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Teacher Anne Girven
YEAR
LEVEL
DURATION
Achievement Objective Being Assessed
Learning Outcomes
Processes
Supporting Achievement Objective
The aim of this unit is for the students to develop information research study skills through shared, guided and independent reading programmes - gathering and ordering information, question setting, resource selection, skim reading, note taking, summarising, and use of electronic resources, eg. CD ROM/Internet. See:
Select and adapt these learning activities to best meet the needs of your students, and to fit the time available:
Learning task 1
Learning task 2
Learning task 3
Explain to the students the assessment indicators for this task. Groups then decide upon three or four key questions they want answered:
The students will conference with the teacher to ensure that the questions are not so specific or closed that the research process is invalidated or so broad as to be unmanageable. Information is to be presented in small groups using, eg. PowerPoint, OHT, fact file or a brochure.
self_assessment (RTF 11KB) assessment (RTF 9KB)
To develop their information literacy skills students will complete an authentic inquiry which has some link to their course work. A possible way of creating strong links with course work is to link their inquiry topic to their work around the "Explain significant connection(s) across texts, using supporting evidence" standard. For example, students could be reading a variety of texts which share a thematic connection of "control".
It is important to ensure that the area that is chosen as the basis for inquiry must give scope to be considered from at least two different viewpoints. This will give students the opportunity to draw conclusions and/or offer some informed advice on the issue.
Before requiring students to choose their own inquiry topic, you will need to model key parts of the inquiry process to the class, using material such as that below. The modelling process will provide the opportunity for you to teach students some important information literacy skills as well as demonstrate to students how they can plan, record, and present the results of their inquiry.
An important aspect of framing the inquiry involves building background knowledge. The modelled inquiry will be framed around the ideas concerning computer games.
Some other activities to build background knowledge could be:
Hold an Irish debate
A cline : Ask students to decide where they stand on the statement: “Computer games are harmless”. Strongly agree/ agree/ disagree/ strongly disagree. Class members stand in a line in the classroom according to where they rank themselves about this statement. Each person needs to come up with at least two reasons to justify where they stand. Each person needs to use their justifications to persuade the person next to them to move further up/down the cline.
Discussion cards – jigsaw activityStudents are given a discussion card. (for example, parent, gamer, doctor, researcher, teacher …) They form a group with others who have the same discussion card. The groups then discuss some arguments they could use to justify their case for or against the above statement. They then form themselves into groups where each member of the group has a different discussion card. Each group member now needs to argue their case within the group, using some of the ideas that were talked about with the previous group. This can then lead to full class discussion.
Learning Through Talk: Oral Language in Years 1–3: This resource is intended to help teachers of students in years 1 to 3 to understand the central role of oral language in supporting students’ learning. It suggests ways that teachers can help their students to become effective thinkers and communicators who use a range of strategies to make sense of the world, generate new ideas, and use language in increasingly sophisticated ways for specific purposes. It is available from Down the Back of the Chair.
Learning Through Talk: Oral Language in Years 4–8: This resource is intended to help teachers of students in years 4 to 8 to understand the central role of oral language in supporting students’ learning. It suggests ways that teachers can help their students to become effective thinkers and communicators who use a range of strategies to make sense of the world, generate new ideas, and use language in increasingly sophisticated ways for specific purposes. It is available from Down the Back of the Chair.
Developing classroom speaking activities: From theory to practice (63 kB): Article by Jack Richards written for classroom teachers.
Oral Language: Discusses the literacy challenges for English language learners and identifies effective teaching strategies for scaffolding oral language (The Education Alliance, Brown University).
Expanding Oral Language in the Classroom van Hees, J. (2007): This book offers a wide range of teaching and learning strategies for expanding learners’ oral language in the classroom.
This topic is broken into 3 subtopics – click on a link to see the activities in each subtopic:
In each subtopic, students:
Topic objective
What you need
Monitoring and recording student progress
You can monitor and record student progress using the examples of good assessment practice in the English Language Learning Progressions or the English Language Learning Progressions Pathway record of progress.
The Ministry of Education's websites offer these links to specific areas to support learners with special education needs.
Bilingual Assessment Service Information
This service enables state and state-integrated schools to access a targeted group of trained Resource Teachers (Learning and Behaviour, RTLBs) to administer bilingual assessments of the learning needs of students from language backgrounds other than English. A bilingual assessment can distinguish between language learning needs, additional special learning needs, and social/emotional needs, through dual assessment in their first language and English.
Migrant and refugee background students with special education needs, including those who receive ESOL funding, are entitled to special education services available in New Zealand schools. They would need to meet the eligibility criteria for that particular service (e.g. RTLB and RT Lit support, speech language therapy, ORS funding, Supplementary Learning Support). International fee-paying students are not eligible for these services. The same applies for ESOL funding. A student who has any kind of special education funding is still eligible for ESOL funding as well, provided they meet the ESOL funding criteria. The Migrant, Refugee and International teams ESOL Update newsletter provides full information on these criteria.
Twice exceptional (or 2E students) are sometimes also referred to as double labelled, or having dual exceptionality. These are gifted students whose performance is impaired, or high potential is masked, by a specific learning disability, physical impairment, disorder or condition. They may experience extreme difficulty in developing their giftedness into talent.
Gifted students with disabilities are at-risk as their educational and social/emotional needs often go undetected. Educators often incorrectly believe twice-exceptional students are not putting in adequate effort within the classroom. They are often described as ‘lazy’ and ‘unmotivated’. Hidden disabilities may prevent students with advanced cognitive abilities from achieving high academic results. 2E students perform inconsistently across the curriculum. The frustrations related to unidentified strengths and disabilities can result in behavioural and social/emotional issues.
What literacy knowledge and skills do my students have in Health and Physical Education?
Use multiple sources of information to determine the focus of your inquiry – student voice, assessment information, diagnostic tasks.
What literacy knowledge and skills need to be developed?
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