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Improving writing across the curriculum

Improving writing across the curriculum. Alana Madgwick alanamadgwick@gmail.com alanamadgwick@wikispaces.com twitter @alanamadgwick1 (Join the secondary literacy mailing list). So'o le fau i le fau Translation: Join the hibiscus fibre to hibiscus fibre; Unity is strength .

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Improving writing across the curriculum

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  1. Improving writing across the curriculum Alana Madgwick alanamadgwick@gmail.com alanamadgwick@wikispaces.com twitter @alanamadgwick1 (Join the secondary literacy mailing list)

  2. So'ole fau i le fau Translation: Join the hibiscus fibre to hibiscus fibre; Unity is strength. At the end of the session I will ask you to write down your key learning from today on your petal then glue to make a hibiscus

  3. Know your learner • Using the two pieces of string, make the North & South Island • Write on the post-its three places that have special meaning to you. Place the 3 post-its in or around NZ. • In groups share each place and why it is important to you. • Padlet-http://padlet.com/wall/ylh64pgnkz

  4. TEACHING AS INQUIRY

  5. What is writing? “Creating meaningful text for a specific audience and purpose that has specific style and conventions”

  6. What is writing? “Creating meaningful text for a specific audience and purpose that has specific style and conventions”

  7. “Writing flows from a sea of talk”

  8. How can we help Spongebob?

  9. Strategy: POST-BOX ACTIVITYpURPOSE: tO ACTIVATE YOUR PRIOR KNOWLEGE There are several questions around the room –using your post-its, individually answer each question and stick your answer on the question. When finished each group will select one question and summarise the main ideas to present back to the group. You may present the main ideas in any way you like e.g. written, visual diagram, skit.

  10. Think like a writer How can I make my writing better? Structure/Organisation Vocabulary/Language features Audience/Purpose Content / Ideas

  11. Principle vs Strategy • What is the difference?

  12. Principles vsStrategies • A principle is a law or rule. In this case the rule that is based on ‘How students learn’. • A strategyis the plan of action /method that we want students to use independently of us. • There can be many strategies that relate to one principle.

  13. Principle vsStrategy • Teachers across different subjects can use different strategiesthat exemplify the same principle. E.g activating prior knowledge is a principle. Strategies could be anticipatory reading guide, post-box, vocabulary jumble, brain-storm… • One strategy can exemplify many principles. E.g. jigsaw reading is a strategy that helps students make links between reading and writing, develop key comprehension skills and build oral language development.

  14. Concept circle Principle: Activate students prior knowledge and make deliberate links between speaking and writing Strategy: The concept circle. • Purpose: To help students think critically how words are related. 1. In groups of 2 or 3– discuss how the words are related 2. Individually- write a sentence showing how the words are related. 3. In your groups share your sentences- decide which sentence best shows understanding of how the words are related.

  15. Principles of Effective Writing Practice 1. Make literacy learning explicit for every writing task 2. Activate students’ prior knowledge 3. Make deliberate links between reading and writing 4. Make deliberate links between speaking and writing 5.Develop vocabulary and vocabulary solving skills 6. Support students to generate ideas for writing 7. Support students to structure their writing 8. Give feedback/forward that is specific and manageable 9. Build student independence

  16. Speaking Frame Purpose: To scaffold speaking tasks Using the speaking prompts explain how your principle could be used to improve writing in your classroom. • My principle is.... • It is important because .... • A strategy that exemplifies this principle is... • Overall, this principle will help improve my students’ write because.... http://bit.ly/1k6j0Hn

  17. Demonstrate understanding of art works from Maori and other culturalcontexts using art terminology • A level 1 Art (Literacy) Achievement Standard

  18. Thanks to Manurewa High School

  19. TASK A: Investigate and Analyse. Find out as much information as possible about each of the art works and collect this in your visual diary. You might find information from exhibition catalogues and websites, a gallery educator, and books about the artists.

  20. TASK C: Present your findings using Art terminology. • Consider the following questions as a starter • to each of your paragraphs of your essay: • • How and why do artists represent the figure in their work? • • How and why are there differences between how Maori and other artists approach to representing the figure?

  21. Writing Next Research: What is worth spending time on?

  22. Seven principles for evidence-based teaching (GEOFF PETTY) • Students must see the value of learning • Students must believe they can do it • Challenging goals • Feedback and dialogue on progress towards the goal • Establish the structure of information and so its meaning • Time and repetition • Teach skills as well as content

  23. Top voted Caseus of teachers at De La Salle. Unusual word? favourite Cheese Title – about teachers at DLS Cheddar – a type of cheese Picture looks like a pie chart All types of cheese? Pie charts show % Most teachers like cheddar Perhaps Caseusmeans cheese?

  24. tALKING TO THE TEXT-code breakers! • Use a text/ graph/ table that is challenging • Model think aloud- writing all over the text what your thoughts are as you try and CODE BREAK. • Show Sesame St clip • Sheet will contain 6 graphs- 2 graphs don’t belong. Write anything they can about the graphs eg. prior knowledge, features, maths language, questions, assumptions • In groups decide which 4 graphs belong together and state why. • What are the criteria that bonds these graphs?

  25. Join the Secondary Literacy mailing list http://literacyonline.tki.org.nz/Literacy-Online/Community-discussions/Secondary-Literacy/Secondary-Literacy-Community-Guidelines

  26. So'ole faui le fau Translation: Join the hibiscus fibre to hibiscus fibre; Unity is strength. On your petal, write one key idea that you have learnt from this session. Glue and make a hibiscus.

  27. References: Writing Next: Effective strategies to improve writing of adolescents in middle and high schools (PDF) (Graham and Perin, 2007) http://literacyonline.tki.org.nz/Literacy-Online/Community-discussions/Secondary-Literacy/Secondary-Literacy-Community-Guidelines. (Join the Secondary Literacy online mailing list) Petty G. 2009. Evidence-Based Teaching, Nelson Thornes London

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