Literacy and language support for the externals Malcolm Howard

1. Literacy and language support for the externals Malcolm Howard Regional Technology Facilitator- Central North Region and National Coordinator [Technology] – Secondary Student Achievement Contract Team Solutions – The University of Auckland June 2014

2. Literacy and language support • Supporting students to understand the academic language and the technology specific language involved in the assessments • Giving students strategies to use eg how to compare and contrast, or how to synthesise information • Supporting students to write reports for the externally assessed standards

3. Academic vocabulary in the standards

4. The academic language …describe explain discuss, compare and contrast, synthesis… • Do your students have an understanding of their meanings in technology? • Which ones do you find problematic?

5. A reminder!

6. Describe • means to give an account of something, to say what it looks like or what it does, to give details about these things. The features or characteristics of something are part of a description, and a definition often includes a description.  A description answers the questions "what is it like?" and "what does it do?

7. Describe red, green, large, small, smooth on the outside, rough on the inside, sweet, tart, sour, juicy, crunchy, tasty, fragrant, fresh, ripe succulent, delicious, bursting with flavour, polished, ripe, fresh from the tree, Gives us fibre and a range of nutrients

8. Explain • means to give a reason or reasons – an explanation answers the question "why?" or "how does that work?" If the text includes "because" or "so that", it will be to explain something. • Usually with some examples to amplify the understanding

9. Explain • it is fruit that grows on trees, harvested in autumn, classified as a pip fruit, high in carbohydrate, natural sugars such as fructose, vitamins and water content that gives it the characteristic juicy, sweet flavour and texture

10. Discuss • Means to examine something in detail so as to reach a decision. This usually means that more than one perspective is put forward and actively considered. So as part of discussions we may get "compare and contrast"

11. Discuss- reasoned argument, relationship of factors or compare and contrast The Greek and Roman mythology refer to apples as symbols of love and beauty but apple fruit contains vitamins like vitamin C, Beta-Carotene, iron and potassium etc. The vitamin C content may not be as good as oranges but apples have high mineral contents, pectin’s, malic acid which are good in normalising the intestines. Apple fruit is good for the treatment of anaemia, dysentery, heart disease, headache, and eye disorders, kidney stones and promotes vigour and vitality.

12. Activity - sharing strategies Discuss in groups what strategies you use to ensure students understand these words in the context of your teaching and learning programme Select one strategy from your discussion to share with the group

13. Activity- assessment language • What are the key academic terms used in your particular assessments. • Categorise into general academic words and technology specific words • How do you ensure your students understand these terms?

14. Pause and reflect • How do you support students literacy both technological/ technical and academic? • Do you identify the vocabulary demands of each unit or assessment task? • What other literacy and language support do you provide for students?

15. Giving students strategies for their tool boxeg How to compare and contrast

16. http://www.sdc.uwo.ca/writing/index.html?handouts http://www.readwritethink.org/files/resources/interactives/compcontrast/map/ http://www.readwritethink.org/files/resources/interactives/compcontrast/ http://www.west.asu.edu/johnso/synthesis/learners.html https://www.dlsweb.rmit.edu.au/lsu/content/4_WritingSkills/writing_tuts/synthesising_LL/model.html http://www.decd.sa.gov.au/literacy/files/links/link_157534.pdf

17. Methodology: Pattern A The Block Method. Present all the information about A, and then present parallel information about B. This pattern tends to work better for shorter papers, and those with few subtopics It can be used when you have three or more principal similarities or differences. First: All of A: Second: All of B: point 1 (plus support) point 1 (plus support) point 2 (plus support) point 2 (plus support) point 3 (plus support) point 3 (plus support) Warning!! The writer can end up with two separate essays instead of one unified comparison and contrast essay. To insure coherence: - Each subtopic in Part I must also be discussed in Part II. - Subtopics should be discussed in the same order in both parts. - Subtopics in Part II should generally include reminders of the point made about the same subtopic in Part I.

18. Methodology: Pattern B The Point-by-Point Method Present one point about A, and then go to the parallel point about B. Move to the next point, and do the same thing. This pattern tends to work better for long papers and those with many sub- topics. Use this pattern when you have only two principal similarities or differences. First A: point 1 (plus support) Then B: point 1 (plus support) Then A: point 2 (plus support) Then B: point 2 (plus support) Then A: point 3 (plus support) Then B: point 3 (plus support)

19. What does it look like? Although dogs are often called man’s best friend, cats make more convenient pets. Block Method Outline: Part A Point 1: Cats can clean themselves. Point 2: Cats can exercise by themselves. Point 3: Cats do not require training. Part B Point 1: In contrast to cats, dogs need baths. Point 2: Unlikecats, dogs must be walked regularly. Point 3: Whereascats need no training, dogs must be trained. Point-by-Point Method Outline: Point 1: Para. 1: Cats can clean themselves. Para. 2: In contrast to cats, dogs need baths. Point 2: Para. 3 Cats can exercise by themselves. Para. 4 Unlikecats, dogs must be walked regularly. Point 3: Para. 5 Cats do not require training. Para. 6 Whereascats need no training, dogs must be trained.

20. Transition words To compare: • another way to view this just like similarly • balanced against likewise whereas • by comparison like while To contrast: • a different view is even so nevertheless • and however notwithstanding • balanced against in contrast still • but on the contrary unlike • conversely on the other hand yet • differing from To introduce an opposite idea or show exception: • alternatively in contrast on the other hand • but in spite of still despite • instead whereas even though • neverthelesswhile however • one could also say yet

21. Cup A vs Cup B

22. Giving students strategies for their tool boxeg Synthesis • Modelling the process of synthesis • Bringing parts together in a meaningful and coherent whole

23. http://www.west.asu.edu/johnso/synthesis/synthesis.html#exampleshttp://www.west.asu.edu/johnso/synthesis/synthesis.html#examples Gather information from a range of sources- be systematic!

24. Bring together the information in groupings Categorise and give headings and titles to shape your information into a report

25. A way to compare and contrast two pieces of information Either approaches to sustainability • Use shikoba, miranda brown and or shapeshifter case studies (sustainability focus) Or Modelling or materials focus • Use Pams, Te Rewa Rewa, Junior and Furnware (modelling or materials focus) First A: point 1 (plus support) Then B: point 1 (plus support) Then A: point 2 (plus support) Then B: point 2 (plus support) Then A: point 3 (plus support) Then B: point 3 (plus support) First: All of A: Second: All of B: point 1 (plus support) point 1 (plus support) point 2 (plus support) point 2 (plus support) point 3 (plus support) point 3 (plus support)

26. Justify & substantiate • to provide an explanation or rationale for something to make it acceptable with reference to evidence or supporting materials such as stakeholder feedback, modelling, testing or trialling • to prove it is correct usually with evidence or reference to materials to support this decision

27. Justify To give an acceptable explanation why I would use an apple for my health or use in a a recipe • Apples are low in calories and fat, low in sodium, and contain vitamins and minerals as well as fibre. These can all help you to lose weight in different ways. The fibre helps you feel full longer because it expands in your stomach so it takes less food to satisfy your hunger. Apples are a low-sodium food that can be a good addition to a healthy diet. Keeping your sodium low will help prevent excess water weight, or retention. And, the vitamins benefit you by increasing health and vitality. Of course, being active helps burn extra calories to speed up weight loss. • I chose Peasgood nonesuch variety for the filling as the client preferred the texture and it has excellent cooking characteristics for pastry filling, as opposed to granny smith even though this apples has excellent cooking qualities it has a much tarter flavour requiring more sweetening agents

28. Pause and reflect What does this mean for your • Teaching and learning • Programme design?

29. Report writing • Embed in a programme of learning • Supported by teaching and learning • Taught, structured, practiced • Authentic

30. Four stages of teaching and learning to embed literacy 1. Setting the context: Find out what students already know, engage students and establish a purpose. Identity, language and culture, ELLS SEN 2. Deconstruction and modelling: Examine the structure of modelled texts and model text production. 3. Joint construction: Work with students to jointly produce a text as a scaffold. 4. Independent construction: Support students to produce their own text and provide explicit feedback on how to improve

31. Why do we write in Technology? For students in academic settings: • Write to learn (clarify, make links, revise, reflect, create….) • Write to demonstrate knowledge • Write to communicate ideas with others and to others, brief, testing, evaluation, synthesise information, collect information

32. NCEA Level 2 / Curriculum Level 7 Across learning areas students are asked to write in order to: • Demonstrate understanding… • Discuss… • Analyse… • Apply… • Explain… • Evaluate… • Synthesise ….and many students do write proficiently.

33. In summary… Students are required to: • Keep focused on the question/task • Understand and use appropriate vocabulary • Provide relevant examples / supporting evidence • Make links between theory/principle and practice • Provide detail

34. Writing at Curriculum levels 6-8 • Requires organisation (name, define, give reasons for…) • Frequently uses linking words (as a result of….therefore…) • Use of relational verbs (leads to, influenced, caused…) • Requires knowledge of what counts as evidence • Requires reasoned argument

35. Key principles • Analyse the writing needs of (focus) students and develop a specific response • Demonstration – provide models, examples • Collaboration - co-construct writing • Use writing as a tool to capture thinking • Practise - provide opportunities to write – regularly • Develop over time

36. What do you want the students to write about? What support does each student require? Support your teachers and students to model, co-construct and practice Do this regularly! To sum up… • Analyse subject-specific writing needs • Analyse students’ needs • Support teachers in the faculty and students to demonstrate and co-construct writing, making thinking visible • Support students by providing regular opportunities for higher level writing skills to be developed

37. Pause and reflect What does this mean for your • Teaching and learning • Programme design?