Designing quality English programs

“We have to know where we want to end up before we start out – and plan how to get

there …”(1999, Tomlinson).

Global Demands

Skills Required for the 21st Century Workforce:

Critical thinking Problem solving Innovation CollaborationCreativityConnectedness

Goal 1:• Australian schooling promotes equity and excellence:

promote personalised learning that aims to fulfill the diverse capabilities of each young Australian.

Goal 2:• All young Australians become:successful learnersconfident and creative individualsactive and informed citizens

Australian Curriculum Goals

A solid foundation in skills and knowledge on which further learning and adult life can be built.

Deep knowledge and skills enabling advanced learning, ability to create new ideas & translate them into practical applications.

General capabilities that underpin flexible thinking, a capacity to work with others, an ability to move across subject disciplines

Australian Curriculum Expectations

1. Knowledge about the English language: a coherent, dynamic and evolving body of knowledge of how the English language works in its various modes and settings.

2. Informed appreciation of literature: an enjoyment in and increasingly informed appreciation of the English language in its capacity to convey information, to express emotion, to create imaginative worlds and to convey aesthetically and ethically significant experiences through encounters with a variety of literary texts.

3. Growing repertoires of English usage: the ability to understand and produce the English language accurately, fluently, creatively, critically, confidently and effectively in a growing range of settings.

Australian Curriculum English

The Research Coyle and Colvin (1999): The brain is

phenomenally plastic, and that we construct ourselves through behaviour – “It’s not who you are, it’s what you do and where you do it.”

Hattie (2003) & Dinham (2008): The significance of deep knowledge, direct instruction and scaffolding the learning.

Westwell (2009): Creativity flourishes when connected to what is already known.

NSW Quality Teaching model based on best practice and effective research

Inclusivity and positivityPlan for Deep knowledge & Deep understanding Integrate problematic knowledge and student direction Process first then product Provide opportunities for creativity

“The first thing that teachers will need to do is select and organise the essential

knowledge, understandings, skills and values from the syllabus around central

concepts or ideas…” Quality teaching in NSW Public Schools

Quality Programming

Quality Programming Holistic and conceptual programming

embedded in syllabus content, knowledge and skills focused on deep knowledge and deep understanding

Distillation from syllabus to the concept to key learning ideas to assessment to explicit teaching and learning strategies

Integrated assessment of, for, through and as learning – backward mapping

Explicit teaching strategies informed by ongoing data

Technology for learning

“Without designing around provocative questions and big ideas,

teaching easily succumbs into an activity - or coverage - orientation

without clear priorities.” Understanding by Design

McTigh and Wiggins ASCD 1999

Planning for Learning

Focus on learning What do I want my students to

learn? Why does it matter? What do they already know? How will they demonstrate

learning? How will they get there? How well do I expect them to do it?

FocusTopic/Outcomes

Concept + Key Question or Essential Learning StatementOverarching idea of the unit

(Deep knowledge)Key Ideas + QuestionWhat students will learn

by the end of the unit(Deep knowledge)

Key Ideas + QuestionReflect intent of the

outcomes and concept(Deep knowledge)

Key Ideas + Question(Deep knowledge)

Assessment for, as and through learning(Deep understanding, Problematic knowledge, Higher-order thinking, Explicit quality criteria)

Demonstration of key learning ideas

Pre-testing/Pre-assessment (Background knowledge - connections to prior learning)Brainstorming, Graphic organisers – KWL, mind mapping, Y chart, Lotus diagram. Quiz

Teaching StrategiesLearning Activities

Scaffolds / Models – annotated

Teaching StrategiesLearning Activities

Connected & Scaffolded

Teaching StrategiesLearning Activities

Explicit / SystematicBuilding the Field

Teaching StrategiesLearning ActivitiesExplicit Literacy &

Numeracy Strategies

Teaching StrategiesLearning Activities

Integrated ICT

Resources

Conceptual Model

The Conceptual Approach A concept/s grounded in the syllabus A concept that captures the deep learning

that you want students to have by the end of the unit of work

A concept that is appropriate and relevant for the specified students at that moment in time

Informed by the continuum of learning The concept has significance and endurance

A Concept Blend of abstraction and

concreteness Multidimensional “A concept is not an isolated,

ossified, and changeless formation, but an active part of the intellectual process” Vygotsky.

A concept is idea that has been turned, examined, polished and carries resiliency.

A synthesis of the key ideas Represents depth rather than

breadth

Deep knowledge

Knowledge is deep when it concerns the central ideas or concepts of the KLA/s and when the knowledge is judged to be crucial to the topic or subject being taught.

The Topic/Focus

Identify the topic or focus of the unit of work such as:

PoetryFictionClose study of a

novelCineliteracyShakespeare

The Outcomes Ask the question what do I

want my students to learn by the end of the unit and select the relevant outcomes

Not too many! Take into account the: Continuum of learning Timing of the unit of work Scope and sequence

The overarching question or learning statement

Pose an overarching key question or essential learning statement that encapsulates what students need to learn by the end of the unit

Differentiates the learning

Key Learning Ideas

Now identify from the outcomes the key learning ideas

Two to three ideas that capture the learning, skills and knowledge

Stage 5 : Representations of gender through a range of texts

Outcomes: 2, 3, 8, 9 & 10 Concept: Representation Question: How and why is gender

constructed through texts? Key Learning Ideas: How and why cultural perspectives

shapes representation of gender How language features are used to

represent gender Assessment Task: Discussion essay

comparing at least two texts’ representation of gender

Representation

Stage 5 : Anime Outcomes: 2, 3, 6 & 10 Concept: Cultural Perspectives Question: How significant is

cultural context in shaping our perspectives and our use of textual features?

Key Learning Ideas: How cultural context shapes

perspectives and ideas in texts How filmic techniques in anime

convey cultural perspectives Assessment Task: Original text that

reflects a cultural perspective.

Cultural Perspectives

Conceptual Programming: Stage 5 English

Outcomes: 1, 4 & 6 Naplan Data: Audience and structure noted as a concern HSC Feedback: Boys struggling with Paper Section II - Writing Concept: Craft: The qualities of an effective narrative – “Stories are

the lifeblood of a nation” (Garth Boomer). Key Question: How do we craft a narrative that is engaging and

affective? Key Ideas:1. The power of imagery and figurative devices in writing to engage

and move the reader – “Words are like ants...nothing can penetrate into the cracks and gaps of life as thoroughly or as fast as words can” (Orhan Pamuk).

2. How the structure of a narrative can enhance the quality of a narrative

3. The importance of close editing

Effective Programming: Stage 4 English

Assessment Tasks:1. Critical response to a text (Word document/Peer

feedback using insert comment): Outcomes: 1 & 42. Digital Narrative (Adobe Premier, Moviemaker or

Presentation): Outcomes: 1, 4 & 6 – Focus on craft and structure

Resources:- Extracts from Winton, Gail Jones and Lanaghan- Annotated exemplars- A range of websites with models and exemplars- TaLe resources to support Naplan

Contextualisation Stage 6 : Module A: ELECTIVE 2: TEXTS IN TIME Outcomes: 1, 2, 2A, 4, 10 Concept: Contextualisation Question: How have the social, historical and cultural context

of both texts impacted on the crafting of the texts, the content, the different perspectives and your own reception of the texts?

Key Learning Ideas: The explicit connection between context and its impact on

the meaning How texts texts are products of their time, dealing with issues

that arise from the events, attitudes and values of the period they were composed

How the treatment of similar content in both texts that are composed different times and contexts may reflect changing values and perspectives

Persuasion Stage 4 Year 7 Term 1 Students will learn

about how words and images can be used persuasively to manipulate and position others.

Cross curriculum perspective of Sustainability

Naplan 2011

Persuasion Key learning ideas:- The features of a persuasive

text - The purpose of persuasive

texts - How language features and

form can be used to persuasively promote points of view and position a responder.

Overarching question: How and why do composers create texts that promote persuasively points of view?

Assessment for and of Learning Nature of Task: The Australian Federal government has decided to be proactive in

targeting these vulnerable locations. They have devised an Australia wide competition that invites proactive citizens to identify an environmentally significant and vulnerable location, and present a persuasive argument as to why the Federal Government should provide funding to ensure that this location is protected for the future. You have been selected to represent your school to identify the special location, predict a possible disaster and argue persuasively why the special place you have chosen should be protected. Your presentation must include:

A description of the unique place A prediction of one or more possible man-made or natural disasters. A persuasive case for why the place is special, and should be protected and

preserved for future generations. You can present your case using any medium of production such as: A power point, slide show or prezi with images and footage A podcast A print document such as: a poster, pamphlet or letter. Use your imagination and decide what medium would be the most effective and

persuasive vehicle for your argument!

Weeks 1-2 Focus: What are the key features

of persuasive texts? Introduction to Persuasion Students view and analyse: Severn Suzuki’s speech delivered

at UN Earth Summit 1992 focusing on the ideas and the purpose of the speech: http://www.youtube.com/watch?v=uZsDliXzyAY

EDF Energy Advertisements: http://www.youtube.com/watch?v=Xx3Y5RV9YR4&feature=related ; http://www.youtube.com/watch?v=z7JMBa6h7Eo&feature=related

Weeks 1-2 Students visit for Persuasion 101:

http://prezi.com/62290/ Power of Verbs and the Imperative

Voice Persuasion in 30 seconds Students deliver a 30 second speech

presenting their point of view on the merits of one vs. the other from the following list:

Solar power vs. electricity Cars vs. walking Book vs. Kindle Plastic bags vs. green bags Clothes dryer vs. Clothesline Polarised debates Class blog created as a platform or

Voicethread - http://voicethread.com/

Weeks 3 -4 Focus: What is the purpose of

persuasive texts? Al Gore’s speech to Smith School

World Forum on Climate Change: http://oxforddigital.tv/streaming/algore0709.php

‘There will come Soft Rains’: Short Story by Ray Bradbury & a poem by Sara Teasdale http://www.youtube.com/watch?v=KBtE4jS8J24&feature=related

Bruce Dawe’s Poem ‘In the New Landscape’

Blog or Voicethread to discuss the issue: ‘Global warming is a myth.’

Persuasion map: http://www.eduplace.com/graphicorganizer/pdf/persuasion.pdf

Weeks 3 -4 The Naplan marking criteria

is to be used to assess the exposition – self and peer marking - http://www.naplan.edu.au/writing_2011_-_domains.html

Impact of Emotive language and Modality

Cyber Grammar: http://www.cybergrammar.co.uk/index.php

Weeks 5 - 6 Focus: How can language features

and form be used to persuasively promote points of view and position a responder?

The Power of Rhetoric Point of view: The line of argument

and the supporting evidence Use of persuasive techniques Notes and discussion on the

features of effective rhetorical speeches. Students could visit http://en.wikipedia.org/wiki/Rhetoric

Assessment Task – ongoing http://prezi.com/bnvpgr4u8pnh/

cape-byron-symposium/

Imagery Essential Learning

Goal: Students to appreciate why and how imagery has been crafted in writing.

Overarching Question: How and why do you enrich writing through imagery?

Outcomes: 1, 2, 3 & 4

ImageryKey Learning Ideas: The power of

language to create evocative images

How writers craft and use imagery to convey meaning and provoke feelings

How technology can be used to enhance the meaning of a text

ImageryAssessment of Learning:

Composing original multimedia text featuring imagery: 1, 3 & 4

Evaluation of use of imagery: 1, 2 & 4

ImageryWeek 1: The crafting of imagery

– range of texts A concept map using

Freemind or a word cloud using Wordle - http://www.wordle.net/

Visuword - http://www.visuwords.com/

Crafting ImageryWeek 2: “Getting black on

white” 12-word novels Twitter texts An image that

inspires Found poem Haikus

Imagery in PoetryWeek 3: Robert Gray: critical

response to his use of imagery – ‘Flames and Dangling Wire’On a highway over the marshland.Off to one side, the smoke of different fires in a row,like fingers spread and dragged to smudge.It is the always-burning dump.

Romantic poets

Imagery to Persuade

Weeks 4 - 5: Famous speeches: podcasts

and vodcasts Write and record an original

speech no longer than two minutes

Youtube: Henry V’s Saint Crispin’s Day Speech & Barack Obama’s victory speech

Rhetoric: http://www.putlearningfirst.com/language/20rhet/20rhet.html

Imagery Competition

How will they demonstrate learning?

Quality Assessment

“The quality of teaching and learning provision are by far the most salient influences on students’ cognitive, affective, and behavioral outcomes of schooling – regardless of their gender or backgrounds” (Rowe, 2003).

‘Quality assessment has the greatest potential to improve the learning outcomes of all pupils’ (Hattie, 2003; Dinham, 2009).

Pre-Assessment

What do they already know? The importance of building

on prior knowledge Unless new knowledge

becomes integrated with the learner's prior knowledge and understanding, this new knowledge remains isolated, cannot be used effectively in new tasks, and does not transfer readily to new situations.

Summative Assessment

Assessment of learning is assessment for accountability purposes, to determine a pupil's level of performance on a specific task or at the conclusion of a unit of teaching and learning. It can be a powerful diagnostic tool to inform and improve language learning with precision.

Formative Assessment

Assessment for learning, acknowledges that assessment should occur as a regular part of teaching and learning and that the information gained from assessment activities can be used to shape the teaching and learning process.

Metacognition Assessment as learning

is about reflecting on evidence of learning. Students and teachers set learning goals, share learning intentions and success criteria, and evaluate their learning through dialogue and self and peer assessment.

Assessment as Learning

Students gain a deeper understanding of their skills, knowledge, level of understanding and the expected standards.

Students develop ownership of the learning process.

They learn to plan for how to improve their skills and understanding.

Embedded in the syllabus having clear, direct links with outcomes

Planned deliberately and integral to teaching Balanced, comprehensive and varied: receptive and

productive Fair, inclusive, valid and reliable Ongoing and sequential Engaging and student-centered Time efficient and manageable Supported by models, scaffolds or annotated

exemplars that demonstrate what is expected and what can be achieved

Reflects any adjustments made to teaching and learning

Quality Assessment

PEER/SELF ASSESSMENT

PRECISION: DATA & PRE-ASSESSMENTReveals critical differences among students.

Guides teachers’ decisions and planning

EFFECTIVE ASSESSMENTFormative Summative

CONCEPT/TOPICOUTCOMES

GOAL & KEY LEARNING IDEAS

QUALITY FEEDBACK

Designing an Assessment Task

Outcomes Identification of concept,

skills, knowledge and understanding to be assessed

Key Learning Ideas Nature of Task: Descriptors Explicit criteria: You will be

marked on how well you… Marking guidelines/rubric Work samples and models

The Verbs Blooms revised

taxonomy of knowledge (Anderson & Krathwohl, 2001)

Build the demands and higher-order expectations of the task by changing the verbs.

Apply, explain, evaluate, create, synthesise…

Higher-order Tasks

Personalisation and differentiation

Moving towards student directed and open ended

Problem solving Investigation Collaborating and

sharing Teaching others Evaluating and

reflecting

Designing an Assessment Task Stage 4: Year 7 Concept: Persuasion Outcomes: 1, 4, 5 & 7 Key Learning Ideas:How and why language features persuade

othersThe pace, volume, tone and stress patterns

of persuasive speaking

Designing an Assessment Task Nature of the Summative Task: Your challenge

is to compose a 3-minute persuasive speech on a topic that you are passionate or concerned about. Your speech must be designed to convince your fellow students to appreciate your point of view. Your speech is to be recorded so that it can be uploaded to VoiceThread. The second part of the task to compose a 300-word critical evaluation of your speech. A suggested scaffold is provided.

Designing an Assessment Task Suggested subjects or topics:- Reducing your global footprint- Saying no to bullying- Safe surfing on the net- Free choice negotiated with your teacher Your will be assessed on how well you:- Convey your point of view and ideas about your chosen

subject- Use persuasive language techniques- Use pitch, intonation, stress and pace to persuasively

deliver your speech

“Assessment should be first and foremost for the learner’s

sake, designed and implemented to provide useful

feedback to the learner on worthy tasks to make

improved performance and ultimate mastery more likely”

(Wiggins, 2006).55

Importance of Feedforward “An expert teacher, mentor or coach can readily

explain, demonstrate and detect flaws in performance. He or she can also identify talent and potential, and build on these.”

“In contrast, trial and error learning or poor teaching are less effective and take longer. If performance flaws are not detected and corrected, these can become ingrained and will be much harder to eradicate later. Learners who don’t receive instruction, encouragement and correction can become disillusioned and quit due to lack of progress.”

(Dinham, Feedback on Feedback, 2008)56

Feeding Forward Constructive Precise Connected to what is

being assessed Timely Frequent (Holmes &

Papageourgiou, 2009) Invites self-assessment

and self-reflection Informs future teaching

and learning

Quality Feedforward

Effective feedback answers three questions:

Where am I going? (the goals) Feed up

How am I going? Feed back

Where to next? Feed Forward

(Hattie & Timperely, 2009) 58

Journey to self & peer assessment

Encourage peer discussion about what constitutes effective use of language.

Invite diagnostic peer and self assessment by using a rubric and marking scheme that has been clearly explained to the pupils.

Require pupils to design the assessment task and marking criteria.

Require pupils to develop an individualised personal learning plan.

“It is about learning to learn, about becoming independent thinkers and learners. It is about problem solving, team-work, knowledge of the world, adaptability, and comfort in a global system of technologies, conflict and

complexity. It is about the joy of learning and the pleasure of productivity of using

one’s learning in all facets of work and life pursuits” (2006, Fullan, Hill and Crevola,

Breakthrough).

How Will they Get There?

Explicit teaching strategies & Learning tools Rich data from external exams

Identify the literacy demands of the outcomes and key learning ideas you have selected

Plan the explicit teaching strategies to engage and support the students

Aim for depth! Learning is recursive!

How will they get there?

Build the learning! Models, annotated

samples, scaffolds Metalanguage: the

glossary The tools: graphic

organisers; technology Resources

How will they get there?

“It is about learning to learn, about becoming independent thinkers and learners. It is about problem solving, team-work, knowledge of the world, adaptability, and comfort in a global system of technologies, conflict and

complexity. It is about the joy of learning and the pleasure of productivity of using

one’s learning in all facets of work and life pursuits” (2006, Fullan, Hill and Crevola,

Breakthrough).