NZATE Workshop 09


Published on

This session will clarify purpose, vision and scope of the Literacy-English-ESOL Onlline sites, and model / share practical ways to use the sites’ resources to support your lesson/unit planning and unpack key aspects of the NZC from a pragmatic point of view.

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

NZATE Workshop 09

  1. 1. Michael Rosen, ex- UK’s Children’s Laureate
  2. 2.
  3. 3. “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? MoE English, ESOL & Literacy Online websites Karen Melhuish: Online Professional Learning © Learning Media 2009
  4. 4. 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?
  5. 5. Learning about what you know already file:///home/pptfactory/temp/20090707025442/Macintosh%20HD:Users:karenmelhuish:Desktop:images.jpg Very little / Not at all / Just beginning A bit / Am vaguely familiar with it / briefly visited Quite a bit / Quietly confident / Active user green
  6. 6. file:///home/pptfactory/temp/20090707025442/Macintosh%20HD:Users:karenmelhuish:Desktop:Picture%202.pdf
  7. 7. file:///home/pptfactory/temp/20090707025442/Macintosh%20HD:Users:karenmelhuish:Desktop:Picture%201.pdf What do these aspects mean to you?
  8. 8. The vision For teachers to be confident, connected, actively involved, lifelong learners.
  9. 9. What we know 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
  10. 10. 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)
  11. 11. 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
  12. 12. 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.
  13. 13. 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
  14. 14. 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?
  15. 15. Teaching and Learning Sequences
  16. 16. Dimensions of effective practice
  17. 17. 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
  18. 18. 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).
  19. 19. 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?
  20. 20. 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.
  21. 21. 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
  22. 22. 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)