CLLC Blackboard Collaborate Day

16 thoughts on “CLLC Blackboard Collaborate Day

  1. The morning session. was great, but hard to read, listen and type. So much great stuff being shared!

  2. Indigenous Links
    – Directly teaching through history (Yr. 9)
    – Teaching in Geo (Yr. 7)
    – Through Literacy /English in Years 7-10
    – RE addresses these ideas
    – Science??

    Sustainability
    – Unit of work in Year 10 Geo
    – Implementing in Geo in other years also
    – Addressed in Science
    – Environmental sustainability group at school plus an environment leader
    – RE addresses these ideas

    Areas to Improve
    – Actual school planner that identifies what is been taught in each subject area so that that we can address cross curricula links.
    – Themes could work well across each year level at high school
    – Communication and time for this to occur
    – Auditing- meeting time to address this
    – Getting ideas through leadership. There are a lot of passionate people that want to see improvement but enforcement and implementation needs to occur

  3. PAR: What is the place of modelled writing in the senior school?

    HOW CAN LITERATURE SUPPORT STUDENT LEARNING?
     By exploring modelled writing through Literature.
     Students are being exposed to a variety of authors, mentor texts and multi modal texts.
     This assists students with writing, as they are able to identify the features and the structures of texts. They analyse texts in order to explore the writing genre.

    REFLECTION ON EVIDENCE – what looks different and how has this action assisted us with our inquiry?
     Open conversations and collaboration between senior teachers.
     The shared metalanguage and understandings around the action.
     Our inquiry has provided us with a situation where we have been ‘taken out of our comfort zone’ which has challenged us to shift our thinking and teaching practices. (e.g. team teaching, opportunities to observe, opportunities to look at the way we plan and timetable Literacy.)
     Documentation from meetings and conversations.
    Student Evidence
     Pre and Post writing samples.
     Teacher documented ‘modelled writing samples’

    ACTION:
    Analyse the growth of students writing through a literature lens?
    Analyse writing for the skills and features of mentor texts?
    Further explore the use of Mentor texts, keeping in mind the craft, trait, genre we wish to explore.

  4. Indigenous links:
    7 HUM: Human migration and Indigenous Settlement
    7 RE: Creation stories and links to Dreamtime stories
    8 ART: Aboriginal Art
    9 RE: Discrimination and reconciliation
    9 HUM: Australian Settlement
    10 RE: Indigenous Settlement

    Scope for better integration:
    English- More examples of literature (as discussed today)
    Humanities – Couple with studies of literature for wider understanding
    “Book Club” – create a themed session where students dialogue about Indigenous literature. Use of different type of stories e.g. print, digital, poetry accessed through a variety of mediums.

    Reflecting on our PAR:
    Evidence we planned to collect:
    • Student survey
    • Anecdotal evidence
    • Observation of book club activities
    • Observation of library session participation.
    New evidence we plan to collect:
    • Survey of parents about student reading behaviour.

  5. A thought-provoking session! We feel that our staff would need specific PL in the area of Aboriginal culture, history and spirituality. It is as important to know ‘how’ to teach Aboriginal Perspectives across the curriculum as it is to know ‘what’ to teach. Cultural sensitivities need to be taken into consideration. We are considering a curriculum audit to identify all that is being taught in the College. We know some of the connections being made in different units of work across a diverse range of subjects, but we don’t have a clear and comprehensive picture of all that is being covered.

    We also need to know if there is a site/s which provide support materials and contemporary links to relevant information. We have used some great resources through Scootle but have been frustrated by access issues to some material.

  6. Just tried to submit my blog comment but no luck

  7. PAR 1
    Focus
    Action Plan – Literacy and Technology , An investigation into Social Networking and Literacy
    Blogs, wikispaces
    Impact of technology on Literacy
    Using Ipads
    PLT meetings used for Prof Dev in movie making
    PD with imovie
    Chns movies whole school approach P-6 link
    PAR 2
    Coaching
    ‘How do we develop a shared understanding of coaching at St Francis Xavier? This overarching question will lead us to investigate our revised sub-questions of ‘What types of coaching would best suit St Francis Xavier?’ and ‘What model will be the best way to implement coaching at St Francis Xavier?’
    Professional Reading – Knights, Robertson
    Survey staff on their understanding about coaching via Survey monkey
    Presentation to staff about Coaching
    Shadow a school that already has embedded coaching into their school
    Trial some types of coaching

  8. Aboriginal and Torres Strait Islander’s priority in OLGC’s curriculum:
    OLGC’s priority extends as far as one inquiry unit as part of a two year (throughline) cycle.
    We need to further develop cross curricula priorities regarding indigenous perspectives so that it is embedded across the two year cycle (so it is not simply a singular unit of work).

    1. How can literature support student learning and achieve your identified PAR goals?
    Our PAR goal at OLGC: How can we improve students’ inferential and evaluative comprehension while working within a contemporary, personalised learning structure?
    Studying/exploring literature enables students to make connections, comparisons, inferences and evaluations and potentially develop critical thinking.
    Our students have difficulty forming opinions about a text using ideas from within a text (infer), they tend to base their opinions on external knowledge. This also makes it difficult for them to build on their knowledge and go beyond the information they already know (synthesising).
    Some literature enables children to be supported and engaged by a visual image.

    2. Reflect on the evidence you currently use to inform your PAR. What other evidence might you need to collect?
    OLGC used mandated testing results from PROBE as well as information from CARS and Stars implementation, and teacher observations to inform our PAR.
    We are using TORCH diagnostic testing as a means of pre and post testing to evaluate the effectiveness of Teaching and Learning Strategies. This was selected as it is not a diagnostic test used within our school and therefore is unfamiliar to our students.
    Other evidence: ongoing observations and anecdotal notes which include articulation of strategies during reading focus groups and the quality of students’ responses to follow up activities.

    3. Identify new actions for your teams PAR
    • Continue deepening our knowledge and understanding as a team on personalised learning
    • Continue to explore and trial effective strategies particularly those that further develop inferential and evaluative comprehension in the Middle Years

  9. Writing and Resourcing for Differentiated Learning (ILPs)
    For today, looking at Year 9 Poetry. Students with ASD, RLD and SLD are in our cohort.

    • How can literature support student learning and achieve your identified PAR goals?

    Choosing literature that is not only aimed at individual learning needs, but which can also be related back to the ‘mainstream’ text. If mainstream text can be accessed, then individualised activities and work tasks need to be written. We also need to develop succinct ‘context-builders’ for students, recognise and draw upon prior knowledge and level of reading and comprehension ability. When responding to literature, how can students on ILPs demonstrate knowledge rather than an essay/written response. This is the difficulty of our PAR – meeting student need with that of the curriculum.

    • Reflect on the evidence you currently use to inform your PAR. What other evidence might you need to collect?

    We have our student data, diagnostic test results and other forms of testing/observation that tell us that students aren’t experiencing literature in a positive way. Instead of longer texts, we are moving to short stories, poetry (hard in itself) and excerpts from mainstream texts. ATSI literature (like Dust Echoes) may visually appeal, but the context is harder to relate to. Poetry seems to have some students in year 9 interested.
    Student surveys at the end of the unit for difficulty and interest and their own ideas of their success

    • ACTION

    We will be definitely exploring the ‘Step Inside’ for students to respond using poetry– which will be hard, but I think worthwhile, and something for the students to positively engage in the outcomes: there’s no wrong answer when writing poetry…

    Incorporate more context-based (but succinct) background material.
    Use images for prompts to create texts
    Develop methods for responding – cloze, templates for writing responses
    Selecting appropriate material

  10. 1. How does literature support student learning?
    It supports our students learning by asking them to view other worlds and other experiences apart from their own. They learn understanding, tolerance and critical thinking.

    2. Reflect on PAR evidence
    We have used examples of students work after using the teaching and learning cycle to show how much better the finished task is when the subject is heavily scaffolded. This has been shared anecdotally as well as examples of student work that has been shared as examples of excellent work. It was found through this evidence that the more advanced students excelled and the weaker students did much better with this task also.

    New actions
    Developing hands on resources to share with teams using the strategies of the teaching and learning cycle.
    Approaching learning leaders to put literacy on the meeting agenda for each team and faculty meeting

    Forming a PLT on literacy to disseminate literacy strategies throughout the school

    Mentoring teaching strategies

    Presenting evidence at staff meeting of teaching and learning cycle success

  11. We are enthusiastic about the fact that St Louis is currently participating in many intiatives and ideas presented in the CLLC reading. Current practices in place at St Louis include walkthroughs, peer observations and CITLP (customised individual teacher learning plans).
    We are also excited about the prospect of global interactions.

    We are currently investigating our Catholic Identity and ways of becoming a better dialogical school. We can see links that will allow many of the aboriginal perspectives to not only filter through literacy but in our religious lessons and other curriculum areas as well.

    This project has also allowed a greater connectivity between the level five and six teachers and stimulated a rich dialogue which has enabled individuals to voice their opinions. The discussions that were engendered within the team have provoked a challenge to change the planning and format of PALT’s.

  12. I am really interested in how people are bringing about change and building on the knowledge base we have.

  13. Interesting to audit our curriculum in terms of cross- curriculum priorities, particularly Aboriginal and Torres Strait Islander priority.
    • Aboriginal and Torres Islander curriculum priority:
    – History units of work all with Indigenous perspectives, eg Stolen Generation, impact of settlement. Grades 5 and 6. ‘Mac’ Humanities series of books an excellent resource.
    – Civics and Citizenship units have Indigenous perspectives, eg rights of Indigenous people and again integrated throughout units of work
    – Students worked with Vicky Clarke (CEO) to highlight Indigenous perspectives, Vicky performed ‘Earth, Land, Water’ ceremony.
    – Community links with Avila College- Year 11 students worked with the 3-6 students on ‘Recognition’ and Reconciliation for and with Indigenous People
    – literature with Indigenous perspectives used in literature circles- ‘Nanberry’, ‘Tom Appleby’
    – Science Biodiversity unit of work with links to the Dreamtime stories. Big books, multi-modal literacies etc
    – Picture books, poetry, narratives with Indigenous perspectives eg, ‘The Rabbit’,

    Our PAR action- to develop rigorous Literature Circle activities to engage our very able readers.
    Further actions:
    -source further literature to address cross curriculum priorities in this work.
    -Audit what we already have
    -Look at range of internet resources that may be of use

  14. St Louis // Aug 15, 2013 at 1:58 pm (Edit)

    We are enthusiastic about the fact that St Louis is currently participating in many intiatives and ideas presented in the CLLC reading. Current practices in place at St Louis include walkthroughs, peer observations and CITLP (customised individual teacher learning plans).
    We are also excited about the prospect of global interactions.

    We are currently investigating our Catholic Identity and ways of becoming a better dialogical school. We can see links that will allow many of the aboriginal perspectives to not only filter through literacy but in our religious lessons and other curriculum areas as well.

    This project has also allowed a greater connectivity between the level five and six teachers and stimulated a rich dialogue which has enabled individuals to voice their opinions. The discussions that were engendered within the team have provoked a challenge to change the planning and format of PALT’s.

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