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Improving Writing in your KLA
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Edmodo group:
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I would like to acknowledge the traditionalowners of this land. We pay our respects to theElders past, present and future for they hold thememories, the traditions, the culture and hopesof Aboriginal Australia.
What do we want to know, understand and be able to do… Develop a better understanding of literacy issues in the
later years
Reflect and be able to respond to these from a KLA perspective
Know more about language and structural features of written text
Develop and apply a strategic approach to improving students' writing
Apply the concept of quality feedback (‘feed forward’)
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Re-thinking LiteracyIm
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Stewart McGowan, 7-12 Literacy Consultant, HCCBronwyn Tubnor, 5-8 Literacy Consultant, HCC
1. Context: your experience - and the data
2. Literacy – the challenges. Peter Freebody
3. Improving Writing – a model
4. Your context: applying the model in your KLA
N.B. This is an eight hour course that includes time spent in the classroom and an Adobe Connect session.
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The curriculum in the senior years is very crowded
I already do a lot of literacy stuff. I use vocab lists and scaffolds in my classes
My job is to teach the content in my subject. The literacy will look after itself
It’s a junior school issue. NAPLAN wastes enough of our time as it is.
Your responses…
Poll results
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Jigsaw activity. To get the most out of this video in limited time, we have prepared a jigsaw activity.
After viewing: In groups, discuss the insights into literacy gained from using your strategy. What are the important messages here?
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Peter Freebody, Literacy Across the Curriculum
Re-thinking LiteracyIm
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Peter Freebody, Literacy Across the Curriculum
The source of the jigsaw strategies in this course is this document. For ILNNP schools an understanding of this is essential!
http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/packages/combook.pdf
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Source: Focus on reading 3-6
ExpertiseIm
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Who demonstrates the expert knowledge they need to understand and debate these questions?
•Arab/ Israel question?•Causes of the GFC?•Obesity in the Australian context?•Climate change?•Why reserving a poker machine is a waste of time?•Why modern art is more than just paint thrown at a wall?•The place of technology in the contemporary workplace?•Strategies that work when dealing with addictions?
Students with final year schooling in subject disciplines demonstrate high levels of Information Literacy.Source: Aharon Aviram (Ben-Gurion University, Israel), referenced by Peter Freebody
Extended Writing – What works?
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Carnegie Corporation – Writing NEXT. Eleven strategies that work
• Which of these strategies have you heard of?
• Which have you tried?• Which ones do you regularly use?
ChallengesIm
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“Too often literacy difficulties are systematically mistaken for a lack of academic or conceptual aptitude or a lack of requisite knowledge or effort”
The crowded curriculumIm
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‘specialised knowledge, and the knowledge that there is specialised knowledge, is entirely dependent on specialised textual forms – textual knowledge and discipline knowledge are co-requisites.’
-Freebody, Literacy Engage and Enable Forum, May 2012
Important messages – other viewsIm
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Experiences of secondary teachers with literacy have led to a narrowing of understanding of what it is that constitutes literacy. Comprehension and later years literacy are key areas for development.
Research evidence tells us that low literacy levels are closely linked with poor student performance overall, whether measured in public tests (NAPLAN), major exams (HSC), all assessment results 7-12.
At school, attendance and behaviour issues, arise most from students with poor literacy. Boys, indigenous students, and children of low SES, in particular, suffer most.
Important messages – other viewsIm
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Beyond school, data also exposes connections with a variety of serious social problems (delinquency, crime, unemployment, dropping out of school, disengagement and anti-social behaviours).
Data indicates that a significant number of schools within the region need to specifically target negative value added HSC results; literacy based approaches are one mechanism to specifically address this need.
A key message which is difficult to argue is that higher levels of literacy will empower students and equip them for success at school and for life.
Build towards the ‘big ideas’Im
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From the Marking Centres:
Better responses:
“discussed”, “examined”, “evaluated”, “produced a sustained coherent response”, “provided a detailed examination of..” “presented an argument”, “provided reasons”, “comprehensively analysed”, “explained”, “synthesised”.
Morning Tea
10.30-11.00
Literacy in your subject area
What does the data say about our
context?
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Research on adolescents’literacy achievements
Hunter Region SMART data – Writing Yr 9
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Hunter Region SMART data – Reading Yr 9
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‘This document focuses on teasing out what quality literacy teaching means and what it might look like in the classroom’ (page 14)
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• Read ‘A later years teacher’
• Does this describe the teaching of your subject in your school? What do you think?
• SHARE your thoughts with someone else from your school or KLA.
Getting some context…Im
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Look at one of the work samples you have. Read it through and make notes on:
• What this student can do• What they need to do next if they are
to improve
• Discuss your responses with your colleagues
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• What features of students extended writing were evident in what you read?
• What can they do? What else do they need to be able to do?
Literacy in your subject area
Look at the Notes from the Marking Centre that are relevant to your KLA or subject.
• What do these say about subject knowledge these students might need?
• What do these say about the literacy skills these students might need?
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The HSC – a metaphor
As your final performance after 13 years of schooling you are being asked to play a Beethoven piano concerto on an instrument you have built yourself!
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(Pianosaurus)
Some people need to build a better instrument
Some people need to play something better than ‘chopsticks’
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LAA better instrument played well
Lunch
1.00 – 1.45
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Improving extended writing in the later
years – a model
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Modelled teaching
Guided teaching
Independent teaching
The teacher uses this teaching strategy when students need to learn new literacy skills and concepts.
The teacher uses this teaching strategy when students need guided support to practise and apply new literacy skills and concepts.
The teacher uses this teaching strategy when students need minimal support to apply and demonstrate new literacy skills and concepts.
The teacher assumes major responsibility for the interactions that take place between the teacher and students.
The teacher structures interactions in a way that allows students to assume more responsibility and demonstrate more control over what they are learning.
The teacher structures interactions in a way that allows students to assume a greater degree of the responsibility.
Source: Introduction to Quality Literacy Teaching
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Building Writing Competency
Colloquial Authoritative
conversational
personal
everyday
less articulate
Commonsense
Congruent unelaborated
expert
objective
specialised
more articulate
Uncommonsense
Incongruent elaborated
Practical Grammar –why should we include it in our KLA?
‘Grammar has been stereotyped as tedious, unteachable and remedial… Grammar, however, is sometimes successfully taught, has symmetries and mysteries… and is an introspective and metacognitive way of thinking about our own ideas.’
- Michael Clay, in The Journal of Secondary Gifted Education
Practical Grammar –what do we need to know for the later years?
Good question! The short answer is:
• Text structures – think scaffolds• Logical structures - (given/ new is a simple example• Sentences – Complex ideas need complex sentences• Complex noun, adverbial and adjectival groups• Cohesion – hanging the writing together• Nominalisation – turning verbs into nouns• Modality – the sense of certainty• Active and passive voice – who’s doing what to
whom?
Today we’ll look at these, but in the context of ‘feed forward’ strategies to students)
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Improved student writing
Build ‘uncommon
sense’ language
Build text structures
Elaborate
Build sentences
Cohesion – logical, sustained
Drive towards
conceptual thinking
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Improved student writing
Build ‘uncommon-
sense’ language
Build text structures
Elaborate
Build sentences
Cohesion – logical, sustained
Drive towards
conceptual thinking
Build ‘uncommon-sense’ language
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Six strategies in the classroomIm
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Description Screen shotNacho Duato’s choreography reflects the hard, physical labour of the people who work in the field. Digging, hoeing and other labouring motifs are evident in JardiTancat.
A strong classical base is evident in Duato’s use of lifts, particularly in Section 4 of JardiTancat.
Duato found the classical base too restrictive, and sought to combine it with more contemporary forms
4. Monitoring
Using the screenshot function on your laptops, find images that match with the following descriptions of Jardi Tancat.
2. Predicting (2 Unit Dance)
Here are the lyrics of Canco de na Ruixa Mantells. What predictions would you make for a dance based on these lyrics?
Mewing like a plaintive seagull, that flies round above the shore, so went the madwoman from Camp de Marina, walking along by the sea.
Barefoot, in tattered rags, wildly she ran, and leapt from rock to rock, beautiful still, with her sun-bronzed face and her flower-like eyes.
‘Uncommonsense’ LanguageIm
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‘Uncommonsense’ Language
See handout for more examples of ‘six strategies’ approaches.
ILNNP schools – please note!
Improved student writing
Build ‘uncommon
sense’ language
Build text structures
Elaborate
Build sentences
Cohesion – logical, sustained
Drive towards
conceptual thinking
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Paragraph structure
T Topic sentence/ Thesis
X expand
X example
X explain
X elaborate (add eXtra!)
C continue or conclude
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Using the page in your handout (or your electronic copy) create a TXXXXC handout for use with a class
Plotting a work sample onto the proforma is the quickest approach.
You may need to adjust the work sample to cover all the x’s.
TXXXXC activityIm
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Improved student writing
Build ‘uncommon
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Build text structures
Elaborate
Build sentences
Cohesion – logical, sustained
Drive towards
conceptual thinking
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Nacho Duato’s dance education is another factor which is reflected in his choreography. During young adulthood, Duato attended the RambertSchool for Ballet in London in 1975. The lifts seen in Section 4 of 'JardiTancat' have a strong classical base. ___________________________ _________________________________________________________________________________. Duato did not like the rigidity of ballet as he was unable to express his culture and nationalistic values in the choreography. The Rambert school allowed him to develop his classical skills. ___________________________________________________________________________________________________Duato felt it was important that to create good dances, dancers needed a strong classical base.
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Given – New Strategies
New
• Studies such as the Interphone study, published on the Australian Cancer Council’s website, empirically confirm that there is no risk in mobile phone use.
Given New
• This study, conducted over twelve years in thirteen countries, including Australia, shows no link between mobile phone usage and cancer. The Cancer Council’s website is unnecessarily cautious.
Given New
• One result of this caution was evident in the media reportage, that focused on a possible link between phone use and a very rare cancer to conclude that phones were dangerous.
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EGiven – New Strategies
New
• Martin Luther King’s first major peaceful protest (which may also be known as civil disobedience) was the Montgomery bus boycott.
Given New
• This protest, which began in December of 1955, followed Rosa Parks’ refusal to move further back on the bus in favour of a white passenger.
Given New
• Her arrest drew media attention and led to the boycott, led for over a year by King.
Given New
•This boycott, which succeeded due to its excellent organisation of alternative forms of transport, resulted in desegregation of buses in Montgomery
Your handout includes a blank given/ new. Or there’s SmartArt
Improved student writing
Build ‘uncommon
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Build text structures
Elaborate
Build sentences
Cohesion – logical, sustained
Drive towards
conceptual thinking
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Look back at one of the work samples. Choose one sentence you think is effective, or at least better than the rest of the piece.
Rather than a traditional approach, try answering these questions:
Is it a simple or a complex sentence? How complex (or simple) is it? How many ideas are there in it? How does it relate to the rest of the exemplar? Would you use this sentence as a model for your
students’ work? What other comments would you make?
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John Foulcher’s poem Summer Rain has very different ideas about Belonging than Peter Skrzynecki’s work. Foulcher description of rush hour traffic - ‘cars clutter on the highway like abacus beads.’ – uses visual imagery to evoke a very critical view of society. The consonance here gives the poem a harsh edge that shows the unpleasantness of this situation. For Foulcher, the suburban environment is a ‘swampland’, a dank, unpleasant place in conflict with the natural world. Foulcher’s poem is anti-romantic, pointing out how our society has overwhelmed nature to the point where a summer storm becomes a ‘tremble’.
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Foulcher’s poem ‘Summer Rain’ is anti-romantic, pointing out how our society has overwhelmed nature to the point where a summer storm becomes a ‘tremble’. The consonance of Foulcher’sopening description of the cars that ‘clutter on the highway like abacus beads’ gives the image a hard edge, and introduces the poem’s challenge to concepts of a carefree suburban existence. In the suburban ‘swampland’, not even children can escape the mindless materialism that, according to Foulcher, drives suburban living. In the growing dark they ‘clash in the park like cars on a highway
Stockton faces gradual problems from things such as introduced species. Bitou bush is one species that was originally introduced to stabilise the dunes. However, it has out-competed native primary species such as spinifex. Bitou bush grows more vigorously than native species and now dominates vegetated dune areas. As a result, biodiversity has been replaced with a monoculture. Intervention by organisations like ‘Dune Care’ is slowing the rate of change but the adverse impact of bitou bush is still an on-going concern.
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Intervention by organisations like ‘Dune Care’ is slowing the rate of change but the adverse impact of bitou bush is still an on-going concern. The vigorous growth of bitou bush has seen vegetated areas of the Stockton dunes, particularly the diverse spinifex grasses, replaced with a monoculture. The problem is exacerbated by on-going recreational use of the dunes, which breaks down the more fragile native ecosystems and allows bitou bush to flourish in its place.
Using the page in your handout (or your electronic copy) create EITHER a ‘sentence starters’ activity or a ‘sentence swap’ exemplar.
Use your work samples as a starting point, re-writing where necessary.
There’s some models in your workbook – and on the following slide.
Sentences activityIm
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Sentences – Modelled and Guided
Subject Sentence starter
Maths Only the positive solution applies because…..The triangles are equiangular, and therefore…
Dance The flexed feet and hands and the contracted bodies we see portrayed throughout ‘Jardi Tancat’ represent…
SoR The move from a policy of assimilation to one of reconciliation…
Design By integrating new technologies into products…
Physics AC generators can be used in conjunction with step-up and step-down transformers to transfer electrical power, allowing …
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EPractical Grammar - Nominalisation
Academic writing frequently makes use of nominalisations – where verbs (or clauses) are turned into nouns
Simple examples include:
She encouraged the cast and they performed brilliantly. Her encouragement of the cast drew out a brilliant
performance.
After the Romans settled Britain many roads were built. After Roman settlement of Britain many roads were
built.
Nominalisation is essential in academic writing because it allows more information to be attached to a concept.
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EPractical Grammar - Nominalisation
In the past aboriginal people were expected
to assimilate.
The move from a policy of assimilation to
one of reconciliation…
Traditional organisations don’t respond
well to change.
Due to the unresponsive and inflexible
nature of traditional organisations …
Interphone studied mobile phone use and
reported that there is no risk in their use.
Studies such as the Interphone study,
published on the Australian Cancer
Council’s website, empirically confirm
that there is no risk in mobile phone use
Nominalisation is essential in academic writing because it allows more information to be attached to a concept BUT it can be over-used!
ModalityWe use modality to express how certain or uncertain we are about a statement. Good writers manipulate modality as part of their style. (Note: nominalisation has a high modality)
Examples:
• The use of a flat management structure might be a good idea
• The evidence on mobile phone use shows that everyone -politicians, phone companies, parents, students and any other heavy mobile phone users, need to think about these risks and change their mobile phone habits as a result.
• The representation of these connections contrasts enormously with Foulcher’s sense of a shallow and disconnected society.
Uncertain students use too many modifiers! ‘Arrogant’ students not enough!
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Improved student writing
Build ‘uncommon
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Build text structures
Elaborate
Build sentences
Cohesion – logical, sustained
Drive towards
conceptual thinking
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Cohesive Device DetailSimple connectives one point is/ another point is
Logical connectives However, therefore, additionally
‘Reference’ words – typically from the question or the thesis (mobile phones, cancer, cause)
Complex word associations:
prejudices, myth, intuitions, (avoids repetition)
Synonyms Radio waves, electro-magnetic radiation, energy, ultra-violet radiation
•Ellipsis and control of multiple threads
Referring words (this, it, them) substitutions, control of time and perspective….
•Substitutions Belief, understanding,
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Foulcher’s poem ‘Summer Rain’ is anti-romantic, pointing out how our society has overwhelmed nature to the point where a summer storm becomes a ‘tremble’. The hard edge of Foulcher’s opening description of cars that ‘clutter on the highway like abacus beads’ introduces the concept that our suburban existence is unnatural and challenges concepts of a carefreeexistence. ‘No-one dares overtake’ because fear and regimentation are part of this existence. It is a challenge that is continued later in the poem where Foulcher subverts our expectations of children’s play. ‘Only the children play outside’ for a moment suggests carefree play but our expectation is subverted by the next line: in the suburban ‘swampland’, not even children can escape the mindless materialism that, according to Foulcher, drives suburban living. In the growing dark they ‘clash in the park like cars on a highway’.
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Using the examples in your handout (or your electronic copy) or a sample of your own, track the ‘multiple threads’ in a paragraph.
Use your work samples as a starting point, re-writing where necessary.
This should create a resource to demonstrate higher levels of cohesion with your students.
Cohesion activityIm
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Exemplar Paragraph - Dance
It is tempting to see the cruciform patterns in the choreography of Nacho Duato’s Jardi Tancat as being influenced by his religious background but this would be overstatement. The cross motifs in Jardi Tancat are more about the suffering of the Catalonian people and, in section three, the passion and abandonment of the woman driven mad by the loss of her lover. The subject matter of this dance – the song tells of the woman’s suicide – and the use of the motif of the seagull are other indications that this piece is based in popular culture. The bird movements synchronise with the cries of the seagull and suggest a connection to nature, rather than a more conventional divine spirit, is central in section three. It is also worth noting that the high releases in this section, which add to the sense of the woman’s abandonment, reflect another aspect of Duato’s training: the classical skills he developed at the Rambert Academy.
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ceExemplar Paragraph - Dance
It is tempting to see the cruciform patterns in the choreography of Nacho Duato’s Jardi Tancat as being influenced by his religious background but this would be overstatement. The cross motifs in Jardi Tancat are more about the suffering of the Catalonian people and, in section three, the passion and abandonment of the woman driven mad by the loss of her lover. The subject matter of this dance– the song tells of the woman’s suicide – and the use of the motif of the seagull are other indications that this piece is based in popular culture. The bird movements synchronise with the cries of the seagull and suggest a connection to nature, rather than a more conventional divine spirit, is central in section three. It is also worth noting that the high releases in this section, which add to the sense of the woman’s abandonment, reflect another aspect of Duato’s training: the classical skills he developed at the Rambert Academy.
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Exemplar Paragraph - Science
Why, then, do so many people continue to believe that mobile phones cause cancer? The paucity of accurate reporting in our newspapers is one reason, but it’s not enough. Ben Goldacre , in his article ‘Why clever people believe stupid things’, argues that we are too happy to let our intuitions and prejudices remain unexamined and links fears about phones to the same kind of technophobia that has accompanied other recent scientific advances. Fears about microwaves are similarly without merit and come from the same kinds of misunderstandings about electro-magnetic radiation.
If someone suggested that you could get cancer from your bedside reading lamp, you’d find it laughable. It is just as laughable to suggest you can get cancer from using a mobile phone. To say otherwise is to buy into popular myths that show an ignorance of science and its conclusions.
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Exemplar Paragraph - Science
Why, then, do so many people continue to believe that mobile phones cause cancer? The paucity of accurate reporting in our newspapers is one reason, but it’s not enough. Ben Goldacre , in his article ‘Why clever people believe stupid things’, argues that we are too happy to let our intuitions and prejudices remain unexamined and links fears about phonesto the same kind of technophobia that has accompanied other recent scientific advances. Fears about microwaves are similarly without merit and come from the same kinds of misunderstandings about electro-magnetic radiation.
If someone suggested that you could get cancer from your bedside reading lamp, you’d find it laughable. It is just as laughable to suggest you can get cancer from using a mobile phone. To say otherwise is to buy into popular myths that show an ignorance of science and its conclusions.
Children are the primary victims of armed conflict. They are both its targets and increasingly its instruments. Their suffering bears many faces, in the midst of armed conflict and its aftermath. Children are killed or maimed, made orphans, abducted, deprived of education and health care, and left with deep emotional scars and trauma. They are recruited and used as child soldiers, forced to give expression to the hatred of adults. Uprooted from their homes, displaced children become very vulnerable. Girls face additional risks, particularly sexual violence and exploitation. All of these categories of children are victims of armed conflict. All of them deserve the attention and protection of the international community.
Exemplar Paragraph – Legal Studies
Children are the primary victims of armed conflict. They are both its targets and increasingly its instruments. Theirsuffering bears many faces, in the midst of armed conflict and its aftermath. Children are killed or maimed, made orphans, abducted, deprived of education and health care, and left with deep emotional scars and trauma. They are recruited and used as child soldiers, forced to give expression to the hatred of adults. Uprooted from their homes, displaced children become very vulnerable. Girlsface additional risks, particularly sexual violence and exploitation. All of these categories of children are victimsof armed conflict. All of them deserve the attention and protection of the international community.
Exemplar Paragraph – Legal Studies
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Exemplar Paragraph – Modern History
The Treaty of Versailles is possibly the most significant diplomatic failure of the 20th Century. The blame for this failure lies in a range of complex clauses but its effects rapidly showed that the rhetoric of ‘national self-determination’, championed by Woodrow Wilson, was an unreachable goal. The geographic realities of post-imperial Europe were in part responsible for the failure of the treaty. The collapse of the German, Russian and Austro-Hungarian Empires meant that Europe was not conducive to post-war harmony. More significant, however, was the inadequate decision-making surrounding new national boundaries, that failed to balance the competing political and ethnic interests, and the punitive nature of the reparations required of a now divided Germany. Against the advice of economist John Maynard Keynes, the diplomats who constructed the treaty made it an instrument of “the vindictive madness of the French and British” (Kennan). The treaty’s geographic failures only exacerbated international tensions and created the pre-conditions for extreme nationalism; its economic failings created the climate of desperation needed for the rise of German fascism.
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Exemplar Paragraph – Modern History
The Treaty of Versailles is possibly the most significant diplomatic failure of the 20th Century. The blame for this failure lies in a range of complex clauses but its effects rapidly showed that the rhetoric of ‘national self-determination’, championed by Woodrow Wilson, was an unreachable goal. The geographic realities of post-imperial Europe were in part responsible for the failure of the treaty. The collapse of the German, Russian and Austro-Hungarian Empires meant that Europe was not conducive to post-war harmony. More significant, however, was the inadequate decision-making surrounding new national boundaries, that failed to balance the competing political and ethnic interests, and the punitivenature of the reparations required of a now divided Germany. Against the advice of economist John Maynard Keynes, the diplomats who constructed the treaty made it an instrument of “the vindictive madness of the French and British” (Kennan). The treaty’s geographic failures only exacerbated international tensions and created the pre-conditions for extreme nationalism; its economic failingscreated the climate of desperation needed for the rise of German fascism.
Improved student writing
Build ‘uncommon
sense’ language
Build text structures
Elaborate
Build sentences
Cohesion – logical, sustained
Drive towards
conceptual thinking
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Build towards the ‘big ideas’Im
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From the Marking Centres:
Better responses:
“discussed”, “examined”, “evaluated”, “produced a sustained coherent response”, “provided a detailed examination of..” “presented an argument”, “provided reasons”, “comprehensively analysed”, “explained”, “synthesised”.
Practical Grammar can help!Im
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Your Response Possible Issue
“It’s too much like conversation” Nominalisation may help
“It sounds overly complicated” Check for overuse of nominalisation OR passive voice
“It sounds too uncertain” Problems of modality
“It sounds arrogant” Modality too high
“It sounds pretentious” Probably overuse of passive voice
Passive VoiceIn conversation we mostly use active voice. Journalism uses it deliberately to make news writing seem more immediate.
We usually construct sentences where the subject is the ‘doer’ of the action:
· The poem has a harsh edge because of the use of consonance.
· Mobile phones emit no radiation of any significance
· Businesses use a range of pricing strategies to achieve their goals.
But sometimes we want to turn the sentence around so that the subject is having the action done to (or by) them:
Passive VoiceBut sometimes we want to turn the sentence around so that the receiver of the action is in the subject position:
· Consonance was used to give the poem a harsh edge
· No radiation of any significance is emitted by mobile phones
· To achieve their goals, a range of pricing strategies are used by businesses.
Passive voice is particularly useful in technical subjects because it means that emphasis can be placed on the ‘receiver’ of the action.
Passive voice in actionStatisticians can test ‘streaks’ in sports to consider the probability of such trends in any given task. (Active –Subject is statisticians)
‘Streaks’ in sports can be subjected to the tests of statisticians who consider the probability of such trends in any given task. (Passive – note different verb form)
‘Streaks’ in sports can be subjected to tests to consider the probability of such trends in any given task. (agentless passive – identity of the ‘tester’ is hidden)
Hiding the identity of an ‘agent’ has a range of effects. It can sound more objective – or be used to avoid action!
‘The bush track has been damaged’ Effect?
Build towards the ‘big ideas’
• Look for complexity: later years learning isn’t simple stuff!
• Our experiences of the world are complex! Later years schooling is a ‘boot camp’ for thinkers. You’ll use this knowledge to make sense of the world
• So: what are the ‘big ideas’ here?
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Build towards the ‘big ideas’
• HSC exams are structured around the conceptual
• What can we do to encourage our students to come to terms with the concepts?
• Several of the activities here will help –but it’s worth being explicit
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Build towards the ‘big ideas’
One example:
‘A sense of being disconnected from place is dynamically explored in both ‘Summer Rain and ‘The Crucible’. On the one hand, ______________...
The pressure to conform is the most significant barrier to a sense of belonging to place. In ‘The Crucible’____________....
The barriers to a sense of belonging to a place come from within us, not from external factors. Our flaws and insecurites provide the major challenges to our own sense of connectedness to place. This is evident in________________....
Improving Writing in Your KLA
Workshop task
Refine one of the workshop tasks you have worked on today, or develop another one.
Post this task to the edmodo group for the course.
Our Adobe Connect meeting will focus on a task you’ve developed and how it impacted on your students’ writing.
Using Adobe Connect
Instructions are in your course handout.
We will demonstrate it briefly during the day
Finish
Acknowledgements: this PowerPoint was prepared by Stewart McGowan in consultation with other consultants in the Hunter Region. The work of Gai Chambers, Hayley McDonald and Bronwyn Tubnor is gratefully acknowledged.
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