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TATE Workshop

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TATE Workshop. English. and the Essential Learnings. Statewide workshops. August 2005 ... Professor Peter Freebody - TATE State Conference, 2005. Shifts in approach ... – PowerPoint PPT presentation

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Title: TATE Workshop


1
TATE Workshop
  • English
  • and the Essential Learnings
  • Statewide workshops
  • August 2005
  • 4.30 5.45 pm

2
English in Australia
  • key learning area
  • domain
  • field
  • subject
  • discipline

3
Changing English?
  • English is always subject to the laws of
    recontextualisation it takes on different forms
    in different contexts.
  • No one can claim to have the one true doctrine of
    English.
  • Nick Peim - National Association
    Teaching English, 2003

4
Changing English?
  • There are now many versions of English.
  • English - an umbrella term for the many Englishes?

5
Versions of English?
  • literature/literary study
  • communication
  • language
  • literacy
  • cultural studies/media studies
  • l(IT)erary l(IT)eracy

6
English in Tasmania
  • language skills
  • personal growth
  • cultural heritage
  • functional/genre
  • critical literacies
  • critical multiliteracies?

7
English
  • English constantly leads outside itself into
    other fields of study.
  • English is about nothing in particular but also,
    therefore, about everything.

8
English
  • Despite some uncertainties around subject
    English, there are common practices and familiar
    content in our English classrooms.

9
Senior Secondary English
  • English Studies
  • English Communications
  • English Writing
  • English Applied
  • English 2-4

10
English Communications
  • the power of language in society
  • exploring how communications work in the modern
    world, particularly in Australia
  • an inquiry approach into relevant issues and
    contemporary texts
  • producing original and authentic texts

11
English Studies
  • the study of texts that emphasise the use of
    language to create and interpret experience
    imaginatively
  • how literary texts - both print and film -
    represent experience
  • texts and their contexts
  • reflection on the nature of text, self and
    society

12
English Writing
  • exploration of ideas and issues through writing
  • producing a significant body of original work
  • crafting writing through workshop processes and
    investigating others writing
  • personal reading and viewing

13
English
  • English provides us with the capacity for making
    meaning and reflecting on texts, language, people
    and the world.
  • Learning, Teaching and Assessment Guide, 2005

14
English
  • English is about the textual rendering of the
    human experience.
  • Wendy Morgan - AATE Conference, 2005

15
English
  • English is about how we represent ourselves in
    our world and how we make sense of
    representations for us in our world.
  • Gunther Kress, 2005

16
Essential English
  • What does English essentially concern itself
    with?
  • What does it do that no other area of the
    curriculum does?
  • Wayne Sawyer University of Western Sydney,
    2005

17
Essential English
  • Essential English is about
  • the study of language
  • reflection on language
  • the critique of language
  • the creation of language

18
Essential English
  • In texts of the
  • imagination
  • personal
  • aesthetic

19
Essential English
  • In
  • print
  • electronic
  • oral and
  • visual forms
  • Wayne Sawyer University of Western Sydney,
    2005

20
Essential English
  • The central concern with language for its own
    sake.
  • The equal valuing if the critical and aesthetic
    domains of language.
  • The valuing of imaginative and personal uses of
    language.
  • Wayne Sawyer University of Western Sydney,
    2005

21
The Essential Learnings
  • The ELs Framework aligns
  • Curriculum i.e. what we teach.
  • Pedagogy i.e. how we teach.
  • Assessment i.e. how we provide feedback to
    students and make judgements about learning.
  • Reporting i.e. how we recognise and communicate
    judgements about learning to others.

22
The Essential Learnings
  • five essentials central to contemporary life
    and work
  • a seamless curriculum guaranteed for all students
    K-10
  • concept-based, inquiry-driven
  • world-related
  • clear outcomes and standards

23
The Essential Learnings
  • Interrelates discipline knowledge, conceptual
    understanding, processes and skills to ensure
    connectedness and coherence in learning.
  • English constantly leads outside itself into
    other fields of study.

24
The Essential Learnings
  • Provides a lens through which to identify and
    select critical content, key concepts, processes
    and skills from the fields of learning such as
    English.

25
The Essential Learnings
  • Discipline and subject knowledge will be
    strengthened through the Essential Learnings
    curriculum.
  • ELs Parent Community Pamphlet, 2005

26
Essential English learning
  • We have to get better at the disciplinary to make
    the transdisciplinary work.
  • Professor Peter Freebody - TATE State Conference,
    2005

27
Shifts in approach
  • Moving our thinking from teaching a subject
    called English towards the notion of English
    learning within an Essential Learnings
    curriculum.

28
Shifts in approach
  • From teaching a subject called English towards
    learning about, with and through the critical
    content, key concepts, processes and skills of
    the field of English

29
Shifts in approach
  • From teaching the book Looking for Alibrandi to
    inquiring into how the book represents family,
    loss, relationships and identity.

30
Mending Wall
  • Something there is that doesnt love a wall
  • That sends the frozen ground-swell under it
  • And spills the upper boulders in the sun
  • And makes gaps even two can pass abreast.
  • Good fences make good neighbours
  • Robert Frost

31
Transdisciplinary English?
  • Does English connect to other fields of study?
  • Do teachers of English spend time in the domains
    of history, philosophy, social sciences,
    geography, aesthetics?

32
Animal Farm
33
Transdisciplinary design
  • Transdisciplinary learning connects two or more
    disciplines through a conceptual lens or focus to
    explore complex, life problems or issues.

34
Transdisciplinary design
  • In transdisciplinary learning the interactive
    synergy of the disciplines enables students to
    develop greater understanding of the problem or
    issue.

35
Transdisciplinary design
  • In transdisciplinary learning, disciplines
    maintain their integrity, informing what students
    need to know, (factual knowledge) understand
    (conceptual understanding) and be able to do
    (skills and processes).

36
Key key elements
  • Being literate
  • Inquiry
  • Being arts literate
  • Reflective thinking

37
More key key elements
  • Valuing diversity.
  • Building and maintaining identity and
    relationships.
  • Being information literate.
  • Being ethical.
  • Understanding the past and creating preferred
    futures.

38
Being literate
  • working with the codes in which texts are
    constructed
  • participating in making meaning of texts
  • using texts
  • critically analysing and transforming texts

39
Key concepts
  • Core concepts within Being literate
  • communication
  • text
  • language
  • meaning

40
More concepts
  • Symbol, word, image, message, code, register,
    Standard Australian English, language mode,
    multimodal text, text form, text type, genre,
    text structure, language feature, audience,
    purpose, context, strategy, representation,
    deconstruction, construction, point of view,
    positioning, ideology, aesthetic appreciation,
    media, non-verbal communication, print text,
    spoken text, visual text, multimedia text,
    intertextuality

41
The process of inquiry
  • asking good questions
  • defining problems
  • gathering information
  • thinking about possibilities
  • making decisions
  • justifying conclusions

42
Literary inquiry involves
  • enjoying texts
  • exploring texts
  • analysing texts
  • critiquing texts
  • appreciating texts
  • valuing texts

43
Literary inquiry
  • Students ask questions about
  • how the book is made
  • the narrative form

44
Literary inquiry
  • Students ask questions about
  • the structure of the text
  • the ways in which the text relates to life

45
Literary inquiry
  • Students ask questions about
  • how does the implied author operates
  • how might we read the text

46
Literary inquiry
  • Students ask questions about
  • the literary techniques and devices operating in
    the text
  • ways in which texts relate to each other

47
Designing a task
  • Working in pairs, read the scenario and explore
    the questions that follow. Be prepared to share
    your responses.

48
A learning sequence
  • Whats new and/or different in the learning
    sequence?
  • Whats simply good English teaching practice?

49
Ways forward
  • literary inquiry into texts and language for
    critical, personal, social and aesthetic purposes
  • literary inquiry and reflective thinking around
    significant ideas and issues represented in
    different texts
  • investigating texts, their contexts and
    relationships

50
Ways forward
  • applying English learning to communicate in
    public, life-related ways
  • extended negotiated learning
  • ongoing elements language processes,
    strategies, skills, conventions

51
Contact details
  • Steven Figg
  • PEO English/Curriculum Support Team
  • School Education Division
  • steven.figg_at_education.tas.gov.au
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