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TRANSCRIPT
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Introduce: JPC, UK, Northside, Drama. Q: Students in England, thought I was Australian but learned I was born in Canada. “Are you an illegal immigrant?” Narrow reference points; assumptions.
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Starting with the WHY, coming back to the WHY
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Graphic organiser we cam up with afterwards to express what we do
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University paper on my educational philosophy has stick with me, ten years later
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Achievement standards
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The following are marked changes in English Faculty (~150-250 per year level, 7-12; 15 teachers) from 2012 to 2015
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Binary to Multiplicity
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Year 12 final results.
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Crucial to map skills and build for progression (one kind of relevance = developing long term capacity)
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Students chose their own way to immerse in the idea of their future self (only a handful found this ‘future self photo’ program)
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Teaching narrative – ways for new indigenous students to access this - bridging gaps in their knowledge. (totem, current new world of boarding school, future?)
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Teaching tense – exploring the self
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From personal to community – local or global. Inquiry into real problem of ‘values not upheld’ then solve. Values = not right/wrong but what matters more/most to that group.
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Why educate? To make a difference. Does it matter?
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The Rabbits – analyse – alter and justify – improve analysis (contextualise) – share improvement + Extended group – alter and justify new picture book, share. Pollution example shows excellent critical thought to see ‘rabbits’ (colonisers) blaming pollution rather than their own society.
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Fiction beyond their own experience. Again connected to the real world. Bringing together all their learning thus far.
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Values = not right/wrong but what matters more/most to that group. Showing not telling (constructing representations).
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Values = not right/wrong but what matters more/most to that group. Showing not telling (constructing representations).
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Students are ‘de-centred’ (not about our views but multiple views, ability to understand own view and question it too)
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Show don’t tell. They LOVE sharing about themselves. Drama, drawing, memories. Perspective. Revealing.
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Students are ‘de-centred’
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Fiction extracts – 1984 (+theatre visit), Handmaid’s Tale, Hunger Games, Divergent // Real-world – WWII, Taliban, North Korea, Mao’s China,
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Students are ‘de-centred’
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Fiction and real world project – to hook a JPC audience into gothic through teaser + project display + justify decisions. Dracula theatre, multiple extracts from gothic classics
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Multiple spaces. Alone, paired, groups. Indoor, outdoor, comfortable chairs, floor, desks.
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Huge variety (kinaesthetic shown here)
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Personal connection
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Kenny is from a remote community, living with grandparents, rugby boy, low literacy. This is him holding his plan for his narrative – his future self
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Teacher directed, optional, then YEAR 10 CLASSES = selected style and structure, grouped for best fit.
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IB TOK Ways of Knowing -- many methods…including poetry. In role as poet, ‘justify’ choices and explain poem in context.
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Community groups + inquiring into world issues now/history + personal ways of knowing = empathy
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How does the writer construct representations? Now I am the writer – how will I?
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Builds on all up until now – crucial to focus on core skills in middle years and position students to be ready for conceptual underpinnings of Senior course. Not ‘teaching’ basic skills – manipulating, evaluating with increasing complexity
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Major leadership influences
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Not linear!!
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And example of one rollout of Inquiry learning – student and teacher reflection
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Thanks to: Crockett, L., Jukes, I., & Churches, A (2011) Literacy is not Enough, California: Corwin.Useful for students and for teachers – we are all learners, after all.
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