by sophie honeybourne conceptual teaching with literature

Conceptual teaching with literature

by Sophie Honeybourne

Sophie Honeybourne

Conceptual Teaching with

Literature



Workshop Outline• The new English syllabus and its implications for

teaching and learning.• What is conceptual teaching?

– Theory of conceptual understanding– Developing a concept-based curriculum

• Why use literature to explore concepts?• How can literature be used to explore concepts?

– Selecting and applying pedagogies to explore concepts through literature

– Examples of literature linked to concepts– Resources to support conceptual teaching with

literature



Organisation of NSW English Syllabuscommunicate through

speaking, listening, reading, writing, viewing

and representing*LEARNING TO…

SKILLS at word, sentence and text levels

Focus on text production

A

B

CD

Euse language to shape and make meaning according to purpose, audience and

contextLEARNING ABOUT…

KNOWLEDGE at word, sentence and text levelsFocus on text analysis at

word and sentence levels, and text layout

think in ways that are imaginative, creative,

interpretive and critical

Creativity and LITERATURE…

express themselves and their

relationships with others and their

worldTEXT LEVEL analysis…

including purpose, point of view and

context

learn and reflect on their learning through their study of English

METACOGNITION



What are the implications for our practice from the new syllabus?

• Literature is now a core focus• The ‘new’ literacies: multimodality, multi-

literacies and digital literacies • Move away from ‘text types’ to text purpose• Increasing focus on language at sentence

level• Greater emphasis on text analysis, including

viewpoints contained in the text and the overall context of the text



What is conceptual teaching?

• 21st century learning and the theory of conceptual understanding

• Developing a concept-based curriculum


by Sophie HoneybourneFramework for 21st century learning: http://www.p21.org

New educational context: 21st century skills

Australian Curriculum: General Capabilities

http://www.p21.org/

http://www.p21.org/



21st century learning in the curriculum

“Trying to teach in the 21st century without conceptual schema for knowledge is like trying to build a house without a blueprint”

» H Lynn Erickson, Concept-Based Curriculum and Instruction, 2009

• ‘Knowledge’ is now readily available. The understanding that underpins it is something that students need to develop.

• Conceptual understandings help to build trans-disciplinary connection of knowledge.



Conceptual teaching: a 3D model of curriculum design

From: Concept based curriculum and instruction, H Lynn Erickson, 2012www.slideshare.net

Factual / Content

Proc

esse

s /

Skill

s

Two dimensional curriculum design

Concepts,

Princip

les &

Generalisations

Proc

esse

s /

Skill

s

Factual / Content

Three dimensional curriculum design

http://www.slideshare.net/



Why conceptual teaching?• Conceptual teaching integrates thinking in order

to see “the patterns and connections of knowledge at a conceptual and transferrable level of understanding”– SO…

• Greater retention of information• Deeper levels of understanding• Increased motivation

• KNOW = factual knowledge which is locked in time, place or situation

• UNDERSTAND = conceptual understanding which transfers through time, across cultures and across situations”. From: Concept based curriculum and instruction, H Lynn Erickson, 2012

www.slideshare.net

http://www.slideshare.net/



What is a concept and what is conceptual teaching?

• A concept is “an organising idea; a mental construct. It is:– Timeless– Universal– Abstract (to varying degrees) e.g. an abstract noun– Represented by one or two words”

• Conceptual teaching:– Uses concepts and schema to organise new knowledge

within conceptual units of work– Teaches knowledge and skills in context, related to

concepts– Provides opportunities for students to connect their prior

knowledge and understanding across curriculum areas



Conceptual teaching and the syllabus

• Programming using concepts as the drivers enables teachers to: – cover the content of the syllabus or syllabi using a

framework that connects outcomes and content– create integrated cross curricular units of work

and/or assessment tasks – plan for the continuum of learning creating a scope

and sequence across a stage or stages that builds the learning and reflects the specific learning needs of the students being targeted

From: Transformations in Quality Programming, Karen Yager, 2008



Organisation of Knowledge

Think of a TOPIC you have taught, e.g.

Australian Animals

Which concept(s) could you map it

onto?



• ARTS• ENGLISH• HEALTH & PHYSICAL

EDUCATION• CIVICS & CITIZENSHIP

(3-6)• ECONMICS &

BUSINESS (5-6)• HISTORY• LANGUAGES• MATHEMATICS• SCIENCE• TECHNOLOGIES

RELEVANT K-6 SUBJECTS IN NEW CURRICULA:

The image on this page has had to be removed due to copyright restrictions.



The solution?… a CONCEPT based curriculum

Concepts ‘spiral’ and are revisited

Writing purpose linked to concepts



Example concepts and the new curricula• 10 NEW Australian curricula

onto which concepts need to be mapped (not all written yet!)

• Cross curriculum priorities:– Sustainability (a concept in

itself!)– Asia and Australia’s

engagement with Asia– Aboriginal and Torres Strait

Islander histories and cultures• Belonging• Connections• Diversity• Difference• Communication• Migration

General capabilities



Example concepts by subject:

Scan the QR code to access a list of concepts derived from both the new Australian curricula and the current and new NSW curricula.

http://prezi.com/0opwpu1gqo_z/



Why use literature to explore concepts?



Literature as an 'integrating device'...

...where it acts “as the common thread which elicits deeper and more insightful engagements with

learning and knowledge across

discipline or subject areas”

(Seaton in PETA, 2002, p. 98)



Literature as a ‘connecting device’

“The mind is a narrative device: we run on stories. Stories unite all worlds. It is the compelling nature of

stories and their telling that impacts on how we relate to each other, how we define who we are, and how and

what we learn. Stories are an entry point for meaning-making - a place where learning and life merge. Stories

contribute to our development as whole, coherent, human beings.”

Lowe, 2002, p.7

“Narrative re-imagines the world for young people, and, in so doing, suggests way of thinking about the

attitudes, values and beliefs of the culture presented in the text.”

McDonald, 2013, p.2



So…• Literature functions as:

– a lens through which syllabus content can be explored under a conceptual ‘umbrella’

– a ‘way in’ or perspective from which students can explore challenging ideas and concepts

– a safe space within which students can connect with concepts through the human experience

– an engaging and motivating way to explore concepts

• When you have 10 subject areas and their content to cover, it makes sense to start thinking and planning in an integrated way!



How can literature be used to explore concepts?

• Example conceptual program based on literature• Selecting and applying literature-based pedagogies • Examples of literature linked to concepts• Resources to support conceptual teaching with

literature



HOW can we explore concepts through texts?• Knowledge / content / coda

– Are there factual elements in the text (e.g. hybrid texts)?– What is the text’s viewpoint and message and what can we learn from it?– How can we connect this with our own understanding?

• Plot– How does the context of events in the text (i.e. historical, social and

cultural) help us to learn about relevant concepts?– Can we view the sequence of events through a conceptual lens and

connect to similar events and plots in other texts?

• Character– How can we connect the characters’ experiences with our own?– How do different characters present different viewpoints on concepts in

the text?– What can we learn from a character’s experiences?

• Setting– How can setting reveal underlying conceptual messages?



WHAT pedagogies can we use to explore concepts through texts?

Literacy pedagogies Drama pedagogies

https://docs.google.com/file/d/0B6AIzaY2gCJlTC0ya2VDeENQenM/edit?usp=sharing

http://dramaresource.com/strategies



Here’s one I prepared earlier…• Year 1: ‘Relationships with the land’

https://docs.google.com/file/d/0B6AIzaY2gCJlV0RrTjBvODRib0U/edit?usp=sharing



Conceptual programming pro-forma

https://docs.google.com/file/d/0B6AIzaY2gCJlcWpPbXcycWgwMmc/edit?usp=sharing



Examples of concepts linked to literature

• Belonging (!)• Sustainability• Community• Connections• Responsibility• Diversity• Interconnectedness• Heritage• Change




• Community• Difference• Responsibility• Power / Influence• Identity• Heritage• Belonging• Interconnectedness

CBCA Picture Book of the Year 2012




• Sustainability• Growth• Change• Adaptation• Survival• Interdependence• Interconnectedness• Heritage

CBCA Information Book of the Year 2012



Resources to support conceptual teaching with literature

Global Words E4AC

http://www.globalwords.edu.au/

http://e4ac.edu.au/



Now it’s your turn!• You will be given a text to look at between a

group of 4 people• Skim and scan and identify key concepts

you could teach with the text (you can refer to the handout for a list of concepts)

• Brainstorm concept links to your text, and any teaching ideas, on our shared online whiteboard space using ‘AWW’ (A Web Whiteboard). You will be given the URL in the session.



Bringing it all together…Can you answer these questions?• Why should I use conceptual teaching with

literature in my classroom?• How does it operate within the context of

the new curricula?• How will it improve student knowledge,

understanding and performance?• How will it make my life easier?!?!



Any questions?

[email protected]

by sophie honeybourne conceptual teaching with literature

Documents