Associated School Group Training Day

1. Associated School Group Training Day Literacy across the Curriculum through Collaborative Learning

2. What does an S1 pupil look like??

3. What does an S1 pupil look like?? Table Groups of six to discuss – what does a primary teacher expect a pupil leaving P7 to be able to do? What does a secondary teacher expect a pupil arriving in S1 to be able to do?

4. What does an S1 pupil look like?? Primary colleagues who have taken part in the Highland Literacy Project report that their pupils

5. Primary colleagues who have taken part in the Highland Literacy Project report that their pupils’ • Attainment is raised

6. Primary colleagues who have taken part in the Highland Literacy Project report that their pupils’ • Attainment is raised • Motivation is improved

7. Primary colleagues who have taken part in the Highland Literacy Project report that their pupils’ • Attainment is raised • Motivation is improved • Behaviour is improved

8. And that they are • Able to work collaboratively, independently, politely, supportively • Equipped more consistently with knowledge and skills • Happier, and therefore easier to manage and more ready to learn

9. By 2010……. …..all primary schools will have participated in the Project ……so all pupils beginning S1 will have been taught via the methodologies

10. Why the success?

11. Why the success? • Main reason: Collaborative Learning (Pairs and Trios)

12. What are trios? • Trio Roles • Trio Rules • Trio procedures

13. Advantages? • Primary colleagues, and anyone else who has used such collaborative techniques – what advantages are there in these ways of working? • Secondary colleagues – what potential advantages can you see for working collaboratively in your subject(s)?

14. Associated Schools Group Training Day Literacy across the curriculum through Collaborative Learning

15. What is the Highland Literacy Project?

16. HMI Advice • Improve questioning and discussion skills to improve comprehension • Provide opportunities for pupils to work collaboratively • Spend time teaching whole class reading as well as group reading • Provide more thoughtful, focused reading activities • Provide opportunities for pupils to become increasingly independent readers

17. HMI Advice • Teach pupils to use information texts more independently • Teach pupils to make their own notes • Provide lesson aims which should be clear and shared with the pupils • Teach pupils to evaluate their own strengths and plan for improvement • Provide a wide selection of texts and genre which pupils use effectively to develop a reading habit

18. Core Reading Writer’s Craft Reading for Information Reading for enjoyment • Collaborative Learning • Progression of skills/teaching of strategies • Talking, listening, reading and writing • Self and peer assessment • Competent and confident readers • Inclusion of all pupils • Enjoyment Independent learners Lifelong skills Highland Literacy Project • Approaches are: • Skills-based • cross curricular • can be used at all stages

19. In trios, discuss: In what sort of situations do you or could you use collaborative learning in your own classroom? (7 minutes and 21 seconds) Reporting back – primary teachers to report on secondary situations, and vice versa

20. Collaborative Learning Coming together is a beginning.Keeping together is progress.Working together is success.- Henry Ford In teamwork, silence isn’t golden; it’s deadly.

21. Associated Schools Group Training Day Literacy across the curriculum – the new Draft Outcomes

22. Literacy across the Curriculum Trios to discuss: what does the term “Literacy” mean (33 seconds)? Report back.

23. What is literacy? Literacy is defined as “the set of skills which allows an individual to engage fully in society and in learning, through the different forms of language, and the range of texts, which society values and finds useful.”

24. Literacy across the Curriculum In trios, discuss: what is a text? Give examples. Report back.

25. What is a text? Texts include: • reference texts • Charts, maps, graphs, timetables • The spoken word • Reports and reviews • Recipes, manuals, instructions • Novels, short stories, poems, plays

26. What is a text? Texts include: • Advertisements and promotional leaflets • Web pages, catalogues and directories • Comics, newspapers and magazines • Films, games and TV programmes • Emails • Text messages, blogs and social networking sites

27. Why me? “Literacy is fundamental to all areas of learning, as it unlocks access to the wider curriculum. Being literate increases opportunities for the individual in all aspects of life, lays the foundations for lifelong learning and work, and contributes strongly to the development of all four capacities of Curriculum for Excellence.”

28. Why me? “Traditionally, all aspects of the language framework were developed by all practitioners in….primary schools and by the English department in secondary schools. This will continue to be the case, but….all practitioners in secondary schools….have important responsibilities for and contributions to make towards the development of literacy.”

29. Literacy across the Curriculum In trios, discuss: What are the main implications of any of the draft Outcomes for your own planning and practice? Reporting back – primary teachers to report implications for secondary, and vice versa. (7 minutes and 19 seconds)

30. So……Reading

31. “True comprehension goes beyond literal understanding and involves the reader’s interaction with text. If students are to become thoughtful, insightful readers, they must extend their thinking beyond a superficial understanding of the text.” Stephanie Harvey and Anne Goudvis

32. Reading Strategies Start with a purpose for reading!

33. Monitoring understanding/clarifying Evaluating Activating Prior knowledge Predicting Visualising Word Solving Synthesising Summarising Determining importance Inferring Recognising main ideas The Total Reader Questioning

34. Reading for Information Topic: Reading at the Early Stages Date: _________ Recorder: ___________ Checker: __________ Reporter: _____________ Prior Knowledge Key question (s) New Vocabulary What we learned In our trios we worked: well okay could have done better because ______________________________________________________________________________ . Next time we would __________________________________________________.

35. Key point Keep moving!! Short deadlines (a timer can be used) ensure that the lesson moves at a brisk pace.

36. Text structure/genre features/purpose of text • Identifying the organisation/patterns of texts: • Focuses the reader’s attention on how ideas are developed • Teaches logical and critical thinking • Gives pupils skills that transfer across disciplines • Improves pupils’ writing

37. How to read texts • Different texts require different ways of reading them • Use of genre features to locate information • Skimming: this skill is used to get the gist of a text; to decide what it’s all about and whether or not it will give the required information. • Scanning: this strategy is used when looking for specific information.

38. Activating Prior Knowledge/making connections • Making Connections • “Mental file” of information

39. Predicting Predictions are the connecting links between prior knowledge and new information in the book. (Gillett and Temple, 1990)

40. Asking Questions “Questioning is the strategy that keeps readers engaged. When readers ask questions, they clarify understanding and forge ahead to make meaning. Asking questions is at the heart of thoughtful reading.” Harvey and Goudvis

41. Being able to ask questions… • Sets purpose • Promotes curiosity • Clarifies • Creates meaning

42. Identifying main ideas/determining importance Have you ever asked someone how their day went and received a blow-by-blow description of every detail?

43. Decisions about importance are based on… • Purpose • Prior knowledge • Value

44. Summarising Some possible challenges to summarising may be: • Pupils write down everything • Write nothing • They copy word for word • Write far too much • Do not write enough.

45. together The putting so as to form a whole of parts or elements Synthesising : Beyond Summary

46. “In Vygotskian terms, the internalization of comprehension strategies involves long-term practice with the strategies, including opportunities to reflect on strategies used, with others.” Farstrupand Samuels

47. Transition In trios, discuss: what do effective primary-secondary transition arrangements look like? (4 minutes and 29 sconds) Report back, reflecting on which are curricular and which pastoral.

48. Transition What do HMIe say?

49. Transition “Recent Scottish research has shown very good general liaison between secondary and primary schools, but a major gap in co-ordination of the 5-14 curriculum across the two sectors…..there is a clear need for all establishments to work in partnership, review their current transition procedures and increase the focus on learning” (Ensuring Effective Transitions, HMIe, 2006)

50. Transition • How coherent and well planned are courses or programmes? To what extent have staff taken part in joint planning of courses and programmes?