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8 June 2009 © THE UNIVERSITY OF WAIKATO  •  TE WHARE WANANGA O WAIKATO What is Quality Teaching? (at this point in time) S...
WHAT DOES IT MEAN TO BE LITERATE? <ul><li>Literacy is the ability to use and understand those language forms required by s...
So … how would we describe practices that promote learning? <ul><li>Record 3 thoughts you have on a piece of paper </li></...
What do you need to know and do for this to occur? <ul><li>Use your three ideas in turn to consider what you need to know ...
What are some of the “things that work?” <ul><li>Formative assessment, feedback, feed forward. </li></ul><ul><li>Co-constr...
Components of a Literacy Programme <ul><li>Teacher Reads </li></ul><ul><li>Teacher writes </li></ul><ul><li>Shared reading...
8 June 2009 © THE UNIVERSITY OF WAIKATO  •  TE WHARE WANANGA O WAIKATO Effective Literacy Practice Expectations Instructio...
What would we see happening in our classrooms? <ul><li>Teachers: </li></ul><ul><li>Identifying  learning needs (oral, writ...
Strategies ... <ul><li>Feedback and feed forward </li></ul><ul><li>Co-operative learning </li></ul><ul><li>Questioning tec...
We would see more of: <ul><li>Individual and group teaching </li></ul><ul><li>Feedback and feed forward </li></ul><ul><li>...
Big Idea:  We are learning to write 8 June 2009 © THE UNIVERSITY OF WAIKATO  •  TE WHARE WANANGA O WAIKATO PURPOSE -  what...
All new writing should begin with reading 8 June 2009 © THE UNIVERSITY OF WAIKATO  •  TE WHARE WANANGA O WAIKATO Models  T...
“ Would you tell me please which way I ought to walk from here?” “That depends very much on where you want to go to,” said...
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Quality Teaching Sandy Harrop 09

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Presentation on good Literacy practise given by Sandy Harrop from School Support Services.

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Quality Teaching Sandy Harrop 09

  1. 1. 8 June 2009 © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO What is Quality Teaching? (at this point in time) Sandy Harrop 2009
  2. 2. WHAT DOES IT MEAN TO BE LITERATE? <ul><li>Literacy is the ability to use and understand those language forms required by society and valued by individuals and communities. </li></ul><ul><li>Ministry of Education 2000 Literacy Leadership in New Zealand Schools </li></ul>8 June 2009 © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO Sandy Harrop
  3. 3. So … how would we describe practices that promote learning? <ul><li>Record 3 thoughts you have on a piece of paper </li></ul><ul><li>Find 3 others to make a group of 4 </li></ul><ul><li>Take turns sharing your ideas </li></ul><ul><li>Record your agreed set of ideas – no more than 3 </li></ul>8 June 2009 © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO Sandy Harrop
  4. 4. What do you need to know and do for this to occur? <ul><li>Use your three ideas in turn to consider what you need to know and do </li></ul>8 June 2009 © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO Sandy Harrop
  5. 5. What are some of the “things that work?” <ul><li>Formative assessment, feedback, feed forward. </li></ul><ul><li>Co-construction of the curriculum content and goals for learning. </li></ul><ul><li>Teachers believing, and acting on the belief, that all students CAN and WILL learn, and forming respectful relationships with them on this basis. </li></ul>8 June 2009 © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO Sandy Harrop
  6. 6. Components of a Literacy Programme <ul><li>Teacher Reads </li></ul><ul><li>Teacher writes </li></ul><ul><li>Shared reading </li></ul><ul><li>Shared writing </li></ul><ul><li>Guided reading </li></ul><ul><li>Guided writing </li></ul><ul><li>Independent reading </li></ul><ul><li>Independent writing </li></ul><ul><li>Guiding Literacy Learners – Focus on Literacy Susan Hill 1999 </li></ul>8 June 2009 © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO Sandy Harrop
  7. 7. 8 June 2009 © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO Effective Literacy Practice Expectations Instructional Strategies Engaging the learners with texts Partnerships Knowledge of the learner Knowledge of literacy learning Effective Literacy Practice Handbook Tears 1- 4 and 5 - 8
  8. 8. What would we see happening in our classrooms? <ul><li>Teachers: </li></ul><ul><li>Identifying learning needs (oral, written and visual literacy) </li></ul><ul><li>Planning key teaching / learning points that use deliberate acts of teaching </li></ul><ul><li>Developing learning intentions and achievement criteria </li></ul><ul><li>Reading to children, reading with children and we see children reading independently </li></ul><ul><li>Shared Reading, Guided Reading, Independent Reading programmes </li></ul><ul><li>Shared Writing, Guided Writing, Independent Writing progammes </li></ul>8 June 2009 © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO
  9. 9. Strategies ... <ul><li>Feedback and feed forward </li></ul><ul><li>Co-operative learning </li></ul><ul><li>Questioning techniques </li></ul><ul><li>Wait time </li></ul><ul><li>Reciprocal teaching </li></ul><ul><li>Peer coaching </li></ul><ul><li>Paired activities </li></ul><ul><li>Sharing of learning intentions with students </li></ul><ul><li>Co-construction </li></ul>8 June 2009 © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO
  10. 10. We would see more of: <ul><li>Individual and group teaching </li></ul><ul><li>Feedback and feed forward </li></ul><ul><li>Acknowledging prior learning </li></ul><ul><li>Teacher interacting with students </li></ul><ul><li>Co-constructing the learning </li></ul><ul><li>We would see less of: </li></ul><ul><li>Whole class teaching </li></ul><ul><li>Monitoring </li></ul><ul><li>Instruction / transmitting information </li></ul><ul><li>Teacher at the front of the class. </li></ul>8 June 2009 © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO
  11. 11. Big Idea: We are learning to write 8 June 2009 © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO PURPOSE - what AUDIENCE - who Persuade or Argue Recount Instruct Narrate Describe Explain Analyse Content and Ideas Structure and Organisation Language Resources Surface Features Deep Features Sandy Harrop
  12. 12. All new writing should begin with reading 8 June 2009 © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO Models Texts, teacher, student Knowledge Co-constructing criteria For our own writing Analysis How this text type works Sandy Harrop
  13. 13. “ Would you tell me please which way I ought to walk from here?” “That depends very much on where you want to go to,” said the cat. “I don’t much care where –,” said Alice. “Then it doesn’t matter which way to walk,” said the cat. From: Alice’s Adventures in Wonderland 8 June 2009 © THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO

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