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What is literacy ?
Literacy is the knowledge students use to convert written information to knowledge
Growth of exports
Slow growth of exports is itself due to
1. Low income elasticity of demand. Most of these primary products have a low income elasticity of demand. The quantity of food consumption is constrained by biological necessity and population growth in rich countries. Increased incomes are spent on manufactures and services. The small increases in expenditure on food tend to reflect processing and packaging rather than on increased quantities of raw materials. Similarly, spending on more sophisticated or luxury products often involves little increase in demand for low materials.
Why the concern about literacy ?
Literacy knowledge and skills
• an essential vehicle for effective learning or knowledge construction in C21.
• essential for individuals to operate effectively
as citizens
How does good literacy knowledge
help students ? Students with good literacy knowledge can
learn easily by reading written texts,
teach themselves new concepts,
learn the vocabulary of the subjects they learn and
show what they know efficiently in written contexts.
Literacy skills are lower in NMR
literacy problems affect student outcomes. low literacy leads to disengagement and poor
behaviour. not all teachers know how to develop literacy in
their class. a school does not have a consistent, school-
wide literacy program.
How can schools tackle this issue ?
Schools need a workable strategy. This includes:
1. What is useful knowledge to teach ? 2. How to teach it ?3. When to teach it ?
What is useful literacy knowledge to teach ?
The approach to literacy
identifies the strategies readers to to comprehend and learn from written text more effectively by converting the written text information to knowledge.
teaches readers to use these strategies though the High Reliability Literacy Teaching Procedures (HRLTPs).
What do you do when you read ?
However, there is one sense in which the origin of right is relevant to philosophical science and this is the free will. The free will is the basis and origin of right in the sense that mind or spirit generally objectifies itself in a system of right (human social and political institutions) that gives expression to freedom, which Hegel says is both the substance and goal of right.
Bacciferous, baft, baragouin, batrachophobia
The trees in the orchard were bacciferous. The berry pickers worked without pause. The basket of baft into which they deposited their conquests were placed abraded their bare arms. If only the farmer had invested in containers made of more expensive and softer fabric.
Conversation with the other pickers was difficulty. Their baragouin was largely incomprehensible. However, there was no mistaking the batrachophobia shown by the barbigerous giant nearest to them. The first sight of the tree frogs froze him to paralysis. Even his well endowed beard failed to mask the intense fear the batrachian creatures induced in him.
What are the High Reliability Literacy Teaching Procedures?
A set of explicit teaching procedures that teach readers to
• get their knowledge ready for reading and learning• use and learn new vocabulary• use reading aloud• paraphrase the text• link the text with questions it answers• summarize the text• review, consolidate and automatize what was read.
What are the High Reliability Literacy Strategies?
They can be used in all subject areas to enhance students' literacy knowledge. They:
enhance text comprehension
teach regular content
lead to the students learning more independently
are practical for the whole class
The HRLTPs address other school priorities:
They
teach ways of thinking
improve students’ self efficacy as learners.
build knowledge by helping students convert short-term understanding to long-term knowledge.
Why ‘high reliability’ ?
Research shows they work
Program successfully implemented in several NMR schools in which student literacy problems have persisted
Do these strategies work?1998 1999 2000 200
12002
2003
Yr 3 AIM reading 1.82.3
1.92.3
1.92.3
2.52.4
2.72.4
Yr 5 AIM reading 2.63.2
2.63.2
2.73.2
2.73.1
3.33.1
Yr3 1999 / Yr5 2001
.6 .9 1.5
School reading scores on RPTest : (mean = 100)
94 95 107 113 117 123
Do these strategies work?
School Example
AIM Mean Literacy
Yr 7 in 2005 Yr 9 in 2007 Improvement
L SC ReadingWritingSpelling
3.73.63.8
4.84.84.6
1.11.20.8
Like Schools
ReadingWritingSpelling
3.94.03.8
4.84.84.6
0.90.80.6
State ReadingWritingSpelling
4.34.34.2
5.25.24.9
0.90.90.7
Our School ReadingWritingSpelling
What did each school do (cont.) ?
Build a capacity to
lead PL for enhanced literacy teaching -SLT trained
guide PL for enhanced literacy teaching -MLLL trained
guide the PL capacity for the school- MLOPL trained
PLTs as the means for explicit PL
What did each school do (cont.) ?
Identified term by term goals
Identified ways of pooling PL regularly
Identified procedures for PL How to implement in teaching topics Demonstration and modeling Peer and external coaching
Used data in formative way – AfL
Gathered summative data -monitored progress
What did each school do (cont.) ?
Had an explicit focus on professional knowledge and staff activity:
By end of Term 1 :
What will staff be doing differently?
What will students be doing differently?
What will SLTs be guiding, scaffolding differently ?
What have we learnt ?
Implement 1-2 HRLTPs at a time Need clear operational plan and action plan
Need explicit PL procedures, PLT led by MLLL
Need clear data Need clear model of teaching Need to know what you are doing
Know what you are doing to build your school’s professional knowledge and
professional learning capacity
What is teachers’ professional
knowledge like ?
What staff know about literacy, what it looks like
What staff know about how literacy is taught - options
How staff actually teach literacy
Need to know what professional
knowledge to target ?
Relevant conceptual knowledge
Relevant pedagogic knowledge
Relevant pedagogic practice
Need to know what professional
knowledge to target ?
What does
literacy look like ?
Useful literacy teaching procedures
HRLTPs are done in teaching
What is literacy knowledge in my subjects ?
What would literacy teaching look like ?
Why should I engage with it ?
How / when /where will I do it in my teaching ?
How to embed gradually ?
How to target knowing literacy ?
What staff know about literacy, what it looks like
What staff know about how literacy is taught - options
How staff actually teach literacy
To learn more about What does literacy look
like ? What do I need to know to do literacy tasks ?
Unpack and identify the aspects of literacy
What does literacy ‘look like’ ?
How to target knowing options for
literacy teaching ?
What staff know about literacy, what it looks like
What staff know about how literacy is taught - options
How staff actually teach literacy
To learn more about Useful literacy
teaching procedures collaborative discussions in PLTs -
possibles, sharing what has worked for others
see videos of teaching procedures see sample lesson plans; how
others have done them in their teaching
how to unpack problems in teaching in terms of literacy
Instructional leadership that suggests optional, alternatives
Target doing literacy teaching
What staff know about literacy, what it looks like
What staff know about how literacy is taught - options
How staff actually teach literacy
How to learn to
do HRLTPs are in teaching ?
discuss in PLTs, visualise and reflect on how to do HRLTPs to teach topics
plan lessons that include the HRLTPs see HRLTPs demonstrated in their classes coach staff to do HRLTPs in teaching trial and evaluate HRLTPs in teaching in action research
monitor how HRLTPs solve particular problems in teaching
Key questions to assist with action
planning What will effective literacy teaching look like ?
When the effective literacy teaching is in place
what will teachers be doing differently ? What does effective literacy teaching look like ?
how will students be learning differently ? What does effective literacy learning look like ?
How will you set goals for each term ?
Activity During term Term outcome
What will teachers do independently ?
What will teachers trial ?
What will teachers be coached to do ?
Collaborative lesson planning ?
Novel student activities ?
How will you lead teachers to implement activities each week ?
Weekly planning proforma
HRLTP Lesson 1 Lesson 2 Lesson 3
GKR Hear key words, visualize the context
Talk about images in sentences
Say what questions the text might answer
vocabulary Read and spell key words
Work out meanings of key words
synonyms
Know how your school will gather data
Formative data : Afl Summative data
Know how your school will interpret data and map it into action
How can schools gather data about their students’ literacy?
AIM test Torch test PAT test Probe test Burt test Teacher assessment
reports
Monitor the success of professional learning
How will the school monitor
Change in staff knowledge re literacy ?
Improvement in literacy teaching practice ?
Explicit PL program
The PL program for literacy will enhance
literacy knowledge
iteracy teaching knowledge
literacy teaching practice
Who will deliver the program?
HRLTP tutors will assist in developing literacy and literacy teaching knowledge. They are
teachers from a range of subject areas. from NMR schools which have implemented the program completed the HRLTPs training program, used the strategies in their classes supported colleagues to use them in school-wide
programs
How will the HRLTPs approach enhance professional practice?
Teachers will understand
• why some students read, understand and retaining information less efficiently
• multiple ways of using teaching strategy
• ways of building literacy strategies into all classes
• how to teach students to use each strategy independently
What does school level leadership of literacy involve ?
Some key procedures to examine
What do school leaders need to know to lead literacy learning ?
How will your staff learn to do it ?
Lead building a group knowledge literacy teaching
The conditions for improving literacy teaching
How will you scaffold /support professional learning ?
What can schools put in place to improve literacy ?
Some key procedures to examine:
• Code of teaching practice for literacy • How to have an explicit professional learning focus through
PLTs to build teaching power for literacy• Multiple parallel professional learning opportunities• Implement action plans with term by term objectives in
literacy knowledge • Data based monitoring• Instructional leadership strategy that targets literacy
learning
What do school leaders need to know
to lead literacy learning ? What will effective literacy teaching look like ?
How will your staff learn it ?
What does your staff know now about it ?
How will you lead systematic improvement ?
How will you scaffold /support professional learning ?
How will you set goals for each term ?
How will your staff learn to do it ?
How will staff be coached /scaffolded to implement new
teaching procedures ? be assisted to plan how to apply them in topics
they will teach ? monitor and modify the procedures ? see links with VELS ? become aware that the school leadership is
actively supporting this; instructional dialogue ?
Lead building a group effective literacy teaching
All learning begins with what the learners already know.
What procedures will you use to help staff to identify and collate what they know ?
How will you build a ‘group’ knowledge of literacy ?
The conditions for improving literacy teaching
How will you
foster a climate for professional learning about literacy ?
encourage the literacy leaders to lead professional learning ?
show your valuing of the activity ?
How will you scaffold /support professional learning ?
What time, physical resources are necessary ?
How will you foster goal congruence for enhanced literacy teaching ?
How will you encourage regular professional dialogue, problem solving about literacy learning and teaching ?
How will you encourage collegiate support and collaboration ?
What will the whole school HRLTPs program involve?
Phase Components
Duration and Delivery
1
Semester 2 2007
School leadership team:
Instructional leadership and practices that support and sustain school improvement initiatives
School literacy team:
Understanding literacy and introduction to the High Reliability approach
2 half days John Munro
1 half day John Munro
2
Semester 2 2007
School Literacy Team:
Getting Knowledge Ready
1 half day Teacher Tutors
3
Semester 2 2007
School Literacy Team:
Vocabulary
1 half day Teacher Tutors
4
Semester 1 2008
School Literacy Team:
Paraphrasing and summarising
1 half day John Munro
I half day Teacher Tutors
5
Semester 1 2008
School leadership teams, teachers, teacher tutors:
Program Review
1 half day John Munro
What we intend to do : train at least one MLLL
per schoolMLLLs trained in how to teach the HRLTPs lead professional learning, interpret relevant data in terms of
what it means for literacy teaching, coach, mentor and lead lesson
planning, lead professional learning team, develop termly action plans and
operational plans in literacy
What we intend to do (cont.) implement literacy assessment to monitor changes using screening + diagnostic scales.
train classroom teachers in HRLTPs. train principals, SLs to lead literacy learning and teaching at school level
What we intend to do (cont.):continue to develop planning tools professional learning plan
grids literacy skills planning grids action planning tools literacy screening and
diagnostic tools for students
What we intend to do (cont.):continue to develop implementing tools coaching for professional
learning tools data interpretation tools sample web-based lesson plans web-based teaching scenarios
What we intend to do (cont.):monitor, evaluate the progress
of literacy initiative
evaluate changes in professional knowledge and learning
identify barriers and obstacles use formative and summative
procedures evaluate effective use of sample
web-based lesson plans and teaching scenarios
The next steps for schools Analyse and describe students’ achievement in literacy and the tools
used. Trends in AIM data in recent years ? Audit what staff know about literacy. To what extent do they see it
demanded in learning ?
Audit what staff know about how to teach literacy.
Where you would like to be at end of 2008 in literacy ?
Plan initial professional learning pathway ?
Resources, support needed ?