Learning Design

1. Making literacy explicit Learning Design Debbie Draper, Regional Curriculum Consultant

2. Overview • Background - adolescent literacy research findings (why?) • The literacy demands of the curriculum (what?) • Pedagogy for literacy instruction in the secondary setting (how?) • Bringing the why, what and how together through Learning Design • Where to next? • Resources Debbie Draper, Regional Curriculum Consultant

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4. How important are literacy skills for success in your learning area? Not very important Very important Debbie Draper, Regional Curriculum Consultant

5. Adolescent Literacy Project FINDINGS • Literacy improvement is a function of pedagogy shift especially in the secondary sector where the increasingly complex demands of subject area learning require explicit literacy instruction. • This pedagogy shift depends on sustained teacher professional learning that relates specifically to what teachers do in classrooms. • Multi‐faceted, whole‐school programs focussing on professional learning and innovative pedagogy are most likely to succeed. Debbie Draper, Regional Curriculum Consultant

6. Adolescent Literacy Project INFLUENCES • PISA – significant decline in reading literacy of 15 year old Australian students • NAPLaN year 9 literacy not as strong as year 7 • Australian Curriculum literacy expectations • SACE achievement relies on “C” grade or better in an English language subject • Increasingly complex demands of subject areas requiring explicit literacy instruction • High expectations articulated in Teaching for Effective Learning (TfEL) Debbie Draper, Regional Curriculum Consultant

7. NAPLaN - Progress

8. NAPLaN – Year 9

9. NAPLaN – Year 9 23% 26% 27% 29% 24% 22%

10. % Students at or above standard

11. % Students at or above standard

12. A Framework for NAPLaN Reading

13. What the research says The Committee recommends that literacy teaching continue throughout schooling (K-12) in all areas of the curriculum. Literacy must be the responsibility of all teachers across the curriculum, to provide an educationally sound program meeting the specific skill and knowledge needs of individual children from diverse backgrounds and locations. Debbie Draper, Regional Curriculum Consultant 13

14. What the research says Always provide purposeful, explicit teaching. Aim to orchestrate classroom interactions that support the understanding of specific texts in depth. Teach the skills and strategies known to be used by expert readers. Analyse each text you wish to use carefully in order to determine its appropriateness for particular students and its appropriateness for use in particular pedagogical strategies. Build explicitly on knowledge, vocabulary and advanced language development, from the known to the new. Routinely use texts from across all genres and school subjects. Debbie Draper, Regional Curriculum Consultant 14

15. What the research says Provide explicit vocabulary instruction STRONG Provide direct and explicit comprehension strategy instruction STRONG Provide opportunities for extended discussion of text meaning and interpretation MODERATE Increase student motivation and engagement in literacy learning MODERATE Make available intensive and individualised interventions for struggling readers that can be provided by trained specialists STRONG Debbie Draper, Regional Curriculum Consultant 15

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17. Secondary School Literacy Differs from Primary School Literacy PRIMARY • Early focus on learning to read (Big Six) • Focused literacy blocks • Explicit teaching • One to two teachers • Students are often read to (traditionally narrative) • Typically enjoy reading • Write creatively • Explicit teaching of genre SECONDARY • Focus on reading to learn (Comprehension) • Focus on content of learning areas • Five to seven teachers • Typically don’t enjoy reading • Write non-fiction reports, essays etc • Less explicit literacy teaching Debbie Draper, Regional Curriculum Consultant

18. Content Area Teachers have “Expert Blind Spots” Secondary teachers tend to underestimate the literacy demands of their subject areas. Content area teachers are largely unaware of their own specialised literacy expertise. To support the content literacy learning of their students, teachers need to learn to see past their “expert blind spots.” Debbie Draper, Regional Curriculum Consultant

19. Struggling Readers in secondary school… • Are usually less fluent readers • Have much smaller sight word vocabularies • Smaller academic vocabularies • Are less familiar with word meanings • Have less conceptual and content knowledge • Have less practice with text structures and genres • Have fewer and less-developed comprehension strategies Debbie Draper, Regional Curriculum Consultant

20. BUT.... • It is not just about addressing the poor functional literacy in a proportion of students but one of enabling effective learning through explicit attention to the language demands of subjects by all teachers. Debbie Draper, Regional Curriculum Consultant

21. Peter Freebody http://www.nlnw.nsw.edu.au/videos09/lo_Freebody_Literacy/freeblit/freeblit.html Debbie Draper, Regional Curriculum Consultant

22. Australian Curriculum What? Debbie Draper, Regional Curriculum Consultant

23. Comprehending Texts using strategies for reading and viewing texts, including using applied topic knowledge, vocabulary and visual knowledge listening for information and to carry out tasks and participate in discussions using strategies for comprehending spoken, written, visual and multimodal texts, including retrieving literal information and making inferences. Debbie Draper, Regional Curriculum Consultant

24. Composing Texts using language as a key learning tool to explore ideas, test possibilities and compare solutions composing different types of spoken, written, visual and multimodal texts for a range of purposes and audiences participating in group and class discussions using a range of oral interaction skills to share ideas, explore topics and express opinions making formal presentations incorporating oral, written, visual and audio elements. Debbie Draper, Regional Curriculum Consultant

25. Grammar Knowledge learning how different types of sentence structures – including simple, compound and complex sentences – are used to structure ideas and present information in different learning areas learning how different types of words and groups/phrases – including nouns, verbs, adverbs, adjective groups/phrases – are used to convey information and ideas in different learning areas learning how opinion and point of view are presented through specific word choices in different types of texts. Debbie Draper, Regional Curriculum Consultant

26. Word Knowledge understanding and using new vocabulary, including learning area vocabulary, to compose and comprehend texts in different learning areas developing strategies to spell a range of subject-specific words Debbie Draper, Regional Curriculum Consultant

27. Text Knowledge understanding the structure and purpose of a range of imaginative, informative and persuasive texts, and how these are used in different learning areas understanding text cohesion identifying and using text features to access and navigate print and digital texts Debbie Draper, Regional Curriculum Consultant

28. Visual Knowledge understanding how visual elements create meanings using features such as construction, placement of elements, framing and colour composing and comprehending a range of visual forms typical of each learning area, including illustrations, film, maps, graphs and digital graphics Debbie Draper, Regional Curriculum Consultant

29. Seeing the big picture Debbie Draper, Regional Curriculum Consultant

30. Learning Design... ..is a thinking process Debbie Draper, Regional Curriculum Consultant

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32. Aligning what and how How will we know if they got it? What do we want them to learn? So what will we do to get there? What evidence will enable us to assess the intended learning? Design the teaching and learning plan What is the intended learning and why is it important? What do they bring? How will we engage, challenge and support their learning? What could the intended learning look like at this level? What is the intended learning and why is it important? What could the intended learning look like at this level? How will we engage, challenge and support their learning? What do they bring? What evidence will enable us to assess the intended learning? Design the teaching and learning plan Debbie Draper, Regional Curriculum Consultant

33. http://www.decd.sa.gov.au/northernadelaide/files/links/LD_considerations.pdfhttp://www.decd.sa.gov.au/northernadelaide/files/links/LD_considerations.pdf Debbie Draper, Regional Curriculum Consultant

34. TfEL How? Debbie Draper, Regional Curriculum Consultant

35. Big Ideas Debbie Draper, Regional Curriculum Consultant

36. What are the big ideas of curriculum? • What are the essential concepts that tie the learning together? • Consider if the students were asked: - What are you learning? - Why are you learning it? - How will it help you in the future? Debbie Draper, Regional Curriculum Consultant

37. Refer to handout http://www.decd.sa.gov.au/northernadelaide/files/links/LD_considerations.pdf Debbie Draper, Regional Curriculum Consultant

38. Consider the important ideas and concepts for your learning area Debbie Draper, Regional Curriculum Consultant

39. Let’s focus in... Debbie Draper, Regional Curriculum Consultant

40. What are the literacy demands? • What type of textsdo students select, navigate, read and view in this learning area? Debbie Draper, Regional Curriculum Consultant

41. What is a text? Debbie Draper, Regional Curriculum Consultant

42. What is a text? Debbie Draper, Regional Curriculum Consultant

43. What is a text? Debbie Draper, Regional Curriculum Consultant

44. What is a text? Debbie Draper, Regional Curriculum Consultant

45. What is a text? Debbie Draper, Regional Curriculum Consultant

46. What is a text? Debbie Draper, Regional Curriculum Consultant

47. Text according to.. ...the means for communication. Their forms and conventions have developed to help us communicate effectively with a variety of audiences for a range of purposes. Texts can be written, spoken or multimodal and in print or digital/online forms. Multimodal texts combine language with other systems for communication, such as print text, visual images, soundtrack and spoken word as in film or computer presentation media.

48. What are the literacy demands? Please discuss and record your reflections, questions and comments on the handout Debbie Draper, Regional Curriculum Consultant

49. Example (Science) Big Ideas Science provides an empirical way of answering interesting and important questions about the biological, physical and technological world These overarching ideas are patterns, order and organisation; form and function; stability and change; systems; scale and measurement; and matter and energy.

50. Example (Science) Years 7–10 Curriculum focus: explaining phenomena involving science and its applications