Michael Rosen, ex-UK’s Children’s Laureate

Source:blogs.raincoast.com

www.wordle.net

MoE English, ESOL & Literacy Online websites

Karen Melhuish: Online Professional Learning Learning Media 2009

“Just what I need, just in time”: how the English, Literacy and ESOL Online websites can support your planning for the NZ Curriculum

Who on earth

is she?

Purpose of today’s session

– to clarify purpose, vision and scope of English-Literacy-ESOL Online

– to understand how the sites’ resources can support our planning.

If we are successful today, what might this look like?

Learning about what you know already

Source:www.just-teaching.com/content/red-amber-green

Very little / Not at all / Just beginning

A bit / Am vaguely familiar with it / briefly visitedQuite a bit / Quietly confident / Active user

What do these aspects mean to you?

For teachers to be confident, connected,

actively involved, lifelong learners.

The vision

Success in English is fundamental to success across the curriculum. All learning areas (…) require students to receive, process, and present ideas or information using the English language as a medium.

New Zealand Curriculum p18

As language is central to learning and English is the medium for most learning in the New Zealand Curriculum, the importance of literacy in English cannot be overstated.

New Zealand Curriculum p16

What we know

What we believe Teacher must surely be professionals who can systematically and rigorously unpack their practices in different learning contexts - such as issues, problems, concerns, dilemmas, contradictions, and interesting situations that confront them in their daily professional

lives; and can develop, implement, and evaluate strategies to address these.

That is, educators are understood as people who learn from teaching.

Adapted from Reid (2004)

Beliefs underpinning the website architecture and learning design

The site must:

Reflect users’ immediate needs

Enable and support alignment with Ministry goals and result in improved achievement for students.

Foster inquiry into the effectiveness of their practice

Principles that underpin the website content

All learners can achieve

Effective teaching needs….

Teacher content and pedagogical knowledge Knowledge of students’ progressions Personalised instruction Evidence-based A clearly defined pedagogical rationale; Ongoing inquiry Informed by contemporary research and

thinking.

The website learning orientation

Combines constructivist learning theory with the “teaching as inquiry” framework (NZC/Pedagogy)

Best Evidence Synthesis Iterations (BESs); Evidence-based decision making; Dimensions of effective practice (ELP); Coherence and alignment within and between the three websites;

The “big ideas” in the MoE Statement of Intent

Our site Three websites with community-specific

content ESOL Online English Online Literacy Online

The three websites share the same framework and navigation

What do students need to learn? What do I need to know and do? What is the impact of the teaching and

learning?

Teaching and Learning Sequences

Dimensions of effective practice

Teaching and Learning Sequences

Know: Read through the extracts from ‘Survival’ and identify how the sequence relates to :

• Teaching as Inquiry and • the Dimensions of effective practice

Teaching and Learning Sequences

Transfer: Use the ‘upload template’ as if you were planning a unit/sequence.

Briefly jot down where you would find the information to complete the planning, using the English Online Home Page(s).

Teaching and Learning Sequences

Connect to yourself:

Critique: • What have you found helpful in this sequence?• What would you change about this planning approach to suit your context?

3-2-1-out!

3 things you learned about how English/Literacy/ESOL Online can help you with your planning.

2 ‘next steps’ to take back to your school.

1 task that you will do for yourself

3-2-1-out!3 things you learned about how English/Literacy/ESOL Online can help you with your planning.

2 ‘next steps’ to take back to your school.

1 task that you will do for yourself

Content Development and Learning Design Group

• Mike Fowler (English/ educational resource design and development)

• Margaret Franken (ESOL/ literacy/ pre-service educator and consultant)

• Jane Nicholls (new technologies pedagogy/ ICT facilitator) • Chris Henderson (MOE/ in-service teacher educator)• Lyn Bareta (literacy/ pedagogy/ professional development)• Kelly Dix (e-media project manager/ web developer)• Carolyn English (pedagogy/ professional development)• Pam O’Connell (pedagogy/ professional development)• Christina Smith (ESOL/ resource developer)