learning with ms riley lanyon high school english
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Learning with Ms Riley Lanyon High School English. Starring the hands of students in Year 9 English Level 2. Pedagogical Approaches to English Year 9. Cooperative Learning Groups Cooperative Reading (4 resources model) Essay Scaffold & CQ Rubric Placemat - PowerPoint PPT PresentationTRANSCRIPT
Learning with Ms RileyLanyon High School English
Starring the hands of students in Year 9 English Level 2
Pedagogical Approaches to English Year 9
• Cooperative Learning Groups
• Cooperative Reading (4 resources model)
• Essay Scaffold & CQ Rubric
• Placemat
• Functional Grammar Retrieval & Poetry
From this…
to this…
My ClassroomCooperative Learning Groups
• The year 9 English classroom is set up in cooperative learning groups. (4/6 classes in
this space)
• Gen Y likes collegiate support but planned pairing of students supports nervous
learners and facilitates ‘New Learning’
• Most learners appreciate a helping hand but instructions about degree of help need to
be explicit to avoid ‘free loaders’.
• All learners learn well but gives an
opportunity of leadership or ‘coaching’ to
more capable students
• Weaknesses – encourages social interaction
– strong classroom management needed.
• Works in all situations except where
individual assessment is required.
Year 9 English Classroom in cooperative table groups
Cooperative Reading4 Resources Model - Allan Luke & Peter Freebody
• Cooperative Reading is a strategy used in the school from Yr7 to Yr10 and helps students to think critically about a text from 4 different perspectives by using the 4 roles. • Reciprocal teaching gives students agency.
Text Participant – how do I participate in this text?Text Analyst – what does this text do to me?
Code Breaker – how do I make sense of this text?Text User – how do I use this text?
• Students formulate their own ‘fat’ questionsand write a reflection about their shared learning.
• Strengths are the same as for cooperative learning.
• Weaknesses – some students need to be encouraged to write more than ‘token’ questions.
• Senior students all reflected that they learnt more deeply about the text.
• This kind of strategy works best with practice- teachers need to really understand the rolesand the kind of questions generated by each- professional development recommended.
Cooperative Reading of ‘The Outsiders’ by S.E. Hinton
Essay Scaffold & CQ RubricPEC Paragraphs (Point, Evidence/Elaboration/Explanation, Concluding sentence)
Criteria Quality Rubric
• The Essay Scaffold explicitly reminds students about the structural
expectations of essays.
• Strategies like the ‘5 Whys’ aid students in gathering ideas for the elaboration.
• Paragraph boxes remind students to stick to one idea per paragraph and the
amount of space sets the expectation for paragraph length.
• A great way to get students to draft their work.
• Purpose is to break the essay into steps
a strategy highly recommended for students
with special needs eg. Autism
• Strengths - are the expectations of structure
are explicit – everyone on the same ‘page’.
• Weaknesses – some students become
overly reliant on the ‘look’ of the scaffold.
• Senior students all reflected that they
appreciated knowing exactly what was
expected - CQ is even more explicit!
• This kind of strategy just really works!Students using Essay Scaffolds to write essays on ‘The Outsiders’
Placemat
• The Placemat is a collaborative thinking tool.
• It values the individual first by allowing everyone space to record what they
know or think.
• Collaboration begins when negotiation about the ‘main idea’ happens and is
recorded in the central oval of the worksheet – a synthesis or distilling of ideas
– sometimes just ‘in common’.
• Purpose is to value everyone and then
encourage collaboration.
• Strengths - everyone feels valued.
• Weaknesses – some students rely solely on
what their neighbour wrote – need to
encourage students to work ‘alone’ first.
• Everyone can do this one – achievable
learning for everyone.
• This kind of strategy works well for initial
impressions of a topic or to reflect at the
end of a unit or any kind of brainstorm.
The Placemat at work…
Functional Grammar RetrievalPoetry and the ‘WHY’ factor
• The 3 aspects of Functional Grammar are:
Mode (What is it?), Field (Where is it?) & Tenor
(Impact)
• Explicitly teaches the ‘rules’ of creating texts.
• Helps students to understand how they are being positioned by a text.
• Retrieval chart is simply a neat way to record their findings.
• Strengths – students engage in higher
order thinking – the step beyond
‘what is it?’
• Weaknesses – is there a downside to
higher order thinking and deep knowledge?
• Instead of just giving students the criteria
to construct a text they go on the journey
of investigation themselves – much more
meaningful, memorable and powerful!
Functional Grammar Retrieval of Literary Devices in Sonnets