Is spending time teaching literacy just a distraction from my core disciplinary business?

Reyne de Lepervanche

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LITERACY ACROSS DISCIPLINES

LITERACIES IN THE LEARNING AREA PHYSICAL DEVELOPMENT HEALTH & PERSONAL EDUCATION

Each resource will demonstrates components of literacy that inform teaching pedagogies……..

DOCUMENTS RELEVANT TO PDHPE

• NSW department of education and communities

• The website

• Investigates strategies for using literacy effectively in PDHPE.

• Identifies Visual literacies as tool for encouraging students to decode, interpret, question, challenge and evaluate information communicated through both visual images and words or lyrics.

• Highlights the importance that in the PDHPE learning area students develop skills in critical literacy to enable them to become astute consumers of health products and services.

THE ‘NSW DEPARTMENT OF EDUCATION AND COMMUNITIES’ SITE

• illustrates the teaching and learning cycle

THE PHASES OF ASSESSING, PLANNING ANDPROGRAMMING FOR EXPLICIT TEACHING

STRATEGIES FOR IMPROVING A STUDENTS LITERACY SKILLS IN SPEAKING AND LISTENING, READING AND WRITING

• Strategies for improving a students literacy skills in speaking and listening, reading and writing include:

• Listening and speaking• Linking new skills and information to previously learned skills and information? • Providing instructions as student’s progress through the stages of complex tasks? • Teaching students listening skills by asking them to: listen for something specific; develop listening rules;

participate in activities in pairs, groups and as a whole class?• Reading

• Activating background knowledge prior to reading the text to facilitate comprehension.• Sticky notes, highlighters, double entry diaries help students focus their thinking so difficult texts can be better

comprehended through remembering and reusing information they already know or have read and applying it to their understanding of a text (Tovani, 2004). This is an excerpt from recommended text used in LAD.

• Commencing with easier texts and progressing to more difficult texts?• Writing

• Establishing appropriate field knowledge prior to writing• Developing students’ knowledge of text types relevant to PDHPE?• Explaining and modeling expectations using sample texts?

LITERACY PROJECT - LITERACY ACROSS DISCIPLINES AT THE UNIVERSITY OF CANBERRA

• Three cycles:

• Observing

• Experimenting

• Refining

• Analysing – successfulness of students literacy development through assessment and consider how assessment can inform ways of literacy learning in PDHPE.

• Link to Literacy Project

MAIN CHALLENGE (IN LITERACY PROJECT)

• Main challenge

• The main challenge, concerned with the understanding of how language is used in a variety of situations and how it is expressed in different forms of text.

• Texts specific to a subject area use specific terminology.

• Creating meaning of descriptive words that help form comprehension of a text is a challenge.

• Teaching aim/strategy

• Encourage thought of subject specific terminologies and activate his background knowledge between new and known information.

• Allows difficult texts to be better comprehended through remembering and reusing information they already know or have read and applying it to their understanding of a text (Tovani, 2004).

WHAT LITERACY STRATEGIES WERE APPLIED IN THE LITERACY PROJECT• Strategies used:

• Background knowledge

• Self-questioning

• Fix-up strategies

• Sensory imagery

• Comprehension strategy

• Adjusted rate of reading Key words

• Finger reading

• Summarisations

LEARNING POINT ASSOCIATES (2004). A CLOSER LOOK AT THE FIVE ESSENTIAL COMPONENTS OF EFFECTIVE READING INSTRUCTION: A REVIEW OF SCIENTIFICALLY BASED READING RESEARCH FOR TEACHERS. RETRIEVED FROM HTTP://WWW.LEARNINGPT.ORG/PDFS/LITERACY/COMPONENTS.PDF• What did the article contribute to your thinking about the central question that ' Is spending time teaching literacy

just a distraction from my core disciplinary business

• Identified effective reading instruction as the teachers ability to address student reading strategy through: Phonemic awareness, phonics, fluency, vocabulary and comprehension.

• How to apply and the relevance of components to PDHPE.

• Subsequent of Systematic and explicit teaching approaches.

• What does the article add to your sense of your core disciplinary business?

• Need for strong professional development and use of instructional practices that guide student learning.

• Developing students awarness of concepts will constitute how well students comprehend PDHPE specific texts.

• In what ways did this article expand your understanding of what literacy is all about?

• Literacy is a challenge for some learners.

• Understanding the 5 essential components of effective reading facilitates teacher awarness in how literacy can be applied to student learning.

• In what way did this article challenge unsettles something you’ve been taught or have come to believe about your discipline and or about literacy?

• Continue to develop personal knowledge of how literacy works and how to incorporate literacy into PDHPE settings

PARDO, L.S. (2004). WHAT EVERY TEACHER NEEDS TO KNOW ABOUT COMPREHENSION. READING TEACHER, 58(3), 272-280. RETRIEVED FROM EDUCATION RESEARCH COMPLETE DATABASE• What did the article contribute to your thinking about the central question that ' Is spending time teaching literacy just a distraction

from my core disciplinary business

• Once teachers understand what is involved in comprehending and how factors of the reader, text and context interact to create meaning, teachers can teach their students to effectively comprehend.

• What does the article add to your sense of your core disciplinary business?

• Comprehension is achieved through teacher support

• Decoding skills: teach meaning first then words.

• Build on and activate prior knowledge.

• Teach specific vocabulary

• In what ways did this article expand your understanding of what literacy is all about?

• Literacy is about bringing the elements of a students individual learning into the learning material that is used in classroom settings.

• In what way did this article challenge unsettles something you’ve been taught or have come to believe about your discipline and or about literacy?

• Reading is not just used for the sake of improving language pronunciation, reading speed or vocabulary but rather used to make meaning.

• Promote comprehension through creating links between reader, teaxt, personal knowledge and what context these apply to

LANGUAGE AND LITERACY IN PDHPE AND THE AUSTRALIAN CURRICULUM

According to the Australian curriculum for assessment and reporting

• Literacy involves students in listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts.

• explicit teaching of literacy is to be extended into other learning areas as students engage in a range of learning activities that challenge the significance of literacy in a learning area.

Each learning area ensures that students’ literacy development is strengthened so that it supports subject-based learning. This means that:

• all teachers are responsible for teaching the subject-specific literacy of their learning area

• all teachers need a clear understanding of the literacy demands and opportunities of their learning area

literacy appropriate to each learning area can be embedded in the teaching of the content and processes of that learning area. This will enable learning area teachers to:

• identify the general level of expected language and literacy skills for each year level that they are teaching

• plan how to teach specific language and literacy knowledge and skills essential to students’ understanding of learning area content.

LINK

IS SPENDING TIME TEACHING LITERACY JUST A DISTRACTION FROM MY CORE DISCIPLINARY BUSINESS?

• Literacy encompasses the knowledge and skills students need to access, understand, analyse and evaluate information, make meaning, express thoughts and emotions, present ideas and opinions, interact with others and participate in activities at school and in their lives beyond school.

• Effective learning includes students being able to manage their own learning and to be self-sufficient; working harmoniously with others; being open to ideas, opinions and texts from and about diverse cultures; returning to tasks to improve and enhance their work; and being prepared to question the meanings and assumptions in texts.