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  • Welcome to this slide share presentation Literacy across disciplines. This presentation will focus on the importance of literacy in PDHPE learning environments and synthesis knowledge and insight developed throughout my studies in Literacy across disciplines unit at the university of Canberra. Main ideas will be linked to teaching practice, tutorials, lectures and readings derived from course content and represent how literacy evolves student learning and their engagement in PDHPE.
  • Throughout the presentation particular attention will be payed to literacies relevant to PDHPE and how they demonstrate componets of literacy that inform teaching pedagogy.
  • this slide is linked with a hyperlink leading to the ‘NSW department of education and communities’ site website: the website itself provides resources and frameworks for identify struggling readers and building on literacy requirements for effective literacy teaching in PDHPE). The document illustrated in this slide is linked to the website and provides information on the teaching and learning cycles around explicit teaching of literacy in PDHPE.
  • This model in this slide introduces the phases of Assessing, planning andprogramming for explicit teaching. The model is linked to the nswdepartment of education and communities website. The model can be used as a document for informing the development of literacy curriculum and the processeses involved in a teaching and learning cycleWhen planning and programming for PDHPE, teachers will need to accurately determine what skills, knowledge and understandings students currently have. ThenIdentifying student needs. This aspect of Planning is an integral part of the total teaching and learning cycle and assists teachers in selecting appropriate activities, content and assessment strategies for improving the literacy skills of a student. The model is a reflective and interconnected process often involving whole school approaches to literacy.
  • Strategies for improving a students literacy skills in speaking and listening, reading and writing are oulined inNSW department of education and communities’ website.Some of the strategies to consider when teaching literacy in PDHPE learning contexts includes Strategies for improving a students literacy skills in speaking and listening, reading and writing. the strategies for effective listening and speaking, are dependant on a teachers ability to: points from slide – reading, points from slide, writing points fro slide.Strategies for effective reading: slideStrategies for effective Writing is a point of establishing ….. point 1: (SPOKEN - this can be achieved through providing a range of written, spoken and visual sources related to the field (videos, computer software, newspapers, magazines, diagrams, graphs, as reference materials)
  • SPOKEN - In my Literacy project for Literacy across disciplines at the university of Canberra I linked literacy learning in PDHPE with three stages of first observing a students ability to read and comprehend the instructions and descriptions on a catching activity card, then identifying what was read well and what was not read so well and what strategies the reader was using to comprehend the PDHPE specific text. The second stage was then experimenting with teaching strategies that could improve the students ability to understand a text and apply it to a learning scenario, Through reflecting on the components that make up cycles 1 and 2 of the project I identified james as a domiately visual learner and decided to use a visual text to convey meaning of the topic area (Which was relative to the skill of catching). The text I used was a instructional video linked on Youtube which incorporated aspects of ICT into PDHPE lessons and incorporated the use of both visual and auditory forms of learning in the learning process. The third phase was refining the learners ability to understand PDHPE specific texts, this mean that main challenges would need to be recognized and learning strategies implemented.At a later phase I analyzing the students improvement and teaching effectiveness. This way teaching strategies for literacy learning can be adjusted to suit the individual learning needs of students.A link is provided at the bottom of this slide that directs you to the literacy project I conducted.
  • The challenges of the literacy project was concerned with the students ability to understand how language is used in a variety of situations and how it is expressed in different forms of text. Another challenge for the learner was that Texts were specific to a subject area and used specific terminology. This was linked with the challenge of creating meaning of descriptive words that helped form comprehension of the whole text.Recognising the challenges, I informed my teaching practiced and developed strategies for improving learningThe teaching aim was to
  • When Conducting the literacy project one of the text I referenced was cris (tovanis text do ireally have to teach reading) and I used tovanis text to inform my own thinking of how literacy strategies can be used by students and how teaching literacy strategies can later develop a students ability to better comprehend what it is that is being read. The strategies used in cycle 1of the project included:Background knowledge - the student – james, had a knowledge of catching and ways to catch that helped create meaning from the text. Self-questioning - James questioned he’s own catching technique and compared his idea of catching with what he read from the text. He would also question what parts he would read in what order at times.Fix-up strategies Sensory imagery – where he would perform the instructions described in the text using his hands to act out movements of catching or other movements read in the text passage.Comprehension strategy –descriptive words and headings were used for understanding what he would read about. This also signified that the student was purposefully engaging in what he was reading aboutHe Adjusted his rate of reading and identified Key words Used his Finger while reading And made Summarisationsafter reading instructions. He would reiterate what he had read in his own words so he could convey meaning.These strategies applied in the literacy project helped determine explicit teaching appoches to help develop james’s literacy ability
  • During the development of my Literacy project I found some useful resources I accessed through the University of canberras e-reserve page. Using this resource linked at the top of the slide linked with the questions outlined I developed my understanding of how literacy works in various learning situations and the dynamics in how it applies to the learning of all students. This specific text takes a look at the essential components of effective reading instruction. (The presentation can be paused to explore the insights I gathered through this text)The questions outlined in this slide were associated with my own engagement of content in the litarcy across disciplines unit at the university of canberra.. From reading and reflecting on this resource …
  • The ideas presented in this slide reflect ideas presented in the the previous slide and can be paused to gather insight from my reflections during the Literacy across disciplines unit.
  • In this slide The Australian curriculum and for assessment and reporting website has been used to identify the components that make up literacy from a teaching and learning perspectives with appreciation of how literacy is applied in a key learning area and more information can be linked through this slide. According to the The Australian curriculum for assessment and reporting there has not yet been developed a specific literacy curriculum for the learning area of PDHPE. Although this, literacy is regarded as a significant learning component of the PDHPE curriculum and Teachers may find further opportunities to incorporate explicit teaching of Literacy depending on their choice of activities and the individual learning needs of their students. Students can also be encouraged to develop capability through personal and relevant initiatives of their own design.
  • Focus on Literacy is a useful starting point for meetings and professional development activities related to literacy. It addresses the key elements of the State Literacy Strategy and provides information about the effective teaching of literacy in an explicit and systematic manner.\ Having established an understanding of the literacy demands of each subject, teachers should examine their teaching programs andidentify opportunities for systematic and explicit literacy instruction
  • Lad presentation

    1. 1. LITERACY ACROSS DISCIPLINES Is spending time teaching literacy 
just a distraction from my core disciplinary business? Reyne de Lepervanche u3029465
    2. 2. LITERACIES IN THE LEARNING AREA PHYSICAL DEVELOPMENT HEALTH & PERSONAL EDUCATION Each resource will demonstrates components of literacy that inform teaching pedagogies……..
    3. 3. DOCUMENTS RELEVANT TO PDHPE • NSW department of education and communities • The website • Investigates strategies for using literacy effectively in PDHPE. • Identifies Visual literacies as tool for encouraging students to decode, interpret, question, challenge and evaluate information communicated through both visual images and words or lyrics. • Highlights the importance that in the PDHPE learning area students develop skills in critical literacy to enable them to become astute consumers of health products and services.
    4. 4. THE ‘NSW DEPARTMENT OF EDUCATION AND COMMUNITIES’ SITE • illustrates the teaching and learning cycle
    6. 6. STRATEGIES FOR IMPROVING A STUDENTS LITERACY SKILLS IN SPEAKING AND LISTENING, READING AND WRITING • Strategies for improving a students literacy skills in speaking and listening, reading and writing include: • Listening and speaking • • Providing instructions as student’s progress through the stages of complex tasks? • • Linking new skills and information to previously learned skills and information? Teaching students listening skills by asking them to: listen for something specific; develop listening rules; participate in activities in pairs, groups and as a whole class? Reading • • Sticky notes, highlighters, double entry diaries help students focus their thinking so difficult texts can be better comprehe nded through remembering and reusing information they already know or have read and applying it to their understanding of a text (Tovani, 2004). This is an excerpt from recommended text used in LAD. • • Activating background knowledge prior to reading the text to facilitate comprehension. Commencing with easier texts and progressing to more difficult texts? Writing • Establishing appropriate field knowledge prior to writing • Developing students’ knowledge of text types relevant to PDHPE? • Explaining and modeling expectations using sample texts?
    7. 7. LITERACY PROJECT - LITERACY ACROSS DISCIPLINES AT THE UNIVERSITY OF CANBERRA • Three cycles: • Observing • Experimenting • Refining • Analysing – successfulness of students literacy development through assessment and consider how assessment can inform ways of literacy learning in PDHPE. • Link to Literacy Project
    8. 8. MAIN CHALLENGE (IN LITERACY PROJECT) • Main challenge • The main challenge, concerned with the understanding of how language is used in a variety of situations and how it is expressed in different forms of text. • Texts specific to a subject area use specific terminology. • Creating meaning of descriptive words that help form comprehension of a text is a challenge. • Teaching aim/strategy • Encourage thought of subject specific terminologies and activate his background knowledge between new and known information. • Allows difficult texts to be better comprehended through remembering and reusing information they already know or have read and applying it to their understanding of a text (Tovani, 2004).
    9. 9. WHAT LITERACY STRATEGIES WERE APPLIED IN THE LITERACY PROJECT • Strategies used: • Background knowledge • Self-questioning • Fix-up strategies • Sensory imagery • Comprehension strategy • Adjusted rate of reading Key words • Finger reading • Summarisations
    10. 10. LEARNING POINT ASSOCIATES (2004). A CLOSER LOOK AT THE FIVE ESSENTIAL COMPONENTS OF EFFECTIVE READING INSTRUCTION: A REVIEW OF SCIENTI FICALLY BASED READING RESEARCH FOR TEACHERS. RETRIEVED FROM HTTP://WWW.LEARNINGPT.ORG/PDFS/LITERACY/COMPONENTS.PDF • What did the article contribute to your thinking about the central question that 'Is spending time teaching literacy just a distraction from my core disciplinary business • • How to apply and the relevance of components to PDHPE. • • Identified effective reading instruction as the teachers ability to address student reading strategy through: Phonemic awareness, phonics, fluency, vocabulary and comprehension. Subsequent of Systematic and explicit teaching approaches. What does the article add to your sense of your core disciplinary business? • • • Need for strong professional development and use of instructional practices that guide student learning. Developing students awarness of concepts will constitute how well students comprehend PDHPE specific texts. In what ways did this article expand your understanding of what literacy is all about ? • • • Literacy is a challenge for some learners. Understanding the 5 essential components of effective reading facilitates teacher awarness in how literacy can be applied to student learning. In what way did this article challenge unsettles something you’ve been taught or have come to believe about your discipline and or about literacy? • Continue to develop personal knowledge of how literacy works and how to incorporate literacy into PDHPE settings
    11. 11. PARDO, L.S. (2004). WHAT EVERY TEACHER NEEDS TO KNOW ABOUT COMPR EHENSION. READING TEACHER, 58(3), 272-280. RETRIEVED FROM EDUCATION RESEARCH COMPLETE DATABASE • What did the article contribute to your thinking about the central question that 'Is spending time teaching literacy just a distraction from my core disciplinary business • • Once teachers understand what is involved in comprehending and how factors of the reader, text and context interact to create meaning, teachers can teach their students to effectively comprehend. What does the article add to your sense of your core disciplinary business? • • Decoding skills: teach meaning first then words. • Build on and activate prior knowledge. • • Comprehension is achieved through teacher support Teach specific vocabulary In what ways did this article expand your understanding of what literacy is all about ? • • Literacy is about bringing the elements of a students individual learning into the learning material that is used in classroo m settings. In what way did this article challenge unsettles something you’ve been taught or have come to believe about your discipline a nd or about literacy? • Reading is not just used for the sake of improving language pronunciation, reading speed or vocabulary but rather used to mak e meaning. • Promote comprehension through creating links between reader, teaxt, personal knowledge and what context these apply to
    12. 12. LANGUAGE AND LITERACY IN PDHPE AND THE AUSTRALIAN CURRICULUM According to the Australian curriculum for assessment and reporting • Literacy involves students in listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts. • explicit teaching of literacy is to be extended into other learning areas as students engage in a range of learning activities that challenge the significance of literacy in a learning area. Each learning area ensures that students’ literacy development is strengthened so that it supports subject -based learning. This means that: • all teachers are responsible for teaching the subject-specific literacy of their learning area • all teachers need a clear understanding of the literacy demands and opportunities of their learning area literacy appropriate to each learning area can be embedded in the teaching of the content and processes of that learning area. This will enable learning area teachers to: • identify the general level of expected language and literacy skills for each year level that they are teaching • plan how to teach specific language and literacy knowledge and skills essential to students’ understanding of learning area content. LINK
    13. 13. IS SPENDING TIME TEACHING LITERACY JUST A DISTRACTION FROM MY CORE DISCIPLINARY BUSINESS? • Literacy encompasses the knowledge and skills students need to access, understand, analyse and evaluate information, make meaning, express thoughts and emotions, present ideas and opinions, interact with others and participate in activities at school and in their lives beyond school. • Effective learning includes students being able to manage their own learning and to be self-sufficient; working harmoniously with others; being open to ideas, opinions and texts from and about diverse cultures; returning to tasks to improve and enhance their work; and being prepared to question the meanings and assumptions in texts.