course overview

Facilitator: Emily Bosco (BA, Grad DipEd [Secondary], Master of English Studies)

Date: By appointment

Venue: This is a whole staff course, run on-site at your school

Audience: All Stage 3-Stage 6 teachers (Years 5-12)

Career Stage Level: Proficient Teacher (NSW)

Australian Professional Standards for Teachers Descriptors: 1.2.2, 2.5.2, 3.2.2, and 5.2.2

Priority Area: Delivery and assessment of NSW Curriculum

NESA Elective Hours: 5 hours

Fee: $3000 (GST inclusive)

Course Description

The progressive development of literacy skills throughout high school is essential to participation and learning in all KLAs. This course introduces teachers to a variety of practical and easily differentiated teaching strategies for helping students to develop the reading, thinking, and writing processes they need to interpret and produce texts in different subjects areas.

Who should take this course?

• All teachers of Stage 3-Stage 6 (Years 5-12) who are interested in learning a variety of new hands-on tools that they can implement immediately in the classroom to ensure that literacy is an embedded priority in day-to-day teaching.

• Early career teachers who are looking to expand their instructional toolkit.

Sessions

SESSION 1: Content area literacy and disciplinary literacy

In this session, teachers will consider the relationship between content area literacy and disciplinary literacy. They will spend time considering the transferable literacy skills that can help students learn across subject areas, as well as the specific literacy skills students need to develop in order to learn effectively within a particular subject area. Teachers will then be invited to reflect on the content area literacy and disciplinary literacy skills students need to master in their KLA, before beginning to develop lesson sequences that embed content area literacy and disciplinary literacy instruction.

SESSION 2: Fostering Independent Readers and Writers

In this session, teachers will:

• Be introduced to a number of instructional strategies and protocols for encouraging students to independently read, think, record, interpret, and reflect on written and visual texts.

• Apply these protocols using focus texts provided from a variety of KLAs.

• Spend time modifying and/or differentiating these protocols for use in their particular KLA.

Included in this session is a specific ‘Teaching Reading in Mathematics’ focus, where different reading and writing protocols for the Mathematics classroom will be demonstrated.

SESSION 3: Accountable Talk - Asking for Clarification, Citing Evidence, and Responding to Others

In this session, teachers will:

• Be introduced to group discussion protocols that improve students’ ability to use discipline-specific language and develop their proficiency in accountable talk, leading to positive interactions between students, and between students and their teacher.

• Participate in a group discussion using these protocols.

• Spend time modifying and/or differentiating these protocols for use in their particular KLA.

Included in this session is a specific ‘Teaching Reading in Mathematics’ focus, where an accountable talk protocol for the Mathematics classroom will be demonstrated.

SESSION 4: Metacognition - Encouraging students to think about their thinking

In this session, teachers will:

• Be introduced to instructional strategies and protocols for encouraging students to think about the processes or steps they use to answer a question, form an argument, solve a problem, conduct an experiment, create a text or artwork, or design and/or build an item etc. By making their thinking visible, students clarify how they are approaching particular questions, problems, tasks, or experiments and communicate their reasoning.

• Apply these protocols using focus texts provided from specific KLAs.

• Spend time modifying and/or differentiating these protocols for use in their particular KLA.

Included in this session is a specific ‘Teaching Reading in Mathematics’ focus, where a metacognition protocol for the Mathematics classroom will be demonstrated.

SESSION 5: Using Feedback and Reflection to improve literacy

In this session , participants will:

• Learn protocols that can be used to develop students’ competency in providing others with constructive feedback and engaging in meaningful reflection on feedback received.

• Learn protocols for encouraging students to think about what they know, how far their thinking on a particular text or topic has developed, the skills they have learnt, what they still need to know or master, and how they might approach bridging any knowledge or skill gaps.

• Spend time modifying and/or differentiating these protocols for use in their particular KLA.

Included in this session is a specific ‘Teaching Reading in Mathematics’ focus, where feedback and reflection protocols for the Mathematics classroom will be demonstrated.

make a booking

To book this course for your staff, please complete the form below.