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You may have heard the internet expression ‘explain it like I’m five’ or ELI5.
Living with someone who knows a lot about science means I get a lot of things explained to me that don’t directly build on the expertise I have in my own field of English curriculum, but honestly, these explanations are much higher level than what you’d give to a five year old.
This morning, I woke up to this household share, and oh boy. It is good.
I had the thought – what really happens in my house isn’t ELI5, its ELI-ET: he explains it like I’m an English teacher.
If you are an Arts creature like me, but still like to have your mind blown by science – you have to watch this video uploaded yesterday by melodysheep.
It will be 10 minutes well spent!
I have cause today to be trawling through the glossary in the new Queensland senior English syllabus, and these two terms caught my eye:
Making a note here, to remind me I have these terms in place to talk with senior English teachers about project based learning.
A re-tweet set from my feed to capture some 2018 ideas and intentions. Welcome back to work muggles!
Prescribed Text Lists have been created for the first time in Queensland year 12 English, to specify texts for study that have been deemed to have “merit in genre and style”. The lists have this week been made available to the public, after a week of being available to only QLD teachers and QCAA approved users (a contrast to how NSW HSC lists were released earlier this year to media in advance of teachers).
There are two texts lists for:
These lists correspond with syllabuses for the three ‘general’ (i.e. leading to an ATAR) courses. The syllabuses were finalised this year for use starting with with year 11 in 2019:
I recorded my initial responses to the text lists in this vlog, with more analysis to come in the next few weeks:
NB. Extension English syllabus and text list are on a later development round and yet to be finalised. Essential English is an ‘applied’ (non-ATAR) subject, and will not have an associated text prescriptions list.
This semester I am attempting to demonstrate project based learning (PBL) in action by giving both of my classes an extra-curricular project to work on.
(More about whether these projects are in-or-extra to ‘the curriculum’ in an upcoming post…)
Pre-service teachers in my 3rd year English curriculum studies class are themselves focusing on how to use a PBL approach to design learning for junior secondary English. Their final assignment involves working in groups of 3-4 to create a PBL unit of work and assessment task/criteria sheets.
So, while we are learning about PBL, we are also doing PBL. And here is the project flyer:
We’re in Week 6 of a 9-week semester, and I already know that exploring ‘ways of speaking poetry’ is going to get squeezed out. That’s OK. My original goal of using the explore phase to offer a ‘smorgasbord’ of experiences has been usurped by getting to know the students and their needs – and they need to spend time going deeper into ways of reading and writing poetry. That’s cool – one of the things I am proud to model for my PSTs is they way plans have to change once real humans are involved. This need to teach in a responsive, agile way is understandably one of the things that new teachers find confronting, but ultimately it’s what effective teaching requires.
I’m at that critical stage of the project where I’m looking at the number of lessons left vs work that needs to get done to complete the project – eek!
My original plan was to get enough poetry artefacts to fill an entire display cabinet, but thankfully the cabinet has SHELVES, so our new goal is to fill 1-2 shelves only. Not a bad result it turns out, as it gives me space to run this project again next year and fill the cabinet progressively instead of all at once.
The whole project is supposed to take 6 weeks. By the second week I wished I had twice as much time! But that’s how teaching rolls, eh – PBL or no.
Will post pics of the finished cabinet display at the end of semester 🙂