Persuasion Planning for

Learning

Karen Yager – Knox Grammar School & ETA

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

there …”(1999, Tomlinson).

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

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

NSW Education Act – outcomes based assessment Mapping by ETA – most outcomes connected Curriculum a framework; the syllabus a document for

a course Continuum of learning still identified as an issue for

the current draft. Conceptual approach to programming facilitates

integration of the syllabus and the framework.

NSW Syllabus & the Australian Curriculum

“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

Planning for Learning

“Intellectual work that is challenging, centred on

significant concepts and ideas, and requires substantial cognitive and academic engagement with

deep knowledge” Quality teaching Discussion Paper

Planning 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

Planning for Learning Holistic and conceptual model connecting

learning with syllabus content, knowledge and skills and the explicit teaching strategies

Driven by the concepts and key learning ideas

Integrated assessment of, for and through learning – backward mapping

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

Facilitates integration of programs and/or assessment across KLAs, higher-order thinking & problematic knowledge

Technology for learning

Quality Teaching Model

Kaplan et al 2006 Maker

“Intellectual work that is challenging, centred on significant concepts and ideas, and requires substantial cognitive and academic engagement with deep knowledge”

Core: Curriculum addresses the core concepts, principles, and skills of a discipline

Content: concepts & ideas that are complex and abstract

Knowledge integration,Problematic knowledge, Higher-order thinking, Background knowledge, Substantive communication

Connections: connect overarching concepts, principles, and skills within and across disciplines, time periods, cultures, places, and/or events

Process: Higher-order thinking skills, self-directed learning

Significance – ConnectednessProblematic knowledgeDeep understanding

Practice: The applications of facts, concepts, principles, skills, and methods in an authentic manner & context

Product: authentic tasks connected to the real world; evaluation; transformation; Synthesis

Quality learning environment,Student direction

Identity: Developing students’ interests and expertise, strengths, values, and character

Learning environment: student centred

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?

FocusOutcomes

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

(Deep knowledge)Key Ideas + Question

What students will learn by the end of the unit(Deep knowledge)

Key Ideas + QuestionReflect intent of the

outcomes and concept(Deep knowledge)

Key Ideas + QuestionGrounded in the syllabus

(Deep knowledge)

Assessment for, of, 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 Activities

Explicit Literacy & Numeracy Strategies

Teaching StrategiesLearning Activities

Integrated ICT

Resources

The Model

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 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

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.

What do they already know?

Assessment for Deep understanding

Accurate outcomes Key learning ideas Nature of the task in

a clear and precise rubric

The verbs! Explicit quality

criteria Marking guidelines

reflecting the outcomes being assessed

Biggs [1999], p78 UCLAN http://www.uclan.ac.uk/ldu/resources/toolkit/lrg_groups/index.htm

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 craft texts that promote persuasively points of view?

Outcomes & Content Descriptors NSW Syllabus4. A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts.5. A student makes informed language choices to shape meaning with accuracy, clarity and coherence.7. A student thinks critically and interpretively about information, ideas and arguments to respond to and compose texts.Australian CurriculumLiteracy: Interpreting, analysing, evaluating:•Purpose and audience: use growing knowledge of text features to explain how texts make an impact on different audiences•Comprehension processes: Interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sourcesLiteracy: Creating texts•Plan, draft and publish persuasive texts selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas with authorityLanguage: Expressing and developing ideas•Understand that persuasive texts communicate through combinations of sound, image movement, verbal elements and layout.

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

The Green’s television advertisement election campaign: http://www.youtube.com/watch?v=2gQVnIKDoOA

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

Weeks 1-2 Features of Persuasive Texts 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 – Ray Bradbury & poem by 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 To enhance vocabulary,

students use the online thesaurus: Visuword: http://www.visuwords.com/

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 4-5 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/

Conviction Stage 5 Year 9 Term 1 Students will learn about how

the convictions of composers reflect their times and context , and shape meaning in texts.

Question:• How significant is our context in

the formation of our convictions and the meaning we convey in our texts?

Key Ideas• How context shapes convictions,

perspectives and ideas.• How conviction shapes the use of

language, form and features.

Conviction Suggested texts: To Kill a Mocking Bird, 1984,

Ender’s Game, Night… Websites such as: - Surfaid:

http://schools.surfaidinternational.org/

- Amnesty International: http://www.amnesty.org.au/refugees/

Protest poetry and songs: http://www.ppu.org.uk/learn/poetry/poetry_against.html

Outcomes & Content Descriptors NSW Syllabus1. responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure.4: A student selects and uses language forms and features, and structures of texts accordingto different purposes, audiences and contexts, and describes and explains their effects on meaning.7: A student thinks critically and interpretively using information, ideas and increasinglycomplex arguments to respond to and compose texts in a range of contexts.9. demonstrates understanding of the ways texts reflect personal and public worlds.Australian CurriculumLiterature and context• Interpret and compare representations of people and culture in literature drawn from different historical, social and cultural contextsDiscussing literature•Discuss and determine criteria for the value of literary texts and arrive at judgements about the merits of particular textsExploring Literature•Analyse the use and effect of extended metaphor, metonymy, allegory and symbolism in epic, love poetry and protest poetry

Weeks 1 - 2 Significance of context

and convictions:- 12 word exposition on a

burning issue- 50-word narrative- Extracts from a range of

texts Modality, imperative

voice and emotive language

Persuasive text - Naplan

Assessment Assessment for Learning- 60 second presentation on

a burning issue- Blog post or editorial Assessment of and as

learning:- Imaginative text- Critical analysis focused on

how context and convictions shaped meaning and language choices

Weeks 3-6

Close study of a text or CTD a range of texts

- Focus on how meaning is shaped by context and convictions

Imagery through figurative devices

Gaps and silences Assessment task:

student choice

It was funny, he mused, how hard it was to see what he was fighting for. He could not even define it himself, really, more that he seemed to know, instinctively, that his life should have some innate value, that some days, the sky should show blue through the smog, and that marriage was for more than producing three more workers for the economy. Claus had once spoken of liberty and freedom, but Löew merely wanted more than what he had - a life that meant something.

And so they had finally come to their present arrangement; Claus dealt with bigger issues, liaising with other members of the resistance, while Löew dealt with the little obstacles that occasionally arose. It was a system that had worked well for a time, but lately Löew was becoming increasingly frustrated and Claus increasingly distant.

And that was why Löew was out in the pouring rain, stalking through the narrow alleys that twisted their way through the dingy concrete forest that was every city in or, presumably, off the world. He had been slightly surprised when he heard his targets name that night; it was, in fact, the man who had introduced them to the resistance. It wasn’t unheard of for someone to turn back, but Löew had seen the devotion in the man’s eyes when they first met and had been sure that he would never abandon the cause.

It was done. The small portion of his mind that rose in protest was ruthlessly quashed, and as Löew walked he was, as always, busy encasing his cumulative guilt in layers of false assurances. It was easy, to kill. But to take a life, that was something, and the fact that there wasn’t a human on the planet who had anything more than a facsimile of one wasn’t quite enough for his troubled conscience.

When I began the process of crafting my narrative I found it hard to think of a societal issue that I was sufficiently worried by to justify writing about; luckily the recent federal election brought to my mind the issue of social stagnation, which is essentially the reason for the government of my dystopia.

Particularly in the last 50-100 or so years, society has come to heavily rely on technology such as radio, film, television, and the internet. These media sources, while excellent at disseminating information, are very poor at promoting free-thinking individuals who have the ability to challenge the societal norms; instead, they encourage people to rely on those with the loudest voice (generally the press and associated media) to form their social opinions for them. This has led to what is an almost permeable social stagnation and lack of prominent intellectuals, philosophers, and statesmen among the population. We see examples of this in Australian politics today; the ALP and L/NP are incredibly similar on matters of policy, the main difference being due to their non-swinging voters (for the most part because of stereotypical views of the two parties)…

I wrote my narrative in the 3rd person for several reasons: It allowed me to deal with multiple characters more easily, it allowed me to show the setting in an objective light, and it meant I didn’t have to deal with the psychological ramifications of my created world on my protagonist. I found that 3rd person enabled me to look objectively at my characters, as if I had been in 1st person I would have had to deal with the limitations of perspective, and would lose the general mood and tone generated by my objective view of the setting. For example, at the very end of the narrative, there is markedly little mention of Löew’s thoughts on the matter - like the rest of the narrative - just a general feeling of betrayal, but I am able to expand on the theme of darkness and the continual use of rain as a metaphor, something that would be marred by subjectivity if I did it in first person.

“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).