Posts Tagged english
PBL presentation at AATE conference
Posted by kmcg2375 in conferences, digital storytelling, education on July 15, 2016
Last week I presented material on using PBL in English at the AATE national conference.
Some English teachers up here in Brisbane gave me permission to show their work there, and I also shared some key links that helped me when I was beginning my PBL journey:
- The bie.org run down of what PBL actually entails
- Andrew Miller’s post on edutopia.org about writing effective ‘driving questions’
- Bianca Hewes’ post about how to ‘manage the mushy middle’ of a project
The big points about PBL that I highlighted by the end of the talk were:
- PBL involves a process of deep learning over time.
- PBL must involve an authentic audience beyond the teacher.
- PBL still involves small bites of teacher-delivered material, timed to support learning and project progress.
- PBL involves students in tackling real world concerns. Relevance is key!
Finally, I offered a range of my own ideas for PBL units for English. This frustrated non-teaching teacher would be very pleased to see others use/adapt/critique these project concepts…please report back if you do!
Teaching English using textual concepts
I know I just finished saying that my blog would mostly be used for PBL reflection in the near future.
But there is a new resource available for English teachers and English curriculum boffins that I must share immediately.
The English Teachers Association NSW, in partnership with the NSW Department of Education, have created a resource for programming in K-10 English.
It is organised in ‘stages’ (rather than in year levels), but once you get your head around stage 5 = year 9 & 10, stage 4 = year 7 & 8, and backward in pairs from there, you will get the picture.
The creators of this resource analysed the NSW English syllabus (which in theory maps on to the Australian Curriculum) to identify core concepts and processes implied by the curriculum documents.
The 15 ‘textual concepts‘ are:
- code and convention
- connotation, imagery and symbol
- literary value
- point of view
And the six ‘learning processes‘ are:
- engaging personally
- engaging critically
There are questions that jump to mind for me when looking at this resource, including:
- how are the ‘learning processes’ intended to interact/overlap with the ‘general capabilities‘ in the Australian Curriculum?
- where do ‘language mode’ and ‘medium of production’ fit into these concepts? Is it in ‘code and convention’, or…?
Overall I am excited by this contribution to English curriculum understandings. The conversations it will make possible between primary and secondary English are especially promising!
How might this approach to English subject content (knowledge and skills) interface with the curriculum (Australian Curriculum or otherwise) being used in your area? It’s been designed for NSW obviously, but could it have application beyond there?
Inspiring PBL unit outlines from #CLP409 students!
Posted by kmcg2375 in education, english, university on November 11, 2013
This semester I modified my unit planning assessment for CLP409 (Secondary English Curriculum Studies 2) based on the outline developed by Bianca Hewes. You can see the 40 fantastic project outlines by her fabulous #EDMT5500 students on her blog.
Bianca developed her ‘Inquire, Create, Share’ model for project-based learning (PBL) units after finding that planning PBL units needed to involve more visible teaching and explicit structure to ensure students learned required knowledge and collaboration skills.
As I see it, this approach is a variation of existing models that suggest units of work be designed around phases of ‘Orientate, Enhance, Synthesise’. These particular verbs are popular in Queensland Schools, and can be found as one of two recommended unit planning frameworks on the QSA website.
The two things that I love about the unit framework that Bianca has developed are:
- It provides a structure for PBL units that takes on the narrative flow I find so natural in teaching – there is a clear beginning, middle and end in these units.
- The shift in verbs used to drive learning activity is important; activities to ‘Orientate, Enhance and Synthesise’ could still be very teacher-centered but ‘Inquire, Create, Share’ and similar verbs deliver an imperative to engage student-centered learning and project sharing.
Following Bianca’s lead I am posting my Assignment Task Sheet here for all to see, and below you will find some of my students’ finished products, reproduced with their permission.
Please notice that I used the same Driving Question as Bianca, ‘How can I create a project for English that will help my students own their learning?’, and that I retained some of the structure of her original project as well. Some things I did a bit differently were: adding an essay writing component where students justified their choices using scholarly and professional literature; requiring students to refer to Australian Curriculum elements rather than ISTE NETS and professional standards; providing models of other assignments.
Of course, I could only provide my class with models of assignments because Bianca’s students had been willing to publicly share their work in the first place. So a big THANK YOU to those fabulous (and generous) #EDMT5500 students, and to the University of Sydney, for making their work available to the world 🙂
Arts and Sciences not seperate #TED
In this TED talk Mae Jemison makes some very poetic and logical arguments for teaching the Arts and the Sciences in a more integrated way, and about the importance of promoting human creativity, which she explains is found in both the Arts and Sciences:
The talk was interesting in itself, but the reason why I found this Ted talk so appealing was that it again got me thinking about the inter-related nature of the acts of reading and writing, and of what our English syllabus in NSW calls responding (reading, listening and viewing) and composing (writing, speaking, and visually representing). You might already have spotted a problem with these divisions – although the syllabus names reading as an act of responding (because it involves thinking about and having a response to what is read), one can also write or speak a ‘response’, yet those acts are names as acts of composing. Do you follow? 😉
The distinction being made in the syllabus however, is not really between the acts of reading and writing (for example), but between acts that involve responsive or comprehensive thought processes, and acts that involve original or creative thought processes.
Jemison is critical of the way we have been taugh to regard ‘intuitive’ and ‘analytical’ thought processes as seperate – to see ourselves and others as ‘left-brained’ or ‘right-brained’; ‘artists’ or ‘scientists’; ‘destructors’ or ‘constructors’. While it may be handy for working out assessment task weightings to distinguish between acts such as listening and writing (although we will often test listening by getting kids to write down what they understood!), it is one way in which we reinforce the artificial binary of intuition and analysis.
One must be intuitive to be truly analytical. One may work very methodically to acheive originality or create art. Good English teachers understand this, and continue to promote creativity in all its forms.
Posted by kmcg2375 in english, online tools on December 30, 2008
Thanks to @heyjudeonline for the link to a site called Shakespeare Searched. The database is helped by the Folger Shakespeare Library, and you can use it to search for words or themes by play or by character. You can search within plays, or search through all of the Bards works.
Here is an image from my screen after searching for Macbeth, then browsing through quotes containing the word traitor:
Posted by kmcg2375 in conferences, online tools on November 28, 2008
In today’s conference workshop I will be exploring four important issues relating to learning and teaching strategies for using online tools:
- How the purpose of your site relates to its form
- The intended teacher-student dynamic online
- Students and internet safety
- Getting students involved and monitoring contributions
Please respond with comments to this post if you have any questions, information or anecdotes from your own teaching context.
(DET Interim Guidelines for using blogs and wikis)
(from the ETA Annual Conference @ UNSW )
I wanted to like Twilight. I really did. But seven chapters in (about one third of the book) and I’m still waiting for it to give me something to like. Anything.
I don’t know about any of you reading this blog, but at my school you can’t pry the students away from their Twilight books. The girls especially! Some have been banned from reading it by their parents, so are reading their contraband at school, keeping it in their friend’s lockers. The school librarians are even making students in years 7 & 8 bring in a note before they are allowed to borrow Twilight, such is the hype around this book.
I volunteered to read Twilight, if for no other reason than to see if we really need to be getting permission notes for lending it, but also because I love a good YA fiction series. But so far the writing is so dreadfully bland, and the plot has barely moved. Here is a rough idea of what is covered in the first 7 chapters of the book, told through they eyes of female protagonist Isabella (Bella) Swan:
- She has moved to live with her Dad – the town is small, boring and cold
- There is a boy at school called Edward Cullen. He is mysterious, and very good looking
- Many other boys like Bella. she doesn’t see why, but is happy to use them
- Sometimes Edward talks to her, and sometimes he doesn’t…boy, he is mysterious!
- Sometimes Edward’s eyes are black, sometimes they are ‘honey coloured’…this is a mystery
- Sometimes Edward is at school, and sometimes he is away. This is agonising. And mysterious.
- …did I mention that Edward is good looking, and the town is cold?
Paragraph after paragraph of this. ARGH! And because it’s told in first-person (and because Bella is so boring and such a bad storyteller), we aren’t finding much out about any character other than her.
It is excruciatingly like being trapped in the mind of a love crazed 16 year old girl.
It’s like Mills and Boon for teenagers.
IT IS TRASH!
(seriously…have ANY adults read and liked Twilight? Can ANYTHING redeem seven straight chapters of tripe?)