Posts Tagged english
This semester I modified my unit planning assessment for CLP409 (Secondary English Curriculum Studies 2) based on the outline developed by Bianca Hewes. You can see the 40 fantastic project outlines by her fabulous #EDMT5500 students on her blog.
Bianca developed her ‘Inquire, Create, Share’ model for project-based learning (PBL) units after finding that planning PBL units needed to involve more visible teaching and explicit structure to ensure students learned required knowledge and collaboration skills.
As I see it, this approach is a variation of existing models that suggest units of work be designed around phases of ‘Orientate, Enhance, Synthesise’. These particular verbs are popular in Queensland Schools, and can be found as one of two recommended unit planning frameworks on the QSA website.
The two things that I love about the unit framework that Bianca has developed are:
- It provides a structure for PBL units that takes on the narrative flow I find so natural in teaching – there is a clear beginning, middle and end in these units.
- The shift in verbs used to drive learning activity is important; activities to ‘Orientate, Enhance and Synthesise’ could still be very teacher-centered but ‘Inquire, Create, Share’ and similar verbs deliver an imperative to engage student-centered learning and project sharing.
Following Bianca’s lead I am posting my Assignment Task Sheet here for all to see, and below you will find some of my students’ finished products, reproduced with their permission.
Please notice that I used the same Driving Question as Bianca, ‘How can I create a project for English that will help my students own their learning?’, and that I retained some of the structure of her original project as well. Some things I did a bit differently were: adding an essay writing component where students justified their choices using scholarly and professional literature; requiring students to refer to Australian Curriculum elements rather than ISTE NETS and professional standards; providing models of other assignments.
Of course, I could only provide my class with models of assignments because Bianca’s students had been willing to publicly share their work in the first place. So a big THANK YOU to those fabulous (and generous) #EDMT5500 students, and to the University of Sydney, for making their work available to the world :)
In this TED talk Mae Jemison makes some very poetic and logical arguments for teaching the Arts and the Sciences in a more integrated way, and about the importance of promoting human creativity, which she explains is found in both the Arts and Sciences:
The talk was interesting in itself, but the reason why I found this Ted talk so appealing was that it again got me thinking about the inter-related nature of the acts of reading and writing, and of what our English syllabus in NSW calls responding (reading, listening and viewing) and composing (writing, speaking, and visually representing). You might already have spotted a problem with these divisions – although the syllabus names reading as an act of responding (because it involves thinking about and having a response to what is read), one can also write or speak a ‘response’, yet those acts are names as acts of composing. Do you follow? ;)
The distinction being made in the syllabus however, is not really between the acts of reading and writing (for example), but between acts that involve responsive or comprehensive thought processes, and acts that involve original or creative thought processes.
Jemison is critical of the way we have been taugh to regard ‘intuitive’ and ‘analytical’ thought processes as seperate – to see ourselves and others as ‘left-brained’ or ‘right-brained'; ‘artists’ or ‘scientists'; ‘destructors’ or ‘constructors’. While it may be handy for working out assessment task weightings to distinguish between acts such as listening and writing (although we will often test listening by getting kids to write down what they understood!), it is one way in which we reinforce the artificial binary of intuition and analysis.
One must be intuitive to be truly analytical. One may work very methodically to acheive originality or create art. Good English teachers understand this, and continue to promote creativity in all its forms.
Thanks to @heyjudeonline for the link to a site called Shakespeare Searched. The database is helped by the Folger Shakespeare Library, and you can use it to search for words or themes by play or by character. You can search within plays, or search through all of the Bards works.
Here is an image from my screen after searching for Macbeth, then browsing through quotes containing the word traitor:
In today’s conference workshop I will be exploring four important issues relating to learning and teaching strategies for using online tools:
- How the purpose of your site relates to its form
- The intended teacher-student dynamic online
- Students and internet safety
- Getting students involved and monitoring contributions
Please respond with comments to this post if you have any questions, information or anecdotes from your own teaching context.
(from the ETA Annual Conference @ UNSW )