds–worlddata

5’

Wholegroup

Reflect upon and discuss the question:What in theworld do ourstudentsread?

Worlddata/Question

5’

Inpairs Analyseandregistermainfindingsintheworksheet1,categorizingfactswiththehelpoftheworksheet2.

Worksheet 1 -instructions foranalysingpreviouslygathered Students’readinglogs(pdf)Worksheet 2 - Listof the diversity ofreading materials(pdf)

15’

Inpairs Designgraphswithmainconclusions. 20’Wholegroup

CompareanddiscussconclusionsintheGraphs,highlightinggenderdifferences.

20’

Individually Watchvideo1aboutengagement. Video 1 - What isengagement andwhyitmatters

5’

Individually Write arguments about the contribution that knowledge ofstudents’ text worlds has for engaging students in reading andlearning.

20’

Inpairs Readandcommentothersarguments. Pairs’comments 10’


Graphswithsystematizationofdata;alistofthefactsaboutthediversityofstudenttexts,readingpurposesandpractices;argumentsinfavourofknowingstudentspractices;commentsonthearguments.

91



Numberandtitleofthesequence:Sequence2-Reading/communicationsituationsandpurposes. Meaningandlearninggoals:bytheendoftheactivity,theparticipantswillbeabletodesignclassesaccordingtodifferentreadingpurposes. Learningeventsinvolvedintheactivity:



Material Tool(s)

Wholegroup Brainstormviewsonreading/communicationpurposes. 10Individually Registerinthemindmap. Worksheet 3 -

Mind maphandout(pdf)

15

Individually Watchvideo2aboutthediversityofreadingsituationsinpeople’slives.

Video2 5

Individually ReadText2onthePurposeofDifferentTypesofText–PISAframework2016.

Text 2 -“Understandingthe Purpose ofDifferent Typesof Text” - PISAframework2016(pdf)

5

Wholegroup Discussmainideas. 10Inpairs Draftanexplanationonhoweachonecancreatedifferentreadingsituations

fordifferentpurposesintheclassroom.Participantsdrafts to bereviewed laterforapodcast

20

92



End-of-activityproductionorexpectedresults:

Anexplanationofhoweachonecancreatedifferentreadingsituationsfordifferentpurposesintheclassroom.Thiswrittenexplanationwillberecordedasapodcastbeforemodule3.2.Thisisanelementofassessmentofthismodule.

93




PlanificationChart

3.2. TEXTDIVERSITYANDTEXTSTRUCTURESTextDiversity



Time Hybridization

Level

Module

3


TextDiversity


94



Sequence1:Text diversityframework- Textforms- Texttypes- Medium- Environment(for Digitaltexts):• Authoredenvironment

• message-basedenvironment

• multimodal

To select texts forusing in theclassroomaccording toseveral formalcriteria

M10_V3_ TextdiversityframeworkaccordingtoPISA

1. Watchvideo3(M10_V3)ontextdiversity.2. Takenotes.

3. Writedefinitionsoftypesoftexts.

4. Collect concrete examples of each type

and upload them as illustrators of eachtypeoftexts.

5. Discuss & Propose possible pedagogical

usesforeachtypeoftexts.

Glossaryorsimilar

Forum

5min10min30min25min45m

Online

95



Sequence2:Authentic textsin theclassroom:advantages anddisadvantages

To chooseauthentic texts fortheclassroom

M12_V4 _Authentic textshttps://www.youtube.com/watch?v=4ztWsClMdqU

M11_WS4_K-W-L chart(pdf)M13_WS5_Graphicorganizer for thediscussion(pdf)

6. Respond to the 1st two questions of a K-W-L (M11_WS4) on knowledge aboutauthentic texts and their use in theclassroom.

7. Watchvideo4(M12_V4)aboutauthentictexts.

8. Filloutgraphicorganizer(M13_WS5).

9. Respond and discuss the answers to the

last question (L) of the KWL (M11_WS4)about The use of authentic texts:advantagesanddisadvantages

10. Write a synthesis of the advantages and

disadvantages,withexamples+criteriatoselectauthentictexts

Forum

Portfolio

10min

5min10min

20min

20min

Online

≈3hours

96




ActivitySheet

Numberandtitleofthesequence:Sequence1-Textdiversityframework.

Meaningandlearninggoals:bytheendoftheactivity,theparticipantswillbeabletoselecttextsforusingintheclassroomaccordingtoseveralformalcriteria.



Module

3.2


TextDiversity


97





Material Tool(s)

Individually Watchavideo3ontextdiversityandtakenotes. Video3-TextdiversityframeworkaccordingtoPISA

15

Individually Writedefinitionsoftypesoftexts glossary 30Individually Collectconcreteexamplesofeachtypeanduploadthemas

illustratorsofeachtypeoftexts.Textbooks glossary 25

Wholegroup

Discuss&Proposepossiblepedagogicalusesforeachtypeoftexts. GlossaryForum

45


Entriesonglossarywiththedefinitionsoftypeoftexts;apullofexamplesoftypeoftexts;Participationonchat.

98



Numberandtitleofthesequence:Sequence2-Authentictextsintheclassroom:advantagesanddisadvantages.Meaningandlearninggoals:bytheendoftheactivity,theparticipantswillbeabletochooseauthentictextsfortheclassroom. Learningeventsinvolvedintheactivity:



Material Tool(s)

Individually Respondtothe1sttwoquestionsofaK-W-Lonknowledgeaboutauthentictextsandtheiruseintheclassroom.

Worksheet 4 - K-W-L chart(pdf)

10

Individually Watchvideo4onauthentictexts. Video4 5Individually Fillgraphicorganizer. Worksheet 5 - Graphic

organizerforthediscussion 10

Individually/Wholegroup

Respond and discuss the answers to the last question (L) aboutTheuseofauthentictexts:advantagesanddisadvantages.

Worksheet 4 - K-W-L chart(pdf)

Forum 20

Individually Write assignment with a synthesis of advantages anddisadvantages+criteriatoselectauthentictexts.

Portfolio 20

End-of-activityproductionorexpectedresults:

aworksheetwithKWLonauthentictextsandtheiruseintheclassroom;aworksheetwithgraphicorganizers;asynthesisofadvantagesanddisadvantages+criteriatoselectauthentictextsandamultimodaltexttobeincludeontheportfolio.

99




PlanificationChart

3.3. TEXTDIVERSITYANDTEXTSTRUCTURESTextsforlearning–disciplinarytexts



Time Hybridization

Level

Module

3


Textsforlearning–disciplinarytexts


100



Sequence1:- Texts of thetextbooks:learnabilityissues

- Disciplinarytexts

To assess thelearnability of thetextbooks’textsTo recognize themain features ofthe texts of thedisciplines

M14_V5_Thelearnability of contenttextsM15_WS6_Checklist toassesslearnabilityofthetexts and instructionsfor discussion (pdf) +Texts from textbooksselectedbyteachersM16_Text3_Excerpts ofthe article “SocialSemioticsFrameworkfor ConceptualizingContentAreaLiteracies”(Wilsson,2011)(pdf)M17_WS7_ Features ofdisciplinary texts andideas for teachingdisciplinary literacies(pdf)

1. Watch video 5 “The learnability of thetexts, with reference to readability andcomprehensibility”.

2. Apply a checklist to assess learnability(M15_WS6), using texts from textbookspreviouslyselectedbyteachers.

3. Discuss and register main conclusions:

usability and suggestions to adapt thechecklist.

4. Think,respondanddiscussthestatement:

Considering how conceptions and uses oftext vary across disciplines can leadteachers to more responsive literacyinstruction and students to deeperunderstanding of subject matter (Wilson,2011,p.435).

5. Read text3 (M18_Text3)withExcerptsof

the article “Social Semiotics Frameworkfor Conceptualizing Content AreaLiteracies”(Wilsson,2011).

6. Fill outworksheet7 (M17_WS7)with the

main features of disciplinary texts andideasforteachingdisciplinaryliteracies.

5min30min25min20min30min60min

F2F

≈3hours

101




ActivitySheet

Numberandtitleofthesequence:Sequence1-Textsofthetextbooks:learnabilityissues;DisciplinarytextsMeaningandlearninggoals:bytheendoftheactivity,theparticipantswillbeabletoassessthelearnabilityofthetextbooks’textsandtorecognizethemainfeaturesofthetextsofthedisciplinesLearningeventsinvolvedinthesequence:




Material Tool(s)

Individually Watch video 5 “The learnability of the texts, with reference toreadabilityandcomprehensibility”.

Video 5 - The learnability ofcontenttexts

5’

Module

3.3


Textforlearning–disciplinarytexts


102



Individually Apply a checklist to assess learnability, using texts from textbookspreviouslyselectedbyteachers.

Worksheet 6 - Checklist toassess learnability of thetexts and instructions fordiscussion(pdf)+Texts fromtextbooks selected byteachers.

30’

Wholegroup/Individually

Discussandregistermainconclusions:usabilityandsuggestionstoadaptthechecklist.

25’

Wholegroup Think, respond and discuss the statement: Considering howconceptions and uses of text vary across disciplines can leadteachers to more responsive literacy instruction and students todeeperunderstandingofsubjectmatter(Wilson,2011,p.435).

20’

Individually Readtext3withExcerptsofthearticle“SocialSemioticsFrameworkforConceptualizingContentAreaLiteracies”(Wilson,2011).

Text 3 - Excerpts of thearticle “Social SemioticsFrameworkfor Conceptualizing ContentArea Literacies” (Wilson,2011)(pdf)

30’

Inpairs Fill out worksheet 7 (M17_WS7) with the main features ofdisciplinarytextsandideasforteachingdisciplinaryliteracies.

Worksheet 7 - Features ofdisciplinary texts and ideasfor teaching disciplinaryliteracies(pdf)

60’


Oneassessmentofthelearnabilityofthetextsofparticipantstextbooksusingthechecklist;aschematicsynthesiswiththemainfeaturesofdisciplinarytextsandideasforTeachingDisciplinaryLiteracies.

103




PlanificationChart

3.4.TEXTDIVERSITYANDTEXTSTRUCTURES

Thestructuralorganizationofcontentareatexts



Time Hybridization

Level

Module

3


Thestructuralorganizationofcontentarea

texts


104



Sequence1:Structure andmeaning:implications forunderstandingandlearning- Textualstructures

- Paragraphframes

- Graphicorganizers

To use structuralfeatures of thetexts to promotelearningTo use graphicorganizers tofacilitatelearning

M18_Text4_Text withmixedparagraphs(pdf)M19_WS8_Instructionsforthetasks(pdf)M19_Text5_Organizedtext(pdf)

M20_PPT3_Textstructure, signal words,signal questions andparagraphframes

M21_Text6_threedifferent short texts(pdf).M22_WS9_Exercises onsignal words andparagraphframes(pdf)M23_PPT4_Graphicorganizers: definition,purpose,examplesM24_WS10_Graphicorganizers exercises.(pdf)

1. Read text 4 (M18_Text4), identify anddiscussproblemsofthetext(M19_WS8).

2. Organize the text 4 (M18_Text4),accordingtoguidelines(M19_WS8).

3. Representtheorganizedtext(M19_Text5)

inagraphicway.4. Watch PPT3about text structures, signal

words, signal questions and paragraphframes.

5. Read texts (M21_Text6) and do the tasks

oftheworksheet(M22_WS9).6. Watch PPT 4 (M22_WS9) about graphic

organizers:definition,purpose,examples.

7. Read the passages, identify the textstructure andwrite information from thepassages into the appropriate graphicorganizer(M24_WS10).

8. Write arguments for using graphic

organizerstofacilitatelearning.9. Choose 2 contributions and assess the

argumentsintermsofvalidity/soundness.

Forum

Uploadtasks to thetrainerUploadtasks to thetrainerForumForum

30min15min15min5min30min5min30min25min25min

Online

≈3hours

105




ActivitySheetNumberandtitleofthesequence:Sequence1-Structureandmeaning:implicationsforunderstandingandlearning.Meaningandlearninggoals:bytheendoftheactivity,theparticipantswillbeabletousestructuralfeaturesofthetextstopromotelearningandtousegraphicorganizerstofacilitatelearningLearningeventsinvolvedinthesequence:

Imitation Reception Exercising Exploration Experimentation Creation Self-reflection DebateDescriptionoforganization:


Material Tool(s)

Individually/wholegroup

Readtext4,identifyanddiscussproblemsofthetext. Text4-MixedparagraphsWorksheet8-Instructionsforthetasks

Forum 30’

Module

3.4


Thestructuralorganizationofcontentareatexts


106



Individually Organizethetext4,accordingtoguidelines. Text4-Mixedparagraphs 15’Individually Representtheorganizedtextinagraphicway. Text5-Organizedtext 15’Individually Watch PPT 3 about text structures, signalwords, signal questions

andparagraphframes.PPT 3 - Text structure,signal words, signalquestions and paragraphframes

5’

individually Readtextsanddothetasksoftheworksheet. Text 6 - Three differentshorttexts.Worksheet 9 - Exerciseson signal words andparagraphframes

Platform 30’

Individually Watch PPT 4 about graphic organizers: definition, purpose,examples.

PPT4-Graphicorganizers:definition, purpose,examples

5’

Individually Readthepassages,identifythetextstructureandwriteinformationfromthepassagesintotheappropriategraphicorganizer.

Worksheet 10 - Graphicorganizersexercises

Platform 30’

Individually Writeargumentsforusinggraphicorganizerstofacilitatelearning Forum 25’Whole

group/individuallyChoose 2 contributions and assess the arguments in terms ofvalidity/soundness.

Forum 25’


Contribution to initial forum discussion (sharing previous experiences); graphicwith an organized text; at least 2 arguments in favour of using graphicorganizers;evaluationoftwootherparticipants’argumentsonForum.

107






IDEALcourse:ImprovingDisciplinaryLearningthroughLiteracy


InModule4,wewillbeexploringthreemajorissues:

1. theimportanceofbuildingstudents’vocabularyineverydiscipline;

2. howtodecidewhatvocabularytofocusoninalessonorunitoflearning;and

3. whatstrategiescouldhelpdevelopstudents’vocabularyskills.

Bytheendofthemodule,theparticipantsshouldbeabletoargueconvincinglyforthe

importanceofvocabularydevelopmentwithinthedisciplinetheyteach;toapplyconfidently

FlaniganandGreenwood’sfour-levelframeworktodecideonwhatvocabularyelementsto

focusinstructionon,andtoplanatleastonelessontoincludeatleasttwonewvocabulary

developmentstrategieswithinthedisciplinetheyteach.

Inadditiontoindividualtasks,theparticipantswillbeaskedtoengageincooperative

learningwithcolleaguesteachingthesameorasimilardiscipline.Ofthe6hoursallocated

forthismodule,4areforonlinelearning.

Asaresultofcoveringthismodule,theparticipantswillbeabletoincludeintheirportfolios

alessonplantoincludenewapproachestoteachingvocabularywithintheirdiscipline,

accompaniedbyarecordingofarelevantpartofalessonwheretheyimplementtheplanor

samplesoftheirstudents’productsfromtherespectivelesson.Inaddition,theywillinclude

Module

4

TitleVocabulary TypeofmaterialBriefdescriptionofthemodule;usefulfortrainersSubtitle

Basicsofthemodule:Learningoutcomes,resourcesandassessment

Ble*TeachALSDGCRomaniaEmail:[email protected],websites:www.alsdgc.ro,www.blend-ed.eu

108





theirwrittenreflectionsonhowthelessonwentandwhattheyhavelearntfromteachingit.

Totalduration:6hours,ofwhich2hoursface-to-face,4hoursonline

Listofresources:

Audiovisualcontent

• Vocabulary–whydoesitrequireeveryteacher’sattention?(recordedPPT)

• Selectingwordsfordirectvocabularyinstruction(video-ateacherthinksaloudto

demonstratehowsheselectedwordsfordirectvocabularyinstruction)

• Studentfriendlydefinition(video–itincludespartsofalessonduringwhichthe

teacheruses‘studentfriendlydefinition’)

• Teacher’sreflectionsonlesson(video–itincludestheteacher’sreflectionsonthe

abovelesson)


• Text1.TheImportanceofDevelopingVocabularywithinEachDiscipline(a2-page

textarguingfortheimportanceofvocabularyinstructionwithineachdiscipline,

makingthedistinctionbetweendirectandindirectvocabularyinstruction)

• Worksheet1:Readtheparagraphtakenfromacourseongeneticengineeringand

performTasks1a.describetheimagethatcomestoyourminduponfirstreading;

1b.identifythreedifferentcategoriesofwordsrelativetoyourownexperiencewith

them;1c.writeaparagraphaboutwhatmakesthetextdifficulttocomprehend,

reflectingonwhatwouldeasecomprehension)

• Text2:Selectingwordsfordirectvocabularyinstruction(a3-pagetextincludinga

one-pagediagramofFlaniganandGreenwood’sframework,andexplanationofthe

variouscategoriesofwords).

• Worksheet2:Workwithanupcomingtextinyourtextbook(orfromanothersource)

andapplyFlaniganandGreenwood’s4-level-word-frameworktoselectwordsfor

directinstructioninalessonyouaregoingtoteachinthenearfuture.Writedown

theobjectivesyouwillpursueinthelesson,andinacoupleofparagraphsoravoice

recording,explainwhyyouaregoingtofocusonthosewords/concepts.

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• Text3–Vocabularydevelopmentstrategies(a5-pagedocumentwithbrief

descriptionsandexamplesof3vocabularydevelopmentstrategies:Wordwall,

Conceptdefinitionmap,Frayermodel)

• Text4–Writingforunderstandingmathematicalconcept(an18-pagedocument

whichpresentsingreatdetaila10th-grademathematicslesson-Theslopeofaline–

includingatranscriptofteacher-studentdialog,aswellasanexplanationofthe

followingmethods:semanticmap;writingaparagraphabouttheconcept,think-

pair-shareanddual-entrydiary).

• Text5–Firststepstoliteracy(a2-pagearticlefromateachers’journalpublishedin

Romania–Consilieruldelectura–describingateacher’sexperienceteaching

technicalvocabularytoherstudentsinavocationaleducationschool)

• Worksheet3:studyguidefortexts4and5

• Worksheet4:Plantoapplyatleasttwostrategiesintwodifferentlearningactivities

inupcominglessonstoteachthevocabularyoflevels1and3youselectedinthe

previousactivity.Usethevideoresourcesprovidedforinspiration/example.

110





PlanningChart

Nrofmodule:4

Vocabulary



Time Hybridization

Level Sequence 1: Why develop students’ vocabulary within each discipl ine?

Argue for the importance of developing their students’ vocabulary within their own discipline

Vocabulary – why does it require every teacher’s attention? (video)

Text 1- The importance of developing vocabulary within each discipline (pdf)

Worksheet 1 (pdf)

Think, respond, discuss the answers to the question: How do you facilitate the students’ learning of new concepts and new words? Watch video Read Text 1 Fi l l out the worksheet 1 Write arguments in support of the statement Each teacher should support students’ vocabulary development. Choose 2 contributions and assess the arguments.

Forums

Written assignment on Moodle

75 mins

Online (100%)

Module

4

Title:Vocabulary TypeofmaterialPlanofthetrainingmodule

SubtitlePlanningChart


111



Sequence 2: Selecting words for direct vocabulary instruction

Apply Flanigan and Greenwood’s framework (2007) of 4 level words for vocabulary instruction in their own discipline

Selecting words for direct vocabulary instruction (video)

Text 2 - Selecting words for direct vocabulary instruction (pdf) Worksheet 2

Read text 2 Do the quiz Watch video Write comments (video) Read others’ comments and respond Do assignments from worksheet 2

Forum Written assignment/ NanoGong voice recording

100 mins

Online (100%)

Sequence 3: Vocabulary strategies

Within their own discipline plan for direct vocabulary instruction in upcoming lesson(s) or learning unit(s) by using at least 2 new vocabulary development strategies and relaying on knowledge from relevant literature on vocabulary instruction

Student friendly definition (video) – resource for worksheet 4 Teacher’s reflections on lesson (video) – resource for worksheet 4

Text 3 – Vocabulary development strategies (pdf) Text 4 – Writing for understanding mathematical concept Text 5 – First steps to literacy Worksheet 3: study guide for texts 4 and 5 Worksheet 4: “Plan a lesson to apply …. How to teach vocabulary….”

Read text 4 Read text 5 Think-pair -share: how would you teach your level 1 and 3 words selected in the previous activity? Directed reading activ ity – text 3 Do assignment from worksheet 4 Share solution from worksheet 4 with peers (feedback) Write essay to reflect on the learning in the lesson

Written assignment/ NanoGong voice recording/ video recording

185 mins

Face-to-face 66%

Online 34%

112





ActivitySheet

Numberandtitleofthesequence:1.Whydevelopstudents’vocabularywithineachdiscipline?

Meaningandlearninggoals:advanceorganizer;opportunityforevokingpriorknowledgeandsettingownlearninggoals,preparingtoarguefortheimportanceofvocabularydevelopmentbyallteacherswithinthedisciplinetheyteach;bytheendofthesequence,theparticipantswillbeabletoarguefortheimportanceofdevelopingtheirstudents’vocabularywithintheirowndiscipline.



Module

4

TitleVocabulary TypeofmaterialDetailedplanningofthemodule

SubtitleActivitysheet


113





(momentandduration)Material Tool(s)Individuallyonline - Respondsto(evocation)question1inwriting:Howdo

youfacilitatethestudents’learningofnewconceptsandnewwords?

- Question ForumonMoodle 5

Wholegrouponline

- Readeachother’sresponsesandreacttoatleast2 - Otherparticipants’responses

ForumonMoodle 5

Individuallyonline - WatchesintroductoryvideoVocabulary.Whydoesitrequireeveryteacher’sattention?

- Video Moodleplatform 5

Individuallyonline - ReadText1:TheImportanceofDevelopingVocabularywithinEachDiscipline(a2-pagetextarguingfortheimportanceofvocabularyinstructionwithineachdiscipline,makingthedistinctionbetweendirectandindirectvocabularyinstruction)

- Text1 Moodleplatform 10

Individuallyonline - Worksheet1:ReadtheparagraphtakenfromacourseongeneticengineeringandperformTasks1a.describetheimagethatcomestoyourminduponfirstreading;1b.identifythreedifferentcategoriesofwordsrelativetoyourownexperiencewiththem;1c.writeaparagraphaboutwhatmakesthetextdifficulttocomprehend,reflectingonwhatwouldeasecomprehension)

- Worksheetcontainingachallengingparagraphfromafieldlikelytobeunfamiliarfortheparticipants

WrittenassignmentonMoodleplatform

30

114



Who? Doeswhat? How? When?(momentandduration)Individuallyonline Writeatleasttwoargumentsinfavourofthestatement:

Eachteachershouldsupportstudents’vocabularydevelopment./- Arguewiththeinspector/acolleague….

- ForumonMoodleplatform

10

Wholegrouponline

- Peer-assessmentofarguments:Choosetwocontributionsontheforumandassesstheargumentsintermsofvalidity/soundness.

- Participantcreatedtext

ForumonMoodleplatform

10


• Contributiontoinitialforumdiscussion(sharingpreviousexperiences)

• SolutionstoWorksheet:1a.descriptionoftheimagethatcomestominduponfirstreadingofthechallengingtext;1b.listofthreecategoriesofwordsrelativetotheparticipants’ownexperienceswiththem;1c.aparagraphaboutwhatmakesthetextdifficulttocomprehend,alsoreflectingonwhatwouldeasecomprehension

• Atleast2argumentsinfavourof‘Eachteachershouldsupportstudents’vocabularydevelopment’(tobeaddedintheparticipants’portfolio)

• Evaluationoftwootherparticipants’argumentsonForum

Numberandtitleofthesequence:2.Selectingwordsfordirectvocabularyinstruction

Meaningandlearninggoals:gainawarenessofFlaniganandGreenwood’sframework;prepareteachersforselectingwordsfordirectvocabularyinstruction;bytheendofthesequence,theparticipantswillbeabletoapplyFlaniganandGreenwood’sframework(2007)of4-levelwordsforvocabularyinstructionintheirowndiscipline.

115







(momentandduration)Material Tool(s)Individuallyonline - ReadText2:Selectingwordsfordirectvocabulary

instruction(a3-pagetextincludingaone-pagediagramofFlaniganandGreenwood’sframework,andexplanationofthevariouscategoriesofwords).

- Text2 Moodleplatform 10

Individuallyonline - DoquizonthecontentsofText2 - Quiz Moodleplatform 5

Individuallyonline - WatchVideo:Selectingwordsfordirectvocabularyinstruction

- Video Moodleplatform 10

Individuallyonline - Writecommentsonthemathteachers’choicesofdifferentlevelwordsdiscussingtheexplanationstheteacherprovides;

- ForumonMoodleplatform

10

116



Who? Doeswhat? How? When?(momentandduration)Wholegroup

online- Readothers’commentsandrespondtoatleastone - Participants’

commentsForumonMoodleplatform

5

Individuallyonline - Worksheet2:Workwithanupcomingtextinyourtextbook(orfromanothersource)andapplyFlaniganandGreenwood’s4-level-word-frameworktoselectwordsfordirectinstructioninalessonyouaregoingtoteachinthenearfuture.Writedowntheobjectivesyouwillpursueinthelesson,andinacoupleofparagraphsoravoicerecording,explainwhyyouaregoingtofocusonthosewords/concepts.

- Worksheet2

(Trainerswillgiveindividualfeedback)

NanoGongVoiceRecordingonMoodleplatform

60


• Answerstothequiz

• Contributiontoforumdiscussiononthevideo;responsetootherparticipants’comments

• SolutiontoWorksheet2:lessonobjectives,texttouse,selectedwords,explanationforthewordchoicesfordirectvocabularyinstruction-inwriting(2paragraphs)orvoicerecording(tobeaddedintheparticipants’portfolio)

Numberandtitleofthesequence:3.Vocabularystrategies

Meaningandlearninggoals:Participantswillbeintroducedtoseveralvocabularydevelopmentstrategies;bytheendofthesequence,theparticipantswillbeabletoplanfordirectvocabularyinstruction,withintheirrespectivedisciplines,inupcominglessonsorlearningunit(s)byusingatleasttwonewvocabularydevelopmentstrategiesandrelyingonknowledgefromrelevantliteratureonvocabularyinstruction.

117







(momentandduration)Material Tool(s)Individuallyonline ReadTexts4and5

Text4:Writingforunderstandingmathematicalconcept(an18-pagedocumentwhichpresentsingreatdetaila10th-grademathematicslesson-Theslopeofaline–includingatranscriptofteacher-studentdialog,aswellasanexplanationofthefollowingmethods:semanticmap;writingaparagraphabouttheconcept,think-pair-shareanddual-entrydiary).Text5:Firststepstoliteracy(a2-pagearticlefromateachers’journalpublishedinRomania–Consilieruldelectura–describingateacher’sexperienceteachingtechnicalvocabularytoherstudentsinavocationaleducationschool)- Worksheet3:StudyGuidefortexts4and5

- Text4

- Text5

- Studyguide

Moodleplatform 35

Individual/pair/wholegroupface-to-face

- (Think-Pair-Share)Participantsrespondtoquestion:Thinkofthelevel1andlevel3wordsyouselectedinthepreviousactivity.Howwouldyouteachthemtoyourstudents?Engageinwhole-groupdiscussion.

- Questioninboard 10

118



Wholegroup,face-to-face

Trainer-directedreadingactivity- Text3:Vocabularydevelopmentstrategies(a5-pagedocumentwithbriefdescriptionsandexamplesof3vocabularydevelopmentstrategies:Wordwall,Conceptdefinitionmap,Frayermodel)

- Text3 30

Individuallyorinsmallgroupface-to-face

- Worksheet4:Plantoapplyatleasttwostrategiesintwodifferentlearningactivitiesinupcominglessonstoteachthevocabularyoflevels1and3youselectedinthepreviousactivity.Usethevideoresourcesprovidedforinspiration/example.

- Worksheet

- Video:Student-friendlydefinition

- Video:Teacher’sreflectionsonlesson

50

Smallgroup/wholegroupface-to-face

- Sharesolutiontoworksheet4withpeers.Providefeedbacktoothergroups’productions.

- Participants’lessonplans

30

Individuallyonline Self-reflection:Writea2-3paragraphtexttoreflectonyourlearningaftertheimplementationofthelessonplandesignedinworksheet4.Alternatively,recordamax.5-minutevideo/voicerecordingtoshareyourreflections.-

- Writtentask NanoGongVoiceRecordingonMoodleplatform

30


• Solvedstudyguideinwriting(worksheet3completed)

• Oralresponsetothequestion:Howwouldyouteachthelevel1andlevel3wordsyouselectedtoyourstudents?Engagementinpair-andwhole-groupdiscussion

• Solutionstoworksheet4:lessonplanshowingtheapplicationofatleasttwostrategiesintwodifferentlearningactivitiesforhowtoteachthevocabularyoflevels1and3.(to

119



beaddedintheparticipants’portfolio)

• Oralfeedbacktoothergroups’/individuals’solutiontoworksheet4

• Written/voice-recordedself-reflection(tobeaddedintheparticipants’portfolio)

120




Module5:TeachingReadingStrategies


InModule5,wewill introducetheparticipantstoanespeciallypowerfultoolforfostering

to improve the educational outcomes. These tools are reading strategies in all content

areas.Themoduleaimsatprovidingparticipantswiththefollowinginsights:

1. Gettingtocaptureparticipants’ownreadingprocessesbyreflectingonstrategiesor

“mentaltools”neededforthecognitiveandmetacognitiveprocessestheyemploy

whendealingwithachallengingtext.

2. Gettingtounderstandthegreatimportanceofreadingstrategiesincomprehension

process.TheyrealizetherelevanceofreadingstrategiesbasedonPISA/PIRLSresults

andcanreachahighawarenessontheissue.

3. Gettingtounderstandtheimportanceandpracticalapplicationofcognitiveand

metacognitivereadingstrategies.

4. Havingaccesstoinformationonathinkingaloudprocess.

5. Getting to understand the theoretical background and practical application of

reciprocalteaching(RT).

Bytheendofthefirstpartofthemodule,whichwillbedeliveredbothinaface-to-faceand

in online format, the participants will have gained insight into the relevance of reading

Module

5

TitleTeachingReadingStrategies

TypeofmaterialDescriptionofthemoduleSubtitle


121



strategiesbasedonPISA/PIRLSresults.Afterlisteningtoandreflectingonapodcast,reading

special literature on reading strategies or filling in a checklist, they can reach a high

awareness on the issue. By using placematmethod participants collect the characteristic

featuresofgoodreaders.Bywatchingavideoparticipantsexperiencehowstudentscanbe

apprenticedtomeaning-making fromtexts throughthinkaloudprotocolswhichmakethe

invisible reading processes visible. They are made aware of the importance and

effectivenessofstrategicapproachestosubjectareatexts,whichtheyroutinelyuse,asthey

areexperiencedreaders in theirdomain.However, theyalso learn thatstudents’capacity

for strategy use does not develop automatically but can be built through cognitive

instruction.

Inthesecondpartofthemodule,whichwillbedeliveredbothinaface-to-faceandinonline

format,participantswillbeabletounderstandreciprocalteaching,astheygetfamiliarwith

itstheoreticalbackgroundthroughaguideline.AvideoalsomodelshowtoimplementRTin

the classroom. In the face-to-face part of the second part participants will be able to

practisewiththeirpeershowtouseRTinaclassroom.

Totalduration: 2,5hF2F, 7,5honline

Module5.1: 1hF2F, 3honline

Module5.2: 1,5hF2F, 4,5honline


Audiovisualcontent

• PPTpresentationoncharacteristicsofagoodreader

• Podcast:twotrainerstalkabouttheconnectionbetweenreadingcomprehension

andreadingstrategiesandpartsofconferencetalksonthetopicareintersectedor

Video:interviewwithanexpert

• Voicerecording:Participantsrecordtheirreflectiononwhattheyheardinthe

122



podcastorwatchedonthevideo.

• Avideoonmodellingthinkingaloud


• Text1:Anextractfrombookswrittenbyexpertsthatgivesbasicinformationon

cognitiveandmetacognitivereadingstrategies.(Max.15-20pages.)

• Worksheet1:Amultiplechoiceonlinetestfromaquestionbankatarandomchoice.• Worksheet2:Anonlinechecklist(Achecklistonreadingstrategiesthatwasusedin

ISITandTALENTUMprojects).


Audiovisualcontent

• VideowhichmodelshowtoimplementRTintheclassroom.(Szabó-Szinger)

• Films tobeuploadedbyparticipants (Practicingeither thinkingaloudor reciprocal

teachingintheirclassroom)


• Text1: BaCuLit Handbook extract on Reciprocal Teaching

• Text 2: A guideline on how to use RT (BaCuLit Teachers‘ Workbook: How to do RT in practice)

• Text3: A text to be used for RT lesson (video) (Is paleo diet fake?)

• Text4: Role cards for RT (BaCuLit Teachers‘ Workbook)

• Text 5: A 3-4 page long thought-provoking text (e.g. on X, Y, Z generations;Generációkavilághálóvonzásában)

• Worksheet1:Anonlinechecklist(AchecklistonreadingstrategiesthatwasusedinISITandTALENTUMprojects).

• Worksheet2:Ablog(reflection)writtenbytheparticipantsafterthechecklisthasbeencompleted.

123




PlanificationChart

5 TEACHINGREADINGSTRATEGIES5.1RESEARCHFOUNDATION



Time Hybridization

Level

Module

5

TitleTeachingreadingstrategies TypeofmaterialPlanificationchartSubtitle

5.1Researchfoundation


124



Sequence 1 : Reflection on part ic ipants’ own strategic approaches to texts What strategies do part ic ipants use in their own reading practices?

Part ic ipants wil l be able to realize what reading strategies they use in their own comprehension process.

Material 1: A challenging, unknown text (1 page long). M5_ M1_PDF 1: a text in pdf format Material 2: M5_M2_PDF 2: description of Placemat method in pdf format (BaCuLit Teacher’s workbook, M1_Material 1a: Placemat – A Cooperative Learning Method p. 13) Material 3: M5_M3_PPT 1

Trainer- Input 1: Participants read a challenging, unknown text on their own. Participants ref lect upon the strategies they use in groupwork. By using placemat method participants collect the characteristic features of good readers based on their experiences: what helped or hindered their understanding of the text. Participants watch a ppt on good readers.

Atextinpdf

Descriptionofplacematstrategy

BaCuLitModule4TrainersHandbookp.180

10 min 35 min 10 min

F2F (100 %)

125



Sequence 2: What are reading strategies? Why are they important? What is their s ignif icance in comprehension processes?

Partic ipants wil l be able to understand the great importance of reading strategies in the comprehension process . Part ic ipants wil l be able to realize the relevance of reading strategies based on PISA/PIRLS results

Material 4: Podcast: two trainers talk about the issue and parts of conference talks on the topic are intersected OR A video: an interview with an expert into which the conferences are linked. M5_ M4: MP4 file 1 /Video 1

Trainer- Input 2: Through a podcast: two trainers talk about the PISA/PIRLS results, the reading strategies; parts of conference lectures on the two topics are included/inserted in their conversation; or there is an interview on the topic with an expert; conference lectures are included. Participants l isten to the podcast or watch the video, which is a lead-in to the topic of the whole module. As it is recorded, it can be listened to or watched several times.

The platform

15 min EL (100 %)

126



Sequence 3: How does CAL appear in our everyday teaching practice? What do the part ic ipants think about issue?

Partic ipants wil l be able to reach a high awareness on the issue

Material 5: M5_M5: Voice recording 1

Practical Exercise: Participants record their reflection on what they heard in the podcast OR watched on the video. Individual work – Exercise 1 Reflect on two recordings. Individual work – Exercise 2

The platform: Voice recording to be uploaded and edited (it is a prerequisite to go further on in the module) React to 2 voice recordings by other participants in a forum.

30 min 20 min

EL (100 %)

127



Sequence 4: What does research say about reading strategies and their use in discipl inary teaching?

Participantswillbeabletounderstandtheimportanceandpracticalapplicationofcognitiveandmetacognitivereadingstrategies

Material 7: M5_M7_Test 1: A multiple choice online test from a question bank at a random choice.

Material 6: M5_M6_PDF3 M5_M6_PDF 3: An extract from books written by experts that gives basic information on cognitive and metacognitive reading strategies. (Max. 15-20 pages.)

Trainer- Input 3: Participants read the extracts andspecial literature on reading strategies.

Participants get information about research and research results in the fieldthrough extracts/and special literature.

Practical Exercise:

Participants f i l l in a multiple choice test that is randomly put together from a question bank.

Individual work-Exercise 3

The platform The 15-20 page text is uploaded there. The multiple choice test is to be filled in on the platform.

60 min 30 min

EL (100 %)

128



Sequence 5: Applying the new information: a metacognit ive analysis of part ic ipants’ own teaching practice

Participantswillbeabletodeepentheirunderstandingandelaborateonwhathasbeenlearned

Material 8: M5_ M8_Checklist 1: an online checklist ( A checklist on reading strategies that was used in ISIT and TALENTUM projects).

Practical Exercise:

Participants analyse their own teaching practice by filling in a checklist. They are asked to select those strategies they think they use in their everyday practice. After listening to the podcast/watching the video (Sequence 1) and reading about these strategies, they have enough information in order to be able to analyse themselves.

Individual work - Exercise 4

The platform The checklist is uploaded there

15 min EL (100 %)

Sequence 6: Modell ing by thinking aloud

Participantswillbeabletohaveaccesstoinformationonathinkingaloudprocess.

Material 9: Video 1 / 2 M5_M9_Video 1 / 2: A video on modeling thinking aloud

Trainer- Input 4:

Participants watch the video.

One of the trainers selects a disciplinary textbook unit, models thinking aloud so that participants can get a first-hand experience on how to apply it in their classroom. Eye movement is also recorded in the video focusing on the text when it is about a paragraph.

The platform The video is uploaded there.

15 min EL (100 %)

129



Applying Thinking Aloud or RT in practice

Participantswillbeabletoapplywhathasbeenlearnedinclassroompractice.

Practical Exercise:

Participants can choose: to apply either Thinking Aloud or Reciprocal Teaching in their practice. It is optional which one they choose.

They have to record this exercise (their lesson).

Individual work – Exercise 5

The platform Films to be uploaded

90 min EL (100 %)

130






ActivitySheet

Numberandtitleofthesequence:Sequence1:Reflectiononparticipants’ownstrategicapproachestotexts.Whatstrategiesdoparticipantsuseintheirownreadingpractices?

Meaningandlearninggoals:Tomaketheparticipantsrealizewhatreadingstrategiestheyuseintheirowncomprehensionprocess.



Module

5

Title:Teachingreadingstrategies TypeofmaterialActivitysheetSubtitle:Part5.1:Researchfoundation


131









Readachallenging,unknowntextontheirown.

Achallenging,unknowntext(1pagelong)textinpdf(M5_M1_PDF1)

Printedtext(F2F) 10

Thelearnersdividedupintogroups

Self-reflectionCreation

Byusingplacematmethodparticipantscollectthecharacteristicfeaturesofgoodreadersbasedontheirexperiences:whathelpedorhinderedtheirunderstandingofthetext.

ThedescriptionofPlacematmethodinpdfformat(BaCuLitTeacher’sworkbook,M1_Material1a:Placemat–ACooperativeLearningMethodp.13)(M5_M2_PDF2)

Printedtext(F2F) 35

Thewholecourse

Reception

Participantswatchapptongoodreaders.

PPTfile

BaCuLitModule4TrainersHandbookp.180(M5_M3_PPT1)

Projector(F2F)

10

132






ü Facingone’sowndifficultiesandproblemsrealizingthatreadingisanactiveandconstructiveprocessinwhicheverybodymayhavedifficulties

ü Gettingtoknowplacematmethodandoneexampleonaplacemat

ü Gettingtoknowthecharacteristicfeaturesofgoodreaders

Numberandtitleofthesequence:Sequence2:Whatarereadingstrategies?Whyaretheyimportant?Whatistheirsignificanceincomprehensionprocesses?

Meaningandlearninggoals:Tounderstandthegreatimportanceofreadingstrategiesinthecomprehensionprocess.TorealizetherelevanceofreadingstrategiesbasedonPISA/PIRLSresults.






133





Trainers

Two trainers talk about the PISA/PIRLS results, thereading strategies; parts of conference lectures on thetwotopicsareincluded/insertedintheirconversation;orthere is an interview on the topic with an expert;conferencelecturesareincluded.

Podcast: two trainers talk about the issue and parts of conference talks on the topic are intersected OR A video: an interview with an expert into which the conferences are linked. M5_ M4: MP4 file 1 /Video 1

E-LearningPlatform

134






Reception

Listentothepodcastorwatchthevideo,whichisalead-intothetopicof thewholemodule.As it is recorded, itcanbelistenedtoorwatchedseveraltimes.

Podcast:twotrainerstalkabouttheissueandpartsofconferencetalksonthetopicareintersected

OR

Avideo:aninterviewwithanexpertintowhichtheconferencesarelinked.

M5_M4:MP4file1/Video1



ü Beingwell-informedaboutPISA/PIRLSresultsandtheirrelationtoliteracyeducation

ü Gettingtoknowthelatestresearchresultsinthefield

135





Numberandtitleofthesequence:Sequence3:HowdoesCALappearinoureverydayteachingpractice?Whatdotheparticipantsthinkaboutissue?

Meaningandlearninggoals:Toreachahighawarenessontheissue





(momentandduration)Material Tool(s)Eachparticipantindividually

Self-reflection

Creation

ParticipantsrecordtheirreflectiononwhattheyheardinthepodcastORwatchedonthevideo.

M5_M5:Voicerecording1



Self-reflection

Debate

Reflectontworecordings.Reactto2voicerecordingsbyotherparticipantsinaforum.



ü Voicerecordingsthatreflectonthepresentations

ü Forumdiscussionamongtheparticipants

136





Numberandtitleofthesequence:Sequence4:Whatresearchsaysaboutreadingstrategiesandtheiruseindisciplinaryteaching

Meaningandlearninggoals:Tounderstandtheimportanceandpracticalapplicationofcognitiveandmetacognitivereadingstrategies







Reception

Readtheextractsandspecialliteratureonreadingstrategies.

Getinformationaboutresearchandresearchresultsinthefieldthroughextracts/andspecialliterature.

Anextractfrombookswrittenbyexpertsthatgivesbasicinformationoncognitiveandmetacognitivereadingstrategies(max.15-20pages)(M5_M6_PDF3)



Experimentation

Fillinamultiplechoicetestthatisrandomlyputtogetherfromaquestionbank

Amultiplechoiceonlinetestfromaquestionbankatarandomchoice(M5_M7_Test1)


137






ü Agoodknowledgeandunderstandingofwhatreadingstrategiesare

ü Acompletedmultiplechoicetest

Numberandtitleofthesequence:Sequence5:Applyingthenewinformation:ametacognitiveanalysisofparticipants’ownteachingpractice

Meaningandlearninggoals:Todeepenunderstandingofandelaboratingonwhathasbeenlearnedaboutreadingstrategies







Self-reflection

Creation

Fillinachecklistandselectthosestrategiestheythinktheyuseintheireverydaypractice.Afterlisteningtothepodcast/watchingthevideo(Sequence1)andreadingaboutthesestrategies,theyhaveenoughinformationinordertobeabletoanalysethemselves.

Anonlinechecklist(AchecklistonreadingstrategiesthatwasusedinISITandTALENTUMprojects).(M5_M8_Checklist1)


138






ü Connectionstotheirownclassroompractice

ü Areflectionontheirownexperiencesandlessons

ü Acompletedlistofstrategiestheyuseatthisstageofthetraining

Numberandtitleofthesequence:Sequence6:Modellingbythinkingaloud;ApplyingThinkingAloudorRTinpractice

Meaningandlearninggoals:Tohaveaccesstoinformationonathinkingaloudprocess;applywhathasbeenlearnedinclassroompractice.

ATTENTION:Sequence6includesanindividualtaskthatistobecompletedattheendofthewholemodule5.Theparticipantshaveatasktobecompletedonthecontentofeithermodule5.1or5.2.Thereisanoptionofferedforthem:theycanchoosebetweentwotasks.Thissequenceincludesthattaskhere.







Reception

Watchavideo.Oneofthetrainersselectsadisciplinarytextbookunit,modelsthinkingaloudsothatparticipantscangetafirst-handexperienceonhowtoapplyitintheirclassroom.Eyemovementisalsorecordedinthevideofocusingonthetextwhenitisaboutaparagraph.

Avideoonmodelingthinkingaloud(M5_M9_Video1/2)


139






ExercisingCreation

Choose:applyeitherThinkingAloudorReciprocalTeachingintheirpractice.Itisoptionalwhichonetheychoose.

Theyhavetorecordthisexercise(theirlesson).

Theirrecordedlesson.



ü Onemoreexampleofmodelingofthinkingaloud

ü Experiencingscaffoldingduringthetraining

ü Applicationintheirownclassroompractice

ü Arecordedlessonoftheirown

140




PlanificationChart

5 TEACHINGREADINGSTRATEGIESRECIPROCALTEACHING



Time Hybridization

Level

Module

5

TitleTeachingreadingstrategies TypeofmaterialPlanificationchartSubtitle

5.2Reciprocalteaching


141



Sequence 1 : What is reciprocal teaching? Theoretical background.

Part ic ipants wil l be able to understand reciprocal teaching, as they get familiar with its theoretical background

Material 10: M5_M10_PDF 4 M5_ M10_PDF 4: BaCuLit Handbook extract (optional) (BaCuLit Handbook for Trainers. Project Number: 510464-LLP-2010-1-De-Comenius-CMP, Grant Agreement number: 2010 5065/ 00-001. pp. 164-171)

Trainer- Input 5: Through a reading trainers give a theoretical background on reciprocal teaching. Participants read the theory from BaCuLit Trainers’ Handbook

TheplatformThetextisavailablethereinpdf.

45 min

EL (100 %)

142



Sequence 2: How RT works in practice?

Partic ipants wil l be able to have a deep and thorough insight into the practical application of RT in a classroom.

Material 14 : M5_M14_ Video 2/3

Material 11: M5_M11_PDF 5: A guideline on how to use RT (BaCuLit Teachers‘ Workbook: M4_Material 2b: How to do RT in practice) Material 12: M5_M12_PDF 6: A text to be used for RT lesson (Is paleo diet fake? Retrieved from Index.hu 2015. 08. 14.) Material 13: M5_M13_PDF 7: Role cards for RT (BaCuLit Teachers‘ Workbook: M4_Material 2d: RT_Role Cards)

Participants read the guidelines that is to be used in the RT lesson. Participants read the text that is selected to be used in the RT lesson. Participants read the role cards that is selected to be used in the RT lesson. Participants watch the video which models how to implement RT in the classroom.

The platform Materials 9-12 are uploaded on the platform.

90 min EL (100 %)

143



Sequence 3: Practis ing RT in practice

Partic ipants wil l be able to practise with their peers how to use RT in

Material 15: M5_M15_PDF 8: A 3-4 page long thought-provoking text (e.g. on X, Y, Z generations; Generációk a világháló vonzásábanhttp://www.intergeneracio.hu/2011/12/18/x-y-z-generaciok-a-vilaghalo-vonzasaban)

Trainer Input 5: Two trainers model RT in practice with the 1 st paragraph of the text. Then each role is handed over one by one to one of the participants with each paragraph. Participants use RT in the rest of the text with their peers during the session.

90 min

F2F (100 %)

Sequence 4: Applying Thinking Aloud or RT in practice

Partic ipants wil l be to apply what has been learned in their classroom practice.

Practical Exercise: Participants can choose: to apply either Thinking Aloud or Reciprocal Teaching in their practice. It is optional which one they choose. They have to record this exercise. Individual work – Exercise 5

The platform Films to be uploaded

90 min EL (100 %)

144



Sequence 5: Applying the new information: a metacognit ive analysis of part ic ipants’ own teaching practice

Partic ipants wil l be able to reflect and elaborate on what has been learned.

Material 8: M5_ M8_Checklist 1: an online checklist ( A checklist on reading strategies that was used in ISIT and TALENTUM projects).

Practical Exercise: Participants ref lect on how they have changed their teaching practice during the course. Now they fill in the checklist on what strategies they use after taking part in the course. Individual work- Exercise 6 Participants write a personal blog on moodle/wiki using the checklist and reflect on what has changed in their practice after completing the module. Individual work- Exercise 7 Participants ref lect on 2 of blogs. Individual work- Exercise 8

The platform

25 min EL (100 %)

145




ActivitySheet

Numberandtitleofthesequence:Sequence1:Whatisreciprocalteaching(RT)?Theoreticalbackground.

Meaningandlearninggoals:Togiveinformationaboutthetheoreticalbackgroundofreciprocalteaching.ParticipantswillbeintroducedtoacademicresearchesonRT.



Module

5

Title:Teachingreadingstrategies TypeofmaterialActivitysheetSubtitle:Part5.2:Reciprocalteaching


146







Readanacademictext(handbookextract)ontheirown.

BaCuLitHandbookforTrainers.ProjectNumber:510464-LLP-2010-1-De-Comenius-CMP,GrantAgreementnumber:20105065/00-001.pp.164–171)

M5_M10_PDF4

UploadedPDFtext

E-LearningPlatform45


ü Gettingtoknowthetheoreticalbackgroundofreciprocalteaching

Numberandtitleofthesequence:Sequence2:Howreciprocalteachingworksinpractice?

Meaningandlearninggoals:TohaveadeepandthoroughinsightintothepracticalapplicationofRTinaclassroom



147







Reception

Participantsreadaguidelinethat istobeusedintheRTlesson.

A1pagelongguidelineonhowtouseRT(BaCuLitTeachers’Workbook:M4_Material2b:HowtodoRTinpractice)M5_M11_PDF5

UploadedPDFtext



Reception

ParticipantsreadatexttobeusedforRTlesson. Ispaleodietfake?(RetrievedfromIndex.hu2015.08.14.)

M5_M12_PDF6

UploadedPDFtext



Reception

Participants read the role cards that are selected to beusedintheRTlesson.

RolecardsforRT(BaCuLitTeachers’Workbook:M4_Material2d:RT_RoleCards)

M5_M13_PDF7

UploadedPDFtext



Reception

Participants watch a video which models how toimplementRTintheclassroom.

M5_M14_Video2/3Uploadedvideofilm


148




ü HavingadeepandthoroughinsightintothepracticalapplicationofRTinaclassroom

ü Gettingtoknowanewstrategy

ü Understandingthefunctionandnecessityofeachrole

Numberandtitleofthesequence:Sequence3:PractisingRTinpractice

Meaningandlearninggoals:TopracticeRTwithpeers






149



Thewholegroup:participantsandtwotrainers

Imitation

Exercising

TwotrainersmodelRTinpracticewiththe1stparagraphofthetext.Theneachroleishandedoveronebyoneoftheparticipantswitheachparagraph.

ParticipantsuseRTintherestofthetextwiththeirpeersduringthesession.

A3-4pagelongthought-provokingtext(e.g.onX,Y,Zgenerations:Generációkavilághálóvonzásábanhttp://www.intergeneracio.hu/2011/12/18/x-y-z-generaciok-a-vilaghalo-vonzasaban)

M5_M15_PDF8

Facetoface 90


ü BeingabletouseRTinpracticeü ActingaccordingtodifferentrolesdeterminedandexplainedinRT

Numberandtitleofthesequence:Sequence4:ApplyingThinkingAloudorRTinpractice

Meaningandlearninggoals:Toapplyinparticipants’ownclassroomwhathasbeenlearned




150






Exercising

Exploration

Creation

Participantscanchoose:toapplyeitherThinkingAloudorReciprocalTeachingintheirpractice.Itisoptionalwhichonetheychoose.

Filmstobeuploaded



ü AgoodknowledgeandunderstandingofwhatReciprocalTeachingisü ArecordedlessonapplyingThinkingAloudORReciprocalTeaching

Numberandtitleofthesequence:Sequence5:Applyingthenewinformation:ametacognitiveanalysisofparticipants’ownteachingpractice

Meaningandlearninggoals:Toreflectandelaborateonwhathasbeenlearned






151




Self-reflection

Participantsreflectonhowtheyhavechangedtheirteachingpracticeduringthecourse.Theyfillinthechecklistonwhatstrategiestheyuseaftertakingpartinthecourse.

Anonlinechecklist(AchecklistonreadingstrategiesthatwasusedinISITandTALENTUMprojects).M5_M8_Checklist1:



Self-reflection

Creation

Participantswriteapersonalblogonmoodle/wikiusingthechecklistandreflectonwhathaschangedintheirpracticeaftercompletingthemodule.



DebateParticipantsreflecton2ofblogs E-LearningPlatform 20


ü Reflectiononwhathasbeenchangedinone’steachingpracticeü PersonalblogreflectingonwhatparticipantslearntinModule5ü Writtenreflectionson2oftheblogs

152

This projecthasbeen fundedwithsupport fromtheEuropeanCommission.This publicationreflects theviewof itsauthorsonly,andtheCommissioncannotbeheldresponsible foranyusewhichmaybemadeoftheinformationcontainedherein.



IDEAL course: Improving Disciplinary Learning through Literacy


Thefirstpartofthismoduleoffersparticipantstofigureouttheessentialprinciplesofwriting.

Understandingtheprinciplesofwritingmeanstohave firstantheoreticalapproach.Awriting

model is used to explain the cognitive basis for writing skills and to point our factors that

underlie successfulwriting. Special emphasis is put on the three steps of thewriting process

(planning,formulation,revision).Inmanyplacestheparticipantsaregivenexercisestotransfer

thetheoreticalprinciplesintoteachingcontext.

Beside theoretical approaches, there is practical orientated content, such as types of writers,

writingstrategiesandwritingself-experiences.Theparticipantsstudythesecontents,reflectit

in terms of their subject, their students, and the texts their students have towrite. After this

analysis,theparticipantsapplyandtestappropriatecontentdirectlyintheirclassroompractice.

Themaingoalistoimparttheprinciplesofwritingaspracticalaspossibleandwithaclearfocus

ontheclassroomactivitiesoftheparticipants.

The second part of this module offers participants to figure out a way to implement the writing to

learn approach.

The intermediate discourses are part of a reflexive approach of writing. By Writing, rewriting and

Module

6

WRITINGTOLEARN

APPROACH1:UNDERSTANDINGTHEPRINCIPLESOFWRITING

APPROACH2:LEARNINGTHROUGHINTERMEDIATEDISCOURSES

Ble*Teach[Institution][Address][Country][Phone]Email:[email protected],website:www.blend-ed.euBle*TeachULiège–HauteécoledelaVilledeLiège-Email:[email protected],[email protected]:www.ulg.ac.be,www.hel.be,www.blend-ed.eu

153



sharing with peers, the participant builds new knowledges. Emphasis is placed on the content of

the produced writings rather than on their form. We are in an activity promoting the conceptual

construction of knowledge of the taught discipline.

This discovery takes place through 3 videos that feature the theoretical basis of this approach,

but also with examples of use in teaching contexts.

The main goal is to implement an activity in its own class and reflect on this approach from the

point of view of learning and of benefits for students, but also from the point of view of the

teacher practice.

Total duration:

Module 6.1.: 7 hours: all sequences can be done face-to-face, e-learning or mixed. Some of the

recommendations and strategies dealt with in this approach needs to be tested in classroom, this

time is not include in the duration of 7 hours.

Module 6.2.: 8,5 hours: 3 hours online and 3 hours face-to-face workshop adding a 2,5 hours face-to-face final assessment.

L ist of resources Module 6.1.:

Audiovisual content

• Video “balance” presenting a physical phenome (without language)

Resources texts and worksheets

• “Types of writers” (Self-test, describes different types of writers, PDF document)

• “Writing to read” (English report how writing can improve reading , PDF document)

• “Documentation classroom experience” (Word document)

• “Phases of strategy mediation in class” (Maik Philipp, Word document)

• “Writing as a process” (Technische Universität Darmstadt, PDF document)

• “The cognitive writing process model” (Explanation of Hayes 1996 model, Word document)

• “Writing phases, strategies and exercises” (Table overview, Word document)

• “10 Writing strategies for classroom” (Josef Leisen, PDF document)

Links

• “Cooperative writing” https://wiki.zum.de/wiki/Kooperatives_Schreiben

154



L ist of resources Module 6.2.:

Audiovisual content

• Video presenting theoretical elements to define intermediate discourses • Interview of experts in Subject-area didactics concerning the use of writing in this subject-

area teaching. • Video presenting a subject-area classroom using intermediate discourses.

Ressource texts and worksheets

• Text1:Thistextexplainswhataretheintermediatediscoursesandwhywritingisimportanttolearn.E.g.Lesécrits«intermédiaires»(ChabanneetBucheton,2000).

• Worksheet1:Guidingquestionstoanalyzethecollectedtracesandthepreparationoflessonofapeer.

• Worksheet2:instructiontoproducethefinalessay.

155






PlanificationChart

Module

6

WRITINGTOLEARN

UNDERSTANDINGTHEPRINCIPLESOFWRITING

Ble*Teach-PädagogischesLandesinstitutRheinland-Pfalz-Germany-Email:[email protected]:www.blend-ed.eu

156





6WRITINGTOLEARNPART1:UNDERSTANDINGTHEPRINCIPLESOFWRITING (7hours/420Min)

Objective(s) Audio visual content(s)


Time Hybridization Level

Objectivesrefertowhatlearnersshouldmasterattheendofthemodule

Listthetopicstobedealtwithbymeansoftheaudiovisualresource

ThosecanbeWeblinks,pdffiles,etc.

Whicharethetaskstobeperformedbylearnersinrelationtoeachsequenceandwiththehelpoftheaudiovisualresources(e.g.quiz,debate,essay,…)

Consideringthetechnologicalpossibilitiesofferedbytheonlineenvironment(oreLearningplatform),whicharethetoolstobeused(quizmarker,discussionboard,peerreviewdevice,submissiondeviceorhomework…)?

Howareonlineandface-to-facelearningtobecombinedwitheachother?Whichisthetargetlevelofhybridization?

Sequence 1: Types of writers

• Participantswillbeabletoreflecttheirownwritingbehaviour.

• Participantswillbeabletodescribethewritinghabitsoftheirstudents.

• PDF-document

“Typesofwriters”

• Participantsaredoingtheself-test“typeofwriter”

• Afterdoingtheself-test,theparticipantswillanswerthequestion“Whichtypesofwritersdoyouhavemainlyinyourclass?”intheforum.

• LinkTUDarmstadt

• Forum

30Min EL

157





Sequence 2: Writ ing to read

• Participantswillbeabletoexplainhowwritingssupportsreading.

• Participantswillbeabletoreflecttheusefulnessofdifferentwritingstrategiesfortheirownlessons.

• Participantswillimplementsomeofthewritingstrategiesintheirlessonsandreflectingthem.

• Document

“Writingtoread”• Readingatextabouttheconnection

betweenreadingandwriting,theparticipantswillformulateanownstatementaboutthetext.

• Readingtheparagraph“Therecommendations”andselectrecommendationswhichcouldbeusefulfortheirownlessonsandwhichoneseemstobelessuseful.

• Testingtheselectedrecommendationsintheirclassroomseveraltimes,documentationsofthefindingsanddebatewithotherparticipants.

80Min

Sequence 3: Writ ing as process (Planning, Formulation, Revision)

• Participantsunderstandhowthethreephasescanbesupportedinteachingandwhatkindofsupportteachersdoneedtodoso.

• Word/PDF

document“Writingasaprocess”

• Participantsreadthedocumentandansweringquestions.

• Writtendiscussing(cooperativewriting)withapartnerandpresentingthefindings.

• Cooperativewritingtool(etherpad)

50Min EL

Sequence 4: The cognit ive Writ ing Process Model (Hayes 1996)

• Participantsunderstandtheprocessmodelandanalysewhichelementsoftheprocessmodelareessentialandinfluenceableintheirownclassroompractice.

• Word/PDF

documentorlink

• Participantswritewhichfactorsareinfluenceableandwhichfactorsarelessinfluenceable.

• Forum

60Min EL

158





Sequence 5: Writ ing self experience

• Participantswillchangetheirwritingperspective

• Participantswillmakeexperienceas“weaker”writers

• Video“Waage”

• Onlinequestionnaire

• Participantsarewatchingashortvideo.

• Participantswriteareportaboutwhattheyhaveseeninthevideointheirbestforeignlanguage.

• Participantsanswermultiplechoicequestions.

• Participantswriteareportabouttheirexperienceduringwritingandtheirconclusionsforlessonplanning.

• Vimeo.com

• Paper/digital

• Menti.com

Forum

30Min EL

Sequence 6: Writ ing strategies

• Participantswilllearnwritingstrategiesandwritingexercises

• Participantswillapplywritingstrategiesandexercisesintheirownteaching.

• Participantswillreflecttheuseofwritingstrategiesinclassroom.

• • PDFDocument“writingphases…”“writingexercises”

• Participantswillstudywritingstrategiesandwritingexercisesrelatedtothethreewritingphases.

• Participantsareplanningtheirownlessons,whichincludeswritingstrategies.

• Participantspractisingtheirlessons.• Participantswriteastructured

reportaboutlessonandputitintheforum.

• Participantscommentatleastoneotherreport.

Forum 100Min

EL

159





Sequence 7: Cooperative Writ ing

• Participantswillabletopracticescooperativewriting

• Participantswilldevelopcooperativewritingscenariosfortheirlessons

• • https://wiki.zum.de/wiki/Kooperatives_Schreiben

• Participantswillstudytheinternetinformation.

• Participantswilldecideonthreemeasuresforcooperativewriting

• Participantswillpracticecooperativewriting

• Participantswilldevelopthreecooperativewritingsettingsfortheirlessons.

• Cooperativewritingtool(etherpad)

60Min EL

Sequence 8: Formative assessment for the trainer / course designer

• Participantswillbeabletojudgeaboutthesubmodule(structure/learningoutcome)

•

• Participantswillfilinafeedbackform.

Feedbackform

10Min EL

160




ActivitySheet

Numberandtitleofthesequence:1.Typesofwriters


• Participantswillbeabletoreflecttheirownwritingbehavior• Participantswillbeabletodescribethewritinghabitsoftheirstudents.



Module

6

WRITINGTOLEARN

UNDERSTANDINGTHEPRINCIPLESOFWRITING

Ble*Teach-PädagogischesLandesinstitutRheinland-Pfalz-Germany-Email:[email protected]:www.blend-ed.eu

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Who? What?How? When?

(momentandduration)Material Tool

Eachparticipantindividually - doestheself-test“typeofwriters”

- Test“Typesofwriters”

- Internet 10min

Eachparticipantindividually - visualizethefinding - Onlinesurvey - Menti.com 5min


- answersthequestion“Whichtypesofwritersdoyouhavemainlyinyourclass?”

- ownteachingexperience - Forum 15min


• Apositionexpressedbytheparticipantabouttypesofwriters.

• Acontributionintheforumabouttypesofwritersinher/hisclass.

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Numberandtitleofthesequence:2Writingtoread


• Understandingtheinterdependencebetweenreadingandwriting.• Participantswillbeabletoexplainhowwritingssupportsreading.• Participantswillbeabletoreflecttheusefulnessofdifferentwritingtoreadstrategiesfortheirownlessons.• Participantswillbeablepracticewritingtoreadstrategiesintheirlessonsandreflectingthese.







- Readstheparagraph“Writingsupportsreading”

- Text“WritingtoRead”page4 - PDF 5min

Eachparticipantindividually - Writesashortstatementabouttheparagraph. - Ownnotes - Forum 10min

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Participanttoparticipant - Givefeedbacktootherstatements(voluntary) - Ownperception - Forum (5min)


- Readstheparagraph“Therecommendations”

- Text“WritingtoRead”page11-12 - PDF 10min


- Selectrecommendationswhichcouldbeusefulfortheirownlessonsandwhichoneseemstobelesspracticable

- Ownnotes - Forum 10min

Eachparticipantindividually(intheclassroom)

- Teststheselectedrecommendationsintheirclassroomseveraltimes.

- Lessonmaterialsbasedontherecommendation

30min

(pluslessontime,whichisnotincludedinthiscalculation)

Eachparticipantindividually - Documentstheclassroomexperience. - Ownobservation - forum 15min

Participanttoparticipant - Writesastatementtosomeoneelsedocumentation - written

documentations - forum 10min


• Apositionexpressedbytheparticipantaboutwritingtoread.• Acollectionofrecommendationswhichmatchtothesubject,pedagogicalconceptandthestudentsoftheparticipants.• Documentationabouttheclassroomexperience(participantstryouttherecommendation).

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Numberandtitleofthesequence:3.Writingasprocess(Planning,Formulation,Revision)


Understandingwritingasaprocess.

Objectives:

• Participantswillunderstandthestepsplanning,formulationandrevision.• Participantswillgenerateideashowtheycouldsupportthesestepsinclassroom.• Participantswillbeawareofnecessarysuccessfactorstosupportthesestepsinclassroom.



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- Readsaboutthestepsofthewritingprocess - Document(Mod6.1_Doc3) - Word 10min

Teamsof2participants

- Answersthequestion“HowcanIsupportthestepsofplanning,formulationandrevisioninmylessons?”inacooperativewritingsetting.

- Document(Mod6.1_Doc3)

- Ownexperience

- Etherpad(cooperativewritingtool)

25min

Teamsof2participants

- Answersthequestion“Isitpossibletointegratesuchsupportinyourlessons?”inacooperativewritingsetting.

- Document(Mod6.1_Doc3)

- Ownexperience

- Etherpad(cooperativewritingtool)

15min


• Astatementbytheparticipanthowtheycansupportthethreesteps• Commentsaboutpossibleskillsgabinthefieldofwritingsupport.• Awrittentext,producedincooperativewriting.

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Numberandtitleofthesequence:4.ThecognitiveWritingProcessModel(Hayes1996)


Understandingatheoreticalwritingmodule.

Objectives:• Participantswillbeabletounderstandatheoreticalmodelaboutthewritingprocess• Participantswillbeabletotransferthismodelorpartsofittotheirpracticalwork.







- ReadsthepresentationaboutthewritingmodelofHayes. - Mod61_Doc5a Screen/Paper 20min

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- explains,whichfactorsmentionedinthetextscansupportstudentswriting - ownthoughts forum 20min


- explains,whichfactorsmentionedinthetextsseemstobelesssuitabletosupportstudentswriting - ownthoughts forum 20min


• Acriticalanalysiswithatheoreticalwritingmodulanditspracticalbenefitforteaching.• Acontributionintheforumaboutpossibilitiesandboundariesofthemodel(orparts)intheclassroom

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Numberandtitleofthesequence:5.Writingselfexperience


Thepurposeofthisactivityistocreateawarenessofthedifficultiesofweakwriters.

Objectives:

• Participantswillbeabletoreflecttheirownbehaviorasweakwriters• Participantswillbeabletochangetheirperspective.






Eachparticipantindividually - Watchthevideo“Balance”“Waage” - Video - Vimeo 4min


- Describesinawrittenformatinhisbestforeignlanguagewhathe/shehasseeninthevideo - Paperordigital

- Pen,textprocessingprogram

20min

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- answersthequestion“Whatwritingstrategieshaveyouused?” - MultipleChoice - Menti.com 6min


• Areportwrittenbyeachparticipantaboutthecontentofthevideo.• Theresultsofthequestionnaire.• Abetterunderstandingofweakwriters.

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Numberandtitleofthesequence:6.Writingstrategies


Thepurposeofthisactivityistheanalysisofwritingstrategies.Objectives:

• Participantswillbeabletounderstandwritingstrategiesandexercises• Participantswillbeabletotransferwritingstrategiesintolessonpractice• Participantswillbeabletoreflecttheuseofwritingstrategies.






Eachparticipantindividually - Studyingwritingstrategiesandexercises - PDFFile - Computer 25min

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Eachparticipantindividually - Planningtheirownlessons - Paperordigital - Pen,computer

xmin(notincluded)

Eachparticipantindividually - Practicingthelessons - Ownmaterials

xmin(notincluded)

Eachparticipantindividually - Analyzingthelessons - Ownthoughts 20min


- Writingareportabouttheexperiencemadeinthelessonsandputitintheforum. - Ownthoughts - Computer 40min

Eachparticipantindividually - Commentatleastoneotherreport. - Ownthoughts - Forum 15min


• Areport(includingclassroommaterials)writtenbyeachparticipantabouttheuseofwritingstrategiesinclassroom.

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Numberandtitleofthesequence:7.CooperativeWriting


Thepurposeofthisactivityistolearnaboutcooperativewritingwhiledoingit.

Objectives:

• Participantswillbeabletopracticecooperativewriting• Participantswillbeabletodevelopcooperativewritingsettingfortheirlessons.•






Eachparticipantindividually - Studythewebsite“cooperativewriting” - Internet - Vimeo 10min

Pairs - Decideonthreemeasuresforcooperativewriting - Internet - etherpad 10min

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Pairs - developthreecooperativewritingsettingsbyusingcooperativewriting. - - etherpad 40min


• Threecooperativewritingsettingsbyeachpair.

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Numberandtitleofthesequence:8.Formativeassessmentforthetrainer/coursedesigner


Formativeassessmentforthetrainer/coursedesigner






Eachparticipantindividually - Answeraquestionnaire - digital - Menti.com 10min


• Writtenfeedbackforthecoursedesigner/trainer

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PlanificationChart

6 WRITINGTOLEARN6.2.LEARNTHROUGHINTERMEDIATEDISCOURSES



Time Hybridization

Level Sequence 1: Discover the notion of intermediate discourses

Participants will be able to create good conditions for development of concepts in their classroom. Participants will be able to ensure the acquisition of vocabulary by the practical use of the new words in activities of reading and writing rather than by simple memorization of definitions.

- V1: Theoretical elements on the intermediate discourses.

- Transcript of the video

- Text: Chabanne and Bucheton (2000): “Les écrits intermédiares”. - Overflow texts to learn more. - Type-response (writing by trainers)

1. Sentence/affirmation on which participants are invited to position themselves and sharing of personal experience. 2. Watching video 1 3. Reading the given text (by example: Chabanne & Bucheton) 4. Producing a comment (10 lines) from the question : « Intermediate discourses are not a draft. Give 2 arguments to support this affirmation ». Participants receive a type-response and give a feedback (based on criteria given by trainers) about 2 learner productions.

1. quiz Editor: open question 3. quiz Editor: open question

10 min 7 min 30 min 25 min 30 min

EL

EL

EL

EL

EL

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Sequence 2: Discover practical uses of intermediate discourses

Participants will be able to define the concept of intermediate discourses through the 5 proposed dimensions and use this concept of an accurate and adequate way in written or oral statements.

- V2: Interview of 2 experts in subject-area didactics: explanation of the use of the intermediate discourses.

- V3: Example of use of intermediate discourses in a subject-area classroom.

- Transcripts of the video

4. Watching video 2 5. Watching video 3

6. Implementation of a classroom activity including intermediate discourses. • The participant collects written traces (text or

schema - linked to practical tools) and writes a reflective feedback about the implementation approach and the selected documents.

• Participants share their preparation of the lesson.

6. Storage space on e-learning platform + Forum


EL

EL

EL

Sequence 3 : Go further… Reflects on the notion and its implementation

- summary of reflective feedbacks (made by the trainer) - Participants’ preparation of lesson + pupils’ traces - Analysis grid

7. Back to reflective feedbacks about the implementation of this approach in order to talk about the concept of intermediate discourses. 8. Analysis of the collected traces (in step 6) and of the preparation of lesson in subgroups from guiding questions + discussion 9. Realization of a new activity from what has been done and in interactions with other participants.

Black/ White board PPT


F2F

F2F

F2F

Sequence 4

Final assessment

Participants write an essay to answer the question: “What is the difference between “REVISION” and “REWRITING”?

160 min

F2F

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ActivitySheet

Numberandtitleofthesequence:1.DISCOVERTHENOTIONOFINTERMEDIATEDISCOURSES


Activity1isintendedtoimbuetheparticipantsinapersonalexperiencetoemergerepresentationsandthusraiseoneoftheelementsthatsupporttheuseoftheintermediatediscourses.Thepurposeofactivity2istounderstandwhatareintermediatediscourses.Thepurposeofactivity3istounderstandwhatintermediatediscoursesareandtoinitiateaprocessofpersonalreflectiononthisdidacticapproach.Thepurposeactivity4istounderstandwhatintermediatediscoursesarefromthepointofviewofScienceteaching.Learninggoals:

• Participants will be able to create good conditions for development of concepts in their classroom. • Participants will be able to define the concept of intermediate discourses through the 5 proposed dimensions and use this concept of an

accurate and adequate way in written or oral statements. • Participants will be able to ensure the acquisition of vocabulary by the practical use of the new words in activities of reading and writing rather

than by simple memorization of definitions. • Participants will be able to have a better understanding about what are intermediate discourses. • Participants will be able to reflect on the place of writing and on the place of the participant in this process. • Participants will be able to teach students to integrate new words to their former knowledge.



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- Takespositionconcerningasentence/affirmationwhichispresentedtohim/her. Quizz:openquestion Forstartingthe

sequence.10minEachparticipant

individually- Sumsupapersonalexperiencerelatedtothisaffirmation Quizz:openquestion


- Watchesthevideopresentingintermediatediscoursesunderdifferentdimensions.

- Transcriptofthevideo(inannex) Video

Aftertheintroductoryactivity

7min

Eachparticipantindividually - Readsthegiventext.

- Document/texttodownload

(example:Lesécrits«intermédiaires»-ChabanneetBucheton,2000)

Afterwatchingthevideo

30min


- Writesamax.10-linecommentaboutthistextstartingfromthequestion:«Intermediatediscoursesarenotadraft.Give2argumentstosupportthisaffirmation».

Quizz:anopenquestion.

Afterreadingthetext25min

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- Receivesatype-responseandgiveafeedback(basedoncriteriagivenbytrainers)about2learnerproductions.

30min


• 1.1.Apositionexpressedbytheparticipantaboutthestatement.• 1.1.A10-linesummaryabouther/hispersonalexperiencerelatedtothisstatement.• 1.3.A10-linetextansweringthegivenquestionandbringingtogetherelementsofthe2sources(videoanddocument/text).

Exampleofinstructionsone-learningplatformforactivity1.:« By becoming language, thought is reorganized and modified ». By these words, Vygotski means that thought is not a pre-existing element that we just express.

• Tell how much you agree with this statement and give arguments to support your view. • Sum up in a few lines a personal experience linked with this statement.

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Transcript of the video

Intermediate discourses: theoretical aspects

Make students write is not an easy thing. As teachers of science or geography and history, you probably think that your colleague of mother tongue course is much better placed than you to help students to develop their writing skills.

In fact, everything depends on how you understand the term “writing”... If you look at writing as:

- a tool to think

- and so a tool to learn and to grow,

Then every teacher, regardless of the taught discipline, can help their students to learn with the written words, causing them to produce reflective, personal, writings; intermediate or work discourses, which will help to structure their learning.

The goal of this capsule is to introduce the principle of intermediate discourses by summarizing it in five key ideas.

1. Writ ing is not only seen as a product but as an activ ity of thought !

Therefore, we will have a look at all that foregoes and leads to the development of finished products.

According to Alain Chabanne "Being interested in discourses which could be intermediate is being interest in first notes, first lists, first schemas, first supports on writing even though they are very muddled and confused. All those (even experts), who engage in written works pass through this.” The main idea that is developed here is to not focus on writings to be finalized or embellished but on the way of working on the writing process and not just the product.

2 .A second assumption on which the introduction of the intermediate discourses in different school subjects is based is that the written or oral language puts the thought in motion. From this perspective, we write to think and not only to convey a thought. This vision was developed by Vygotsky, who explains that "by turning into language, thought reorganizes and changes. It does not express but it real izes in the word." What is highlighted here is the opposite of what a lot of students think: Thought does not pre-exist, and it is not enough to let it rise up and leave it on paper. It is precisely the work of putting into words the experience or knowledge that reorganizes and underlies the development of thinking.

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An intermediate writing is hence the testimony of a mind that is being built.

3. An intermediate writ ing is not a draft ! Rewriting is not a correction that would allow throwing the draft. If rewriting is thinking all over again, then the intermediate writings or work are regarded as archives which bear the trace of a knowledge under construction and these traces can be used later. For example, formulating in their own words the definition of a term or concept that you will discover in a sequence in science leads students to mobilize their prior knowledge. Rethinking and rewriting this definition later in the sequence can reorganize their knowledge, IE to integrate not only new knowledge to those that were already built, but also to keep track of the way in which knowledge is built. It is a way for students to create a relationship between the different academic tasks whose connection is supposed to lead to the development of knowledge.

4. Intermediate writ ings are objects. The evidence produced in the model of intermediate writings will induce social interactions: They will be read, explained and questioned by peers. Here, writing so is not seen as a lonely and isolated activity.

Exchanges with other students and with the teacher will help the author to consider other points of view, other understandings and these exchanges will help to support their point of view, to develop their remarks or to clarify their lexicon by using specific vocabulary. Of course, the exchanges are not only carried out in oral terms. The readings performed by students, in connection with the knowledge and skills targeted in a sequence, will also allow an expanding of their writings.

5. A short t ime of writ ing can be inserted into a sequence of learning, from the beginning:

In traditional class practice, the written record usually takes place at the end of the sequence. It is sometimes a collective work, at other times, it is dictated to students or that it can also be written by the professor only... However, some writing time can be inserted at different times, including at the beginning of any learning sequence. Reflective writings may be used with all kinds of tasks: Recalling information, reformulation of a notion, preparation of a project, of a writing, the solving of a problem.

First brief written records on prior knowledge or representations relating to the terms that are about to be learned in a sequence indeed provide the teacher important information to identify their students’ needs. If students take notes for a short time on school tasks in the classroom, it makes it possible to identify potential obstacles related to the taught concepts or the sequence of their schoolwork.

In short, as it has been said, writing allows observing thought. It could therefore be compared with a kind of Observatory for the teacher, in which they can spot the skills of their students, and for the teachers themselves, writing is a tool for learning, a tool to make their learning a visible process and let them see the class evolving regardless of the academic disciplines.

Sources: Chabanne & Bucheton 2000, 2002; Chabanne, 2011.

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ActivitySheet

Numberandtitleofthesequence:2.DISCOVERPRACTICALUSESOFINTERMEDIATEDISCOURSES


Thepurposeofactivity1istounderstandwhatintermediatediscoursesarefromthepointofviewofasubject-areateaching.Thepurposeofactivity2istodiscovertheuseofintermediatediscoursesinasubject-areaclassroom.Thepurposeofactivity3istounderstandwhatintermediatediscoursesareandtoinitiateaprocessofpersonalreflectiononthisdidacticapproach.Learninggoals:

• Participants will be able to create good conditions for development of concepts in their classroom. • Participants will be able to ensure the acquisition of vocabulary by the practical use of the new words in activities of reading and writing rather

than by simple memorization of definitions. • Participants will be able to define the concept of intermediate discourses through the 5 proposed dimensions and use this concept of an

accurate and adequate way in written or oral statements. • Participants will be able to teach students to integrate new words to their former knowledge. • Participants will be able to reflect on the place of writing and on the place of the participant in this process. • Participants will be able to have a better understanding about what are intermediates discourses.



184







- WatchesavideooftheinterviewofexpertsinSubject-areadidacticsconcerningtheuseofwritinginthissubject-areateaching.

- Transcriptofthevideo Video

Afterreadingthetextandwritingtheshortcomment.

14min


- Watchesthevideopresentingasubject-areaclassroomusingintermediatediscourses.

- Transcriptofthevideo Video

Afterreadingthetextandwritingtheshortcomment.

5min


- Createsanactivityinvolvingtheproductionofintermediatediscourses.

50min


- Collectsstudentswrittenrecordsandwriteareflexivefeedbackabouttheimplementedapproachandthecollectedproductions.

- Sharesthepreparationofthelesson.

-Transcriptofthevideo-Textaboutintermediatediscourses(ex:Chabanne&Bucheton)

Storagespaceone-learningplatformForumforsharingpreparations.

50min


• 2.3.Amaximumtwo-pageessaypresentingareflexivefeedbackconcerningtheimplementedapproachandananalysisofsomecollectedwrittenrecords+Lessonpreparations.

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Exampleofinstructionsone-learningplatformforactivity3.:Now it is your turn to create an activity including intermediate discourses in your class !

After implementing this lesson with your students, share your preparation with the group of participants on the forum provided for this purpose.

Write a one to two-page reflexive analysis about the approach you have implemented and about 3 students written records you collected during your lesson. Then, post this analysis in the deposit space below.

Example of interview of 2 experts in Science didactics

Patr ic ia: After this theoretical presentation of the concept of intermediate discourses, I suggest that we take a closer look at the role of language in sciences teaching.

For this, I'll ask a few questions to colleagues responsible for the course about teaching and learning sciences in basic and secondary education in the Master of sciences in education of the University of Liège.

Marie-Noëlle Hindryckx is lecturer in biological science teaching.

Valérie Quittre is in charge of research in the systems analysis and teaching practices service.

Patricia: Ms. Hindryckx, in a few words, can you describe the place given to language and especially to the intermediate discourses in curriculums of sciences in the Wallonia-Brussels Federation?

MN:

Comparing curriculums currently made available to teachers, we can notice that both oral and written language is rarely mentioned.

For example, at the level of the document "Socles de compétences - Basis of skills" in sciences, mentions of the language are present only in some steps of the scientific process. Language is above all seen as a tool supporting the student and scientific activity, in terms of communication of information: producing an opinion, writing information or results, and communicating. It is the same in the programs of the Wallonia-Brussels Federation and Segec. While the scientific skills-based approach and learning skills are advocated, the links between language and sciences are not explained.

However, in the document presenting the units of learning outcomes in sciences for secondary education, the "oral or written communication techniques" are mentioned in the transversal strategies and it is stated that “by explicating them, we avoid using them as if they were self-evident for the pupil and that they did

not require specific learning”.

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On the other hand, within the approach proposed in science in the 'processing and passing on’ information part, it is just a matter of presentation of data and communication of results. So we can see that language is not explicitly mentioned as a way of learning sciences, while elsewhere, in France, for example, things are somewhat different.

Until the 1970s in french programs, sciences teaching takes the form of “things lessons”. Then gradually, the questioning of the student and the experimental trial and error are highlighted and language is especially a written information and communication support. Towards the 1990s, sciences are no longer presented as a whole consisting of knowledges, but rather as a process of progressive development of knowledge. The oral and written language becomes an essential instrument for scientific school activities and, conversely, they reinforce language learning. In the 2000s, this vision of the social construction of knowledge is further enhanced in programs. Currently, we see that the relationship between sciences and language is left to the initiative of the teacher and the link between writing and the development of scientific knowledge has disappeared.

Valerie:

This nonexistent or only implicit role given to written (but also to oral) language refers to the epistemic vision of language and sciences that persists among many adults and so also the designers of curriculums, textbooks and teachers.

Sciences are still often understood as a body of knowledge that attempts to describe the real world and which has been proven by observation or experience. We assign an important place to the experience from a perspective of demonstration, harvest of evidence that will lead to the theory or law.

In this empirico-deductivist view of sciences, the language has a function of communication; it is a tool for the students to:

- Communicate their initial conceptions (representations), say to others,- Take notes during the experiment, - Communicate their results.

The language is thus seen as a product, a tool and in this perspective; there is no reason to give it a central place in the curriculums.

But scientific knowledge is not a set of facts or discovered truths, sciences seek above all to explain reality. And when we try to explain, we start by "imagining" one possible explanation and then we test it, we put it under the test of experiment to see if it resists. If it resists, we can temporarily validate the explanation. In the scientific world, if many scientists support this explanation by the experiments they themselves have carried out, the explanation becomes a theory. If in a new situation, a new experiment (or one with more powerful measurement tools), the theory is no more satisfying, we need to rethink a new one that we put under test again.

In this constructivist vision of sciences, we understand the centrality of language immediately. The language plays a part in the construction of explanatory ideas, writing allows changing thinking and keeping tracks of this evolution, it is also essential to explain ideas to others. Language is then seen as being part of the process

of construction of knowledge in sciences and in this perspective

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it can no longer be left in silence, or between the lines of the curriculums.

Patricia: And you Ms. Hindryckx, what do you concretely observe in the practices of your students about the use of writ ing in the service of learning sciences in classes?

MN:

As we have just said, curriculums are not very explicit on the interactions between language and sciences.

In secondary class practices, internship teachers use language as a tool and not as a process that leads to learning sciences.

A lot of students are producing material to support the writing of their pupils: incomplete texts, schematics to annotate, tables to fill... According to them, the function of writing would be, beyond the support for studying, to keep students active, attentive and relatively silent during the course.

The pupils, from 15 years, are sometimes invited to take notes in a blank notebook, to do a synthesis or a summary on a topic. Internship teachers rarely spend time to explain these steps, because they are thinking that it is not their responsibility or because they are not trained for these learning that they call “transversal”. The use of a book of "drafts" is not favored, as if writing only had a worth of reference knowledge and not a construction of scientific knowledge worth.

When internship teachers use a textbook, it is as a repository of scholarly knowledge. When textbooks offer activities of taking conceptions into account or of construction of hypothesis guiding a research, they are usually avoided, due to lack of time.

Most of the time, oral language is practiced collectively, to venture an opinion, a preconception, to answer a question. During debates, student teachers primarily rely on the ideas of students to exchange and convey information about a news topic or citizenship. Here too, the oral language has a worth of communication or sharing and not of building knowledge. No track of these debates is recorded.

Patricia: In conclusion, according to you Ms. Quittre, what would be the place to give to intermediate discourses in sciences teaching from kindergarten to high school?

Valerie:

We could talk about the intermediate discourses, individual or collective, for a long time, but I will limit myself to the dimensions considered by Mrs. Schillings in the theoretical part.

1. Writ ing is an activ ity of thought :

a. Writing in sciences class to explain their ideas, to explain to one another before explaining to others. This is not, as Ms. Schillings says, writing down a pre-existing thought on paper. We all, as an adult, experiencing the fact that ideas that sometimes seem mentally clear but do not resist at putting

into words; they must be

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redesigned, restructured at the time of writing. Writing to explain their ideas put well the thought in motion.

b. This is still the case when it comes to planning an experiment, their actions: imagining the experiment that we will set up, listing the equipment you will need. This forces to ask questions about their approach. What are we looking at with this test? What do we observe or measure? How can we measure? ...

Writing before you act is helping the pupil not to rush headlong into the action (which may also be interesting, the trial and error that can be source of questioning and explanatory creativity).

c. Writing undergoing investigation, to record observations or findings. This leads to think about how to organize its data. What form of writing will be more effective in this case: a text, a table, a diagram, a graph?

2. Intermediate discourse is not a written draft .The draft is an unimportant writing, which ends up in the bin. In sciences, it is also important to give a status to these intermediate discourses, for example a book of sciences, that allows keeping tracks of the crossed way, of the followed approach, of outstanding questions too. Giving importance to the tracks is to giving importance to the approach beyond the mere learning of scientific concepts.At the elementary level, it can be a book that follows the student in school tasks. The different types of writings can be identified by symbols: written for themselves, writing experiment, collective writing, final written synthesis of learning... In high school, two separate notebooks could be considered: intermediate discourses on the one hand and the codified writings taking up learning (to study) in a second notebook.

3. The intermediate discourses induce exchange .Building explanation in sciences is not an solitary activity, the interaction with others is essential. Individual writing can be used to prepare a collective debate, to organize ideas before you explain to others and eventually to be able to defend them, but also to hear those of others. Group posters serve as a base for exchanges: how have other groups presented their results? Which is the most effective presentation? Did all the groups get similar results? How did they do? …

4. Writt ing at different stages of a learning sequence .Clearly, writing comes at different times of a learning sequence but we must absolutely avoid freezing moments of writing and multiply them without reason. They must find their place according to the course and its learning goals. These moments can be very brief moments that help the pupil to take distance from action. Syntactic requirements must be delayed in those writings.

Patricia: Thanks to my colleagues for having accepted my invitation and given all these really interesting answers.

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ActivitySheet

Numberandtitleofthesequence:3.GOFURTHER…REFLECTSONTHENOTIONANDITSIMPLEMENTATION


Thepurposeofactivity1istoreflectaboutthisapproachanddiscusstheconceptofintermediatediscourses.It’sakindofreturn-backtointroducetheF2Flesson.Thepurposeofactivity2,3,4,5istoanalyzethetracescollectedbyparticipantsintheirownclassestoremoveimportantelementsfortheirfuturepractice.Thepurposeofthisactivity6istocreateanewactivityusingintermediatediscourseregardingdiscussionsandlearningsofthemodule.Learninggoals:

• Participants will be able to reflect on the place of writing and on the place of the participant in this process. • Participants will be able to have a better understanding about what are intermediates discourses.







- Takespartinthewholegroupdiscussionfromtheinformationsuppliedbythetrainer.

-summaryofreflectivefeedbacks

Sheets

Blackboard

PPT

20min

190




-Analyzesthecollectedtracesandthepreparationoflessonofapeerbasedonthefollowingguidingquestions:

- Whataretheobstacles?- Whatcluesofunderstanding?- Whichevolutioninstudents’knowledgesbuilding?- Howtouseintermediatediscourseseffectively?

-Participants’preparationoflesson+pupils’traces-asheetwiththeguidequestionstoanalyze

Sheetsofpaper 45min

Intwingroup,participants - Comparetheiranalysiswithhis/herpeer

-Participants’preparationoflesson+pupils’traces--ownnotesofanalysis

Sheetsofpaper

Blackboard

PPT

20min

Bysubgroups(2or3Twingroup),participants

- Discusstoremoveimportantelementsabouttheintermediatediscoursesapproach.

- Sharetheelementswiththewholeclassgroup.TheseitemsaremarkedonaposteroraPPT.

/

Sheetsofpaper

Blackboard

PPT

25min

Thetrainer - Conductsapollofimportantelementstostructurethelearningachieved.

/ BlackBoard 20min


- Realizeanewactivityfromwhathasbeendoneandininteractionswithotherparticipants.

Whattheywanttocreateanewlesson / 60min


• 3.2.AposteroraPPTtakinguptheimportantitemstosharewiththewholeclassgroup.• 3.6.AnewpreparationoflessonthatintegratessomeelementsofthereflectionmadeduringtheF2Fsessionandthewholemodule.

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ActivitySheet

Numberandtitleofthesequence:4.FINALASSESSMENT


Thepurposeofthisactivityistodemonstratethecomprehensionofthenotionbytheparticipants.Learninggoals:

• Participants will be able to reflect on the place of writing and on the place of the participant in this process. • Participants will be able to have a better understanding about what are intermediates discourses. • Participants will be able to create good conditions for development of concepts in their classroom. • Participants will be able to define the concept of intermediate discourses through the 5 proposed dimensions and use this concept of an

accurate and adequate way in written or oral statements.





- writesanessaytoanswerthequestion:“Whatisthedifferencebetween“REVISION”and“REWRITING”?

Endofthemodule

160min


• a2/3pages-essay