A foundational premise

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Teacher librarians as innovators and collaborators in the Australian Curriculum Joy Whiteside Head of Library, Keilor Campus Overnewton Anglican Community College. A foundational premise …. General Capabilities in the Australian Curriculum - PowerPoint PPT Presentation

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Teacher librarians as innovators and collaborators in the Australian Curriculum

Joy WhitesideHead of Library, Keilor CampusOvernewton Anglican Community College

The Australian Curriculum offers a myriad of opportunities and possibilities to teacher librarians to be innovators and collaborators. As with the VELS, there isnt a specific library curriculum, but there is infinite scope for collaborating and working in the zone of intervention. Today, I will be talking about our experiences at Overnewton developing a library scope and sequence, curriculum documents and learning programs, informed by the Australian Curriculum learning area English, the General Capabilities, and the Cross-curriculum priorities. While I will be speaking specifically in relation to redeveloping the library program for P 6, this experience could be applied to developing other library programs at other year levels.

1A foundational premise ..

General Capabilities in the Australian Curriculumhttp://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/general-capabilities-in-the-australian-curriculumFirstly, we began with an important question .. Why include the general capabilities in the library program, or any program?By way of recapping and a foundational premise of The Australian Curriculum . The Melbourne Declaration identifies essential skills for twenty-first century learners in literacy, numeracy, information and communication technology (ICT), thinking, creativity, teamwork and communication. . The general capabilities encompass the knowledge, skills, behaviours and dispositions that, together with curriculum content in each learning area and the cross-curriculum priorities, will assist students to live and work successfully in the twenty-first century.Thus, ensuring that the library curriculum and learning programs include explicit teaching of the general capabilities brings a life-long learning aspect that teacher librarians talk about to the program. Its not a juggling act to fit more into the curriculum, it is about looking at things through a different set of lenses.

2The Australian Curriculum websiteoverviewscontinualinks to examplescross referencesexplanationssymbolstables Includes a guided tour

Australian Curriculum http://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/general-capabilities-in-the-australian-curriculum To begin, we familiarised ourselves with the Australian Curriculum website. It is very user friendly. There are overviews, continua, links to examples and cross references, explanations, symbols, and tables etc. You need to dive right in! If it is your first time using the site, take the guided tour.I like the timely reminders throughout .. For example, on the Literacy General Capabilities page it states that .all teachers are responsible for teaching the subject-specific literacy of their learning areaall teachers need a clear understanding of the literacy demands and opportunities of their learning arealiteracy appropriate to each learning area can be embedded in the teaching of the content and processes of that learning area.In the learning content there are explicit links to each of the general capabilities and these are sign posted with symbols.

3Developing a Scope and Sequence for the programInvestigate learning area content relevant to the program Examine the General Capabilities and Cross Curriculum prioritiesCreate a table with relevant descriptors

With an understanding of the links between the content area and the General Capabilities, we began developing a Scope and Sequence We created a table with everything in the Australian Curriculum related to the Library programs. We copied and pasted the descriptors into a table as a starting point.

4Scope and Sequence example

This is an example of the Scope and Sequence with descriptors from the English continuum, Literature - Literature in Context.As we worked through methodically, we asked what can we cover in the library program given the limitations of time and context? The program is one 50 min period a week, and this includes time for the students to borrow.The Scope and sequence includes descriptors for our Overnewton learning content areas of Literature, information skills, and library procedures.

5A relevant GC descriptor

http://www.australiancurriculum.edu.au/GeneralCapabilities/information-and-communication-technology-capability/Continuum#page=2This is an example of a relevant descriptor that we included in the Scope and Sequence table. Level 2 ICT capability. It is easy to see a direct connection with the library program and the development of information literacy skills. This descriptor is locate information from a given set of digital sources I immediately thought of a research guide on an inquiry topic and the links that we include.

The example given is .. locating information following hyperlinks; printing pages; copying and pasting text and images; experimenting in a simulation environment to test decisions a research guide provides structure and scaffolding for students.There are also links to Learning content areas Maths, English, Science and History - for cross referencing and further understanding.

6General CapabilityHow will the General Capabilities be met within the library program?LiteracyNumeracyICT CapabilityCritical and Creative thinkingPersonal and Social CapabilityEthical UnderstandingIntercultural Understanding

Having produced a library program Scope and Sequence we revised the library curriculum documents. We included a table in the curriculum documents to demonstrate how they reflect the general capabilities. Completing this table was an interesting exercise, and enabled us to explore each of these explicitly.

7Numeracy where does this fit in the library program?

Dewey recognising, reading and understanding call numbers

Interpreting class data on preferences or understandings(E.g students completing a Google Form and then interpreting data together)

http://www.australiancurriculum.edu.au/GeneralCapabilities/Numeracy/Organising-elements/Organising-elementsFor example Numeracy General Capability where does this fit in the library curriculum? To begin with, I was thinking that Numeracy was not really relevant to the library program,.. but then I realised that there are a number of examples of applying Numeracy skills.This table compares the Numeracy continuum with the Mathematics curriculum and demonstrates how the numeracy skills are applied in other contexts. For example, in the Year 4 library program we used a Google Form for formative assessment. We shared the data with the students the following week. As a group we discussed and interpreted the data. This informed their next task. Another example, in the early years, is learning about, and understanding, the Index and Contents pages of non-fiction texts and knowing that the numbers refer to pages in the book.

8Learning program sampleResourcesWhat resources will I choose to assist students with their learning?SkillsWhat skills will the students be developing in their lessons?Learning IntentionWhat exactly will the students be learning during the lessons?Thinking and responseWhat will the students do in their lessons that will enable them to think, engage with the learning, and respond?Assessment /Success CriteriaHow will the learning in the lessons be measured?The Giving Treeby Shel Silverstein New York, 1964IWB iPadsLibrary site on the Intranet Year 4 Sustainability blogDiscuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)Students will explore the notion of give and take and how it works in our relationship with the environment.They will make connections between the story and other texts on the topic sustainabilityStudents will learn how to respond to a story on the class blogVocabulary - Continue to develop an understanding of sustainability Discuss other terms arising from the text such as responsible, nurture, support, depleteUse some of the Story Strategy questions (Making Thinking Visible:32) for Think Pair Share.Whats the story?Whats the other story?How do you know the story?Why know or tell the story?Wheres the power in the story?Also - What makes you say that? to encourage students to justify and explain their thoughts and ideas Contribution to class discussionResponse to a question on the Year 4 Sustainability blogAfter completing the Curriculum Documents we revised the learning programs. We didnt rewrite the learning programs poking in the general capabilities, however, an understanding of the Australian Curriculum has heightened our awareness of the opportunities to develop the general capabilities explicitly in our lessons. This is a sample from the year 4 program, and it is a fairly standard read and respond lesson. We are reading a story on the theme of sustainability, discussing and making connections. We are responding using thinking routines to make thinking visible, and sharing responses on the library blog. Embedded within this lesson are opportunities to develop the GCs. They include:Literacy listening, understanding and interpreting instructions for undertaking learning tasksICT using iPads to locate the Library site on the Intranet, sharing responses on the Year 4 sustainability blogThinking using thinking routines to make thinking visiblePersonal and Social Capability working with partners, sharing resources, taking turnsEthical understanding appreciating the role of guidelines for sharing on the library blog, and rules in the libraryThis lesson focus is well beyond reading and responding. There is more purposeful teaching. We are becoming bet