effectped_objects

== = = = = =effective pedagogy - applied to a unit of work on a novel=

learning area: English year 12 [level 2 NCEA] Read, study and show understanding of extended written text(s)

text: //Strange Objects// a novel by Australian author Gary Crew

The grid below [not complete] offers suggestions of what range of teaching techniques i might need to consider before having a class embark on a study of this novel.

//Extensive, well-documented evidence tells us that students learn best when teachers: // || Teaching approach for this learning context – lesson / unit of work / learning project  ê   || Student activity &  Resources needed  ê    || Class share reading experiences Wall displays connected to reading I read aloud frequently When read & study long text – share work of reading & understanding High expectations || || Relate Oz-NZ cf – indigenous people, explorers, traders, settlers, culture Adolescence – self, alone, friends, classmates, school, family, experimentation Points of view Text types – diary cf blog, || Use vocab sort – several – for # of grps in class || Diary cf. blog … Pace of social/technological change – what does that mean for us in 2008, 2009,  à || Transform exercises to show new understandings - blog or class wiki || Personal and shared reading Group summaries Oral [+] presentations Transform learning Scaffold assessment task writing || Clines Graphic organisers Timeline chart on room wall Each grp constructs diamond activity for others to do Model writing exam response ans Writing exemplar, template, frame, checklist || Invite classmember, teacher, parent, whomever to share knowledge/experience of Western Oz. Grp collaborative write exam ans || Text jigsaw – expert groups In grps use question dice or question prompt sheets to generate high-level questions to put to other class grps or visiting speaker Critical literacy questions - apply to different chapters || || || || Each student has Blog where responds to novel as reads || || ||
 * 
 * Create a supportive learning environment || Share my reading experiences [inc. of blogs]
 * Make connections to prior learning & experience || // Strange Objects //
 * Enhance the relevance of new learning || discussion:
 * Provide sufficient opportunities to learn || Vocabulary – extend
 * Facilitate shared learning || Different groups read different connected chapter sequences
 * <span style="FONT-FAMILY: 'Arial','sans-serif'">Use appropriate e-learning to support student learning || Look at blogs
 * <span style="FONT-FAMILY: 'Arial','sans-serif'">Encourage reflective thought and action ||
 * <span style="FONT-FAMILY: 'Arial','sans-serif'">Inquire into the teaching-learning relationship ||