The Little Prince written and illustrated by Antoine de Saint Exupéry

The Little Prince

written and illustrated byAntoine de Saint Exupéry

The Little Prince


The Little Prince


Planning for an Inclusive and Planning for an Inclusive and Engaging CurriculumEngaging Curriculum

Esther Weichert

The curriculum planning tool I will present to you today:• scaffolds teachers’ understanding of inclusive and constructivist curriculum •provides a tool kit for effective teaching and learning • facilitates the implementation of the Victorian Essential Learning Standards and the Principles of Teaching and Learning.

There are two explicit components to this planning tool:There are two explicit components to this planning tool:

Communication in LearningCommunication in Learning Thinking in LearningThinking in Learning

The choice of the specific pedagogy will The choice of the specific pedagogy will be guided by the demands of the be guided by the demands of the

learning focus and PoLT. learning focus and PoLT.

Inclusive Curriculum Planning Tool:Inclusive Curriculum Planning Tool:An overviewAn overview

Communication Across the Communication Across the Strands:Strands:•Scaffolds and supports language Scaffolds and supports language learning learning in all domains.in all domains.

Differentiates the Process, Differentiates the Process, the Content and the Product the Content and the Product to cater to cater for all learnersfor all learners

Thinking across the Strands:Thinking across the Strands:•Multiple Intelligences Multiple Intelligences •Thinking TaxonomiesThinking Taxonomies•Thinking ToolsThinking Tools•Preferred Learning StylesPreferred Learning Styles

Differentiates the Differentiates the Environment the Process Environment the Process and the Product to cater and the Product to cater for for all learnersall learners

Learning environment where:Learning environment where:

Learning is constructed in a collaborative and Learning is constructed in a collaborative and cooperative manner, supporting personal and cooperative manner, supporting personal and interpersonal development.interpersonal development.

Thinking is infused in all aspects of the learning Thinking is infused in all aspects of the learning Knowledge of learning styles promotes the use Knowledge of learning styles promotes the use

of rich pedagogy.of rich pedagogy. Intelligent behaviours underpin a sustainable Intelligent behaviours underpin a sustainable

learning environment and promote life long learning environment and promote life long learning.learning.

The Four Literacy Roles of The Four Literacy Roles of the Learner.the Learner.

Freebody and Luke (1990) suggest four roles Freebody and Luke (1990) suggest four roles that an effective learner that an effective learner needs toneeds to be equippedbe equipped with:with:

Code-breakingCode-breaking: : knowing about and using the relationship of spoken knowing about and using the relationship of spoken sounds to the graphic and visual symbols used to sounds to the graphic and visual symbols used to represent those sounds (including punctuation and represent those sounds (including punctuation and

formatting conventions). This includes:formatting conventions). This includes:

recognising and recognising and usingusing the the alphabetalphabet, sounds in , sounds in words, whole words, letter/sound relationships;words, whole words, letter/sound relationships;

spelling accuratelyspelling accurately and understanding the and understanding the functions of spelling;functions of spelling;

recognising and using recognising and using grammar and grammar and vocabularyvocabulary including punctuation and including punctuation and intonation;intonation;

recognising and recognising and creating patternscreating patterns of letters, of letters, sounds, words, clauses, sentence and text sounds, words, clauses, sentence and text structures.structures.

Meaning-makingMeaning-making::knowing about and using the meanings conveyed by knowing about and using the meanings conveyed by written, spoken, visual or multi-modal texts (including written, spoken, visual or multi-modal texts (including

vocabulary and clause meanings and the vocabulary and clause meanings and the conventions and components of various genres). conventions and components of various genres).

This includes:This includes:

drawing on prior knowledgedrawing on prior knowledge to construct meaning to construct meaning from texts;from texts;

comparingcomparing one’s own one’s own experiencesexperiences with those with those described in the text; described in the text;

interpretinginterpreting and using and using literal literal and and inferentialinferential meanings meanings of words, clauses, sentences and texts;of words, clauses, sentences and texts;

understanding the way understanding the way texts are constructed to make texts are constructed to make meaning.meaning.

Text-usingText-using: : knowing about and knowing about and usingusing the functions of various text the functions of various text

types, types, across across all learning contextsall learning contexts (including the (including the audience-purpose-form relationships of various audience-purpose-form relationships of various genres and the social and cultural expectations genres and the social and cultural expectations

associated with associated with different forms of communicationdifferent forms of communication). ). This includes:This includes:

understanding that different understanding that different cultural and socialcultural and social contextscontexts shapeshape the way texts are structured, their tone the way texts are structured, their tone and degree of formality;and degree of formality;

using using appropriate text typesappropriate text types for particular purposes for particular purposes both both inside and outside school;inside and outside school;

recognising that each text type has recognising that each text type has particularparticular structures structures and features;and features;

understanding the understanding the options involvedoptions involved in using a text to in using a text to convey particular meanings effectively.convey particular meanings effectively.

recognising the author or speaker's recognising the author or speaker's purposepurpose in creating in creating a text; a text;

understanding that texts understanding that texts influenceinfluence people's ideas people's ideas;; recognising recognising opinions, bias and points of viewopinions, bias and points of view in a text; in a text; understanding how texts are crafted according to the understanding how texts are crafted according to the

views and interests of their authorsviews and interests of their authors;; identifying identifying the waysthe ways in which information or ideas are in which information or ideas are

expressed to expressed to influenceinfluence readers’ or listeners’ readers’ or listeners’ perceptionsperceptions; ;

deciding to deciding to endorseendorse the position taken by a text or the position taken by a text or presenting an presenting an alternative positionalternative position..

Text-analysingText-analysing: : (Critical Literacy(Critical Literacy) ) knowing about and using the cultural and ideological bases knowing about and using the cultural and ideological bases

on which texts are produced and used (including on which texts are produced and used (including how how texts influence and position readers, and listenerstexts influence and position readers, and listeners). ).

This includesThis includes::

BLOOM’S REVISED TAXONOMYBLOOM’S REVISED TAXONOMY

CreatingCreatingGenerating new ideas, products, or ways of viewing thingsGenerating new ideas, products, or ways of viewing things

Designing, constructing, planning, producing, inventing.Designing, constructing, planning, producing, inventing.

EvaluatingEvaluatingJustifying a decision or course of actionJustifying a decision or course of action

Checking, hypothesising, critiquing, experimenting, judgingChecking, hypothesising, critiquing, experimenting, judging

Analysing AnalysingBreaking information into parts to explore understandings and relationshipsBreaking information into parts to explore understandings and relationships

Comparing, organising, deconstructing, interrogating, findingComparing, organising, deconstructing, interrogating, finding

ApplyingApplyingUsing information in another familiar situationUsing information in another familiar situationImplementing, carrying out, using, executingImplementing, carrying out, using, executing

UnderstandingUnderstanding

Explaining ideas or conceptsExplaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explainingInterpreting, summarising, paraphrasing, classifying, explaining

RememberingRemembering

Recalling informationRecalling informationRecognising, listing, describing, retrieving, naming, findingRecognising, listing, describing, retrieving, naming, finding

RememberingRemembering

The learner is able to recall, restate and remember The learner is able to recall, restate and remember learned information.learned information. RecognisingRecognising ListingListing DescribingDescribing IdentifyingIdentifying RetrievingRetrieving NamingNaming LocatingLocating FindingFinding

Can you recall information?Can you recall information?

Classroom Roles for RememberingClassroom Roles for Remembering

Teacher rolesTeacher roles

DirectsDirects TellsTells ShowsShows ExaminesExamines QuestionsQuestions Evaluates Evaluates

Student rolesStudent roles

RespondsResponds AbsorbsAbsorbs RemembersRemembers RecognisesRecognises MemorisesMemorises DefinesDefines DescribesDescribes RetellsRetells Passive recipientPassive recipient

UnderstandingUnderstandingThe learner grasps the meaning of information by The learner grasps the meaning of information by

interpreting and translating what has been learned.interpreting and translating what has been learned. InterpretingInterpreting ExemplifyingExemplifying SummarisingSummarising InferringInferring ParaphrasingParaphrasing ClassifyingClassifying ComparingComparing ExplainingExplaining

Can you explain ideas or concepts?Can you explain ideas or concepts?

Classroom Roles for UnderstandingClassroom Roles for Understanding


DemonstratesDemonstrates ListensListens QuestionsQuestions ComparesCompares ContrastsContrasts Examines Examines


ExplainsExplains DescribesDescribes OutlinesOutlines RestatesRestates TranslatesTranslates DemonstratesDemonstrates InterpretsInterprets Active participantActive participant

ApplyingApplying The learner makes use of information in a context different The learner makes use of information in a context different

from the one in which it was learned.from the one in which it was learned.

ImplementingImplementing Carrying outCarrying out UsingUsing ExecutingExecuting

Can you use the information in another Can you use the information in another

familiar situation?familiar situation?

Classroom Roles for Applying Classroom Roles for Applying


ShowsShows FacilitatesFacilitates ObservesObserves EvaluatesEvaluates OrganisesOrganises Questions Questions


Solves problemsSolves problems Demonstrates use of Demonstrates use of

knowledgeknowledge CalculatesCalculates CompilesCompiles CompletesCompletes Illustrates Illustrates Constructs Constructs Active recipientActive recipient

AnalysingAnalysingThe learner breaks learned information into its parts to best The learner breaks learned information into its parts to best

understand that information.understand that information. ComparingComparing OrganisingOrganising DeconstructingDeconstructing AttributingAttributing OutliningOutlining FindingFinding StructuringStructuring IntegratingIntegrating

Can you break information into parts to explore understandings Can you break information into parts to explore understandings and relationships?and relationships?

Classroom Roles for AnalysingClassroom Roles for Analysing


ProbesProbes GuidesGuides ObservesObserves EvaluatesEvaluates Acts as a resourceActs as a resource QuestionsQuestions OrganisesOrganises DissectsDissects


DiscussesDiscusses UncoversUncovers ArguesArgues DebatesDebates Thinks deeplyThinks deeply TestsTests ExaminesExamines QuestionsQuestions CalculatesCalculates InvestigatesInvestigates InquiresInquires Active participant Active participant

EvaluatingEvaluatingThe learner makes decisions based on in-depth The learner makes decisions based on in-depth

reflection, criticism and assessment.reflection, criticism and assessment. CheckingChecking HypothesisingHypothesising CritiquingCritiquing ExperimentingExperimenting JudgingJudging TestingTesting DetectingDetecting MonitoringMonitoring

Can you justify a decision or course of action?Can you justify a decision or course of action?

Classroom Roles for EvaluatingClassroom Roles for Evaluating


ClarifiesClarifies AcceptsAccepts Guides Guides


JudgesJudges DisputesDisputes ComparesCompares CritiquesCritiques QuestionsQuestions ArguesArgues AssessesAssesses DecidesDecides Selects Selects JustifiesJustifies Active participantActive participant

CreatingCreatingThe learner creates new ideas and information The learner creates new ideas and information

using what has been previously learned.using what has been previously learned. DesigningDesigning ConstructingConstructing PlanningPlanning ProducingProducing InventingInventing DevisingDevising MakingMaking

Can you generate new products, ideas, or ways of Can you generate new products, ideas, or ways of viewing things?viewing things?

Classroom Roles for CreatingClassroom Roles for Creating


FacilitatesFacilitates Extends Extends ReflectsReflects AnalysesAnalyses Evaluates Evaluates


DesignsDesigns FormulatesFormulates PlansPlans Takes risksTakes risks ModifiesModifies CreatesCreates ProposesProposes Active participantActive participant

How does it all fit together?How does it all fit together?

Bloom’s Revised

Taxonomy

L & HOT

CreatingCreating Green Hat, Construction Key, SCAMPER, Green Hat, Construction Key, SCAMPER, Ridiculous Key, Combination Key, Invention KeyRidiculous Key, Combination Key, Invention Key

EvaluatingEvaluatingBrick Wall Key, Decision Making Matrix, PMI, Brick Wall Key, Decision Making Matrix, PMI, Prioritising.Prioritising.

AnalysingAnalysing Yellow Hat, Black Hat, Venn Diagram, Yellow Hat, Black Hat, Venn Diagram, Commonality Key, Picture Key, Y Chart, Commonality Key, Picture Key, Y Chart, Combination Key.Combination Key.

ApplyingApplyingBlue Hat, Brainstorming, Different uses Key, Blue Hat, Brainstorming, Different uses Key, Reverse Listing Key, Flow Chart.Reverse Listing Key, Flow Chart.

UnderstandingUnderstandingGraphic Organisers, Variations Key, Reverse Graphic Organisers, Variations Key, Reverse Listing, PMI, Webs (Inspiration).Listing, PMI, Webs (Inspiration).

RememberingRemembering White Hat, Alphabet Key, Graphic Organisers, White Hat, Alphabet Key, Graphic Organisers, Acrostic, Listing, Brainstorming, Question Key.Acrostic, Listing, Brainstorming, Question Key.

A good teacher makes A good teacher makes you think even when you think even when you don’t want to.you don’t want to.

(Fisher, 1998, (Fisher, 1998, Teaching ThinkingTeaching Thinking))

Bloom’s Taxonomy: Lower order Bloom’s Taxonomy: Lower order thinkingthinking

REMEMBERINGREMEMBERING Recognise, list, Recognise, list,

describe, identify, describe, identify, retrieve, name ….retrieve, name ….

Can the student Can the student RECALL informationRECALL information

What thinking What thinking strategies/tools strategies/tools will assist learners will assist learners to REMEMBER?to REMEMBER?

knowing about and knowing about and using the relationship using the relationship of spoken sounds to of spoken sounds to the graphic and visual the graphic and visual symbols used to symbols used to represent those represent those soundssounds

Code BreakerCode Breaker

UNDERSTANDINGUNDERSTANDING Interpret, Interpret,

exemplify, exemplify, summarise, infer, summarise, infer, paraphrase …..paraphrase …..

Can the student Can the student EXPLAIN ideas or EXPLAIN ideas or concepts?concepts?

What thinking What thinking strategies / tools strategies / tools will assist learners will assist learners to EXPLAIN?to EXPLAIN?

Meaning MakerMeaning Makerunderstanding the understanding the

way way texts are texts are constructed to constructed to make meaning.make meaning.

APPLYINGAPPLYING Implement, carry Implement, carry

out, use …out, use … Can the student USE Can the student USE

the new knowledge the new knowledge in another familiar in another familiar situation?situation?

What thinking What thinking strategies / tools strategies / tools will assist learners will assist learners to USE new to USE new knowledge??knowledge??

Text userText user understanding the understanding the

options involvedoptions involved in in using a text to convey using a text to convey particular meanings particular meanings effectivelyeffectively

Higher Order thinkingHigher Order thinkingANALYSINGANALYSING Compare, attribute, Compare, attribute,

organise, deconstruct …organise, deconstruct … Can the student Can the student

DIFFERENTIATE between DIFFERENTIATE between constituent parts?constituent parts?

EVALUATINGEVALUATING Check, critique, judge, Check, critique, judge,

hypothesise ...hypothesise ... Can the student JUSTIFY a Can the student JUSTIFY a

decision or course of decision or course of action?action?

CREATINGCREATING Design, construct, plan, Design, construct, plan,

produce ...produce ... Can the student GENERATE Can the student GENERATE

new products, ideas or ways new products, ideas or ways of viewing things?of viewing things?

Text-analyst:Text-analyst: ((Critical Critical LiteracyLiteracy)) knowing about and using knowing about and using the cultural and the cultural and ideological bases on ideological bases on which texts are produced which texts are produced and used (including and used (including how how texts influence and texts influence and position readers, and position readers, and listenerslisteners). ).

deciding to deciding to endorseendorse the the position taken by a text or position taken by a text or presenting an presenting an alternative alternative positionposition..

Bloom’s Taxonomy, Literacy, and The Knowledge Bloom’s Taxonomy, Literacy, and The Knowledge DimensionDimension

Cognitive Cognitive processprocess

FactualFactual ConceptualConceptual ProceduralProcedural MetacognitiveMetacognitive

RememberingRemembering Code Code BreakingBreaking

UnderstandingUnderstanding Meaning Meaning makingmaking

ApplyingApplying Text UsingText Using

AnalysingAnalysing Text Text AnalysingAnalysing

EvaluatingEvaluating Text Text AnalysingAnalysing

CreatingCreating Text Text AnalysingAnalysing

He who learns but does He who learns but does not think is lostnot think is lost

(Chinese Proverb)(Chinese Proverb)

Documents

The Little Prince written and illustrated by Antoine de Saint Exupéry