Session 2: Improving writing across the curriculum : differentiation TO SUPPORT esol learners

1. Session 2:Improving writing across the curriculum: differentiation TO SUPPORT esol learners Alana Madgwick alanamadgwick@gmail.com alanamadgwick@wikispaces.com twitter @alanamadgwick1 (Join the secondary literacy mailing list)

2. recap from last session

3. SESSION 2: TEACHING AS INQUIRY

4. Demonstrate understanding of art works from Maori and other culturalcontexts using art terminology • A level 1 Art (Literacy) Achievement Standard

7. TASK A: Investigate and Analyse. Find out as much information as possible about each of the art works and collect this in your visual diary. You might find information from exhibition catalogues and websites, a gallery educator, and books about the artists.

11. TASK C: Present your findings using Art terminology. • Consider the following questions as a starter • to each of your paragraphs of your essay: • • How and why do artists represent the figure in their work? • • How and why are there differences between how Maori and other artists approach to representing the figure?

12. tEACHING AS INQUIRY • What strategy did you trial? • What was the purpose of the strategy? • What did you notice? • What would you change? • From the data / evidence I noticed that some students needed support in............ • Because of this learning need I trialled this.....

13. dictagloss • Purpose: to help students consciously focus on their knowledge of the content and the relationship between ideas and words • Strategy: • I will read a short text (sentence) at normal pace- you will listen for meaning. • I will reread the text- You will jot down key words and phrases. • In pairs or groups, you will reconstruct the text.

14. teaching AS INQUIRY • “Since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students.” (NZC, p.35)

15. Principle vs. Strategy • What is the difference?

16. Principles vs.Strategies • A principle is a law or rule. In this case the rule that is based on ‘How students learn’. • A strategyis the plan of action /method that we want students to use independently of us. • There can be many strategies that relate to one principle.

17. Principle vs. Strategy • Teachers across different subjects can use different strategiesthat exemplify the same principle. E.g. activating prior knowledge is a principle. Strategies could be anticipatory reading guide, post-box, vocabulary jumble, brain-storm… • Onestrategycan exemplify many principles. E.g. jigsaw reading is a strategy that helps students make links between reading and writing, develop key comprehension skills and build oral language development.

18. Principles of Effective Writing Practice 1. Make literacy learning explicit for every writing task 2. Activate students’ prior knowledge 3. Make deliberate links between reading and writing 4. Make deliberate links between speaking and writing 5.Develop vocabulary and vocabulary solving skills 6. Support students to generate ideas for writing 7. Support students to structure their writing 8. Give feedback/forward that is specific and manageable

19. Writing frames • What are they? Can you give an example? • Why do you use them? • Who benefits from them? • What are the pitfalls of using them? • What is an approach that you use to stop students becoming dependent on them?

20. in GROUPS • Ensure there is one person that can answer 4 or 5 of the questions. That person is the leader. • The leader has to teach her/his group about writing frames so that all members can answer all the questions with examples. (Come get some paper and pens) • Everyone must be prepared to share their learning.

21. Useful connectives (words and phrases to link information and signal words)