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.

1. Michael
Rosen, ex-
UK’s
Children’s
Laureate
Source:blogs.raincoast.com

2. www.wordle.net

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

6. file:///home/pptfactory/temp/20090707025442/Macintosh%20HD:Users:karenmelhuish:Desktop:Picture%202.pdf

7. file:///home/pptfactory/temp/20090707025442/Macintosh%20HD:Users:karenmelhuish:Desktop:Picture%201.pdf
What do
these
aspects
mean to
you?

8. The
vision
For teachers to be confident, connected,
actively involved, lifelong learners.

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. 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. 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. 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. 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. 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. Teaching and Learning Sequences

16. Dimensions of effective
practice

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. 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. 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. 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. 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. 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)