The Students Literacy Learning Development - Assignment Example

Litеrасy Роrtfоliо: Рrоgrаmming A Term Paper Submitted By: NAME: INSTITUTION: COURSE: INSTRUCTOR: DATE: © 2013 Part 1 – Student work sample Analysis ……………………………………………………………………………………………………………… Source: ACARA, (2011). Work sample 3: Report – The Industrial Revolution. Year 9 History – Student Portfolio Summary Student’s Name: Not Given Grade: Years 7 – 10 Subject: Global History: The Modern World and Australia Stage: 5 i) A brief profile of the Student The student whose work sample is being analysed is in Grade 5 having started learning history since Early Stage 1. It’s too unfortunate that much of the student’s details are missing from the work sample but it is evident that the student has completed grade 9 and graduated to grade 10. This therefore places the student in stage 5 which happens to be the final stage in the History K – 10 (Board of Studies NSW, 2012). The student clearly demonstrates that s\he has masterly of the contents of Global History particularly on the topic of “The Industrial Revolution (1750–1914)”. The student’s quest for knowledge about human nature and actions has probably led to the insatiable interest manifested in the student’s work. ii) Analysis of the Student’s work sample This term paper will analyse the Student’s work and how it demonstrates the literacy and syllabus demands of Year 10 Stage 5 Global History (Feez & Joyce, 2012). According to the syllabus, Year 10 students are expected to have developed knowledge and skills enough to enable them to communicate their understanding of history (Derewianka & Jones, 2012). While doing this, the students must be capable of using the English language correctly. In line with this, the student under investigation displays his knowledge of Global History within this text. This is illustrated in his attempt to write a descriptive report; a genre to organize information and commonly used in primary schools (Jones & Lock, 2011). This skill was achieved in class through literacy learning at former stages, which was necessary to allow students complete some assignments before commencing work on the topic. Students were asked to complete this task as an assignment within a given timeframe of a fortnight. The student’s description of Industrial Revolution demonstrates his knowledge of Global History as well as his ability to ‘recognise the contributions of Industrial Revolution to the current state of living standards in the world including his capability to learn language’ (Barton, 2007). The information is basic, yet informative; the sentences describe Industrial Revolution and the ‘chains of reference do not become too complex to bring confusion’ (Derewianka & Jones, 2012). Additionally, the stage of the text achieves its purpose. Considering the structure of the Student’s work, the sample adheres to the scaffold of a descriptive report: posing a question to inform the inquiry and then description (Axford et al, 2009). Moreover, the length of the report is within the confines of a description. Whichever text type is deemed appropriate; the structure achieves the social purpose of informing and describing Industrial Revolution. Considering the mode in which the text is written, it is noticed that the text is quite cohesive and of proper grammar (Jones & Lock, 2011). The Student thus uses very simple language of correct grammar considering the type of text. Each sentence flows from the text opener to the description and ends perfectly with a closer in accordance with findings by Barton (2007). The text’s cohesiveness is emphasized by the effective use of language devices, such as referring words like “closed” toilets. The grammar of the text is not so perfect even though it can pass as spoken English. This is exemplified by part of the sentence: “….went to live in Metropolitan areas in search for work” is incorrect. But all in all, the Student uses language features that are reminiscent of a Grade 10 Stage 5 student with very minimal mistakes. In addition to the language features, the Student presents the surface features of the text well, including organized presentation, layout and nice formatting. There was limited time for the Student to complete the task: a fortnight with one week to investigate the topic and another week to write up their explanation (Feez & Joyce, 2012). This confirms why the work was not properly proofread; incorrect use of the word “live” in the opening sentence; spelling mistake for “Typhoid” when naming water borne diseases and incorrect punctuation witnessed by lack of a comma before “….parliament passed laws that…...” (Axford et al, 2009). Overall, the text is well-written considering the above analysis. iii) The Student’s literacy learning needs as demonstrated by the work sample Field knowledge The Student’s knowledge of the subject matter of the topic within the area of Global History is very impressive. This is confirmed by the Student’s use technical terms like “Enclosure Acts”, “cottage industries”, “metropolitan areas” and use of questions to inform the inquiry (Feez & Joyce, 2012). Moreover, the Student uses a primary source in the form of a letter as evidence of living conditions in the Industrial Revolution era (Derewianka & Jones, 2012). This therefore portrays the Student’s knowledge of cause and effect of Industrial Revolution. But my feeling is that the Student needs further vocabulary and field knowledge to be able to write better and lengthy texts. Knowledge of the types of texts used to display knowledge in Global History The Student has clearly demonstrated an understanding of the stages of a variety of text types and how they can achieve their social purposes (Axford et al, 2009). However, the Student would greatly benefit by revising some aspects of constructing different types of texts as advised by Jones & Lock (2011). This would be particularly in area of the structure of a descriptive report as well as the format and length. Knowledge of the language features of relevant text types The present sample task stresses on the Student’s knowledge of language features for descriptive and explanation text types. The Student has a problem in using “past tense” in descriptive sentences and would therefore need to improve on this. The Student’s text is cohesive except for a few spelling mistakes noted here and there. To improve knowledge of language features, the Student will only need to be exposed to a variety of text types (Barton, 2007). iv) Two literacy teaching strategies It is my belief that a variety of literacy teaching strategies are necessary in contributing to students’ literacy development in Global History. According to the department of education and training (2007) cited in Axford and associates (2009), “literacy is the ability to understand and evaluate meaning through reading and writing; listening and speaking; viewing and representing”. For the purpose of developing the Student’s literacy, two literacy teaching strategies discussed hereunder can be used. Modelled teaching Since the Student’s literacy learning needs are not numerous, modelled teaching will be ideal. This is because in modelled teaching, scaffolding is direct, teacher-led and obvious as noted by Jones & Lock (2011). Similarly, Feez & Joyce (2012) states that the stages of modelled teaching are simple and explicit: “orientation to the text, reading the text, working with the text, and reviewing the reading”. These stages will adequately expose the Student to the various literacy learning needs as identified in foregoing paragraphs and thus be able to improve on the relevant areas. Guided teaching Since the Student has already been exposed to modelled teaching, guided teaching will be the best option to polish-up any grey areas. Axford and friends (2009) argue that the Student is allowed more control and can apply use the knowledge and skills developed in the modelled practice phase. The Student has more time and autonomy to learn and practice numerous text-types that may be problematic. With minimum guidance from the teacher, the Student is capable to perform ‘a range of varied activities’ to perfect the targeted skills and knowledge (Derewianka & Jones, 2012). Part 2 – Planning and programming for the explicit teaching of literacy Brief outline of a literacy-based unit of work: The Industrial Revolution (1750–1914) History as a subject has been variously considered as “a disciplined process of inquiry into the past that helps to explain how people, events and forces from the past have shaped the world” (Board of Studies NSW, 2012). Through the study of history, students are capable of discovering their own evolution and that of their fellow kinsmen by merely analyzing the artifacts of the past and the present. Thus, Board of Studies NSW (2012) indicates that “history provides opportunities for students to explore human actions and achievements in a range of historical contexts”. In view of this, the grade 10, stage 5 Global History syllabus is focuses on developing ‘a combined knowledge of culture and origin’. The syllabus therefore emphasizes on teaching students: “to develop knowledge and understanding of ideas, movements, people and events that shaped past civilizations; and to gain skills to undertake the process of historical inquiry” (Board of Studies NSW, 2012). The present unit of work will cover contents on “The making of the Modern World and Australia, specifically focusing on “The Industrial Revolution (1750–1914)”. During the execution of the unit of work, certain historical concepts such as ‘continuity and change; cause and effect; perspectives; empathetic understanding; significance; and contestability’ as enumerated in Board of Studies NSW (2012) will be learned. In addition to these historical concepts, the work unit will also equip the students with certain relevant historical skills such as ‘comprehension; analysis and use of sources; perspectives and interpretations; empathetic understanding; research; explanation and communication’ which are all important in forming an informed “historical inquiry” (Board of Studies NSW, 2012). The work unit will finally help the students learn new grammar points and vocabulary by going through numerous historical texts. In this way, the students will be able to understand and appreciate their own culture as well as that of others and particularly improve their literacy levels. Literacy-based teaching and learning sequence The following teaching sequence is adopted from (Feez & Joyce, 2012) who detail how a ‘teaching-learning’ sequence should be undertaken. The teaching sequence is a ‘four-session’ two hours each on the topic “The Industrial Revolution (1750 – 1914)” planned in detail following the lesson format shown in Appendix 3. During the first session of the unit of work, the students were introduced to the topic “The Industrial Revolution (1750 – 1914)” by discussing the subtopic: “Factors that led to the industrialisation of Britain and of Australia”. During this lesson, the students were expected to: Name the reasons for the Industrial Revolution in Britain Outline the main characteristics of the agrarian revolution in Britain Identify the source of raw materials for the industrialized Britain, Explain the rate of expansion of the British Empire from 1750 to 1900, and Discuss the contribution of industrialisation to the development of Britain and Australia in the Industrial Revolution Towards the end of the first session, the students viewed a DVD showing a ‘virtual historical site’ of the agrarian revolution period to enhance their learning. Session 2, Lesson 2 During the second session, the students were taught subtopic two on “The population movements and changing settlement patterns during the Industrial Revolution” (Jones & Lock, 2011). They were similarly expected to: Indicate how population movements in Britain were initiated e.g. from rural to small towns to metropolitan cities and then to across the boarders (Board of Studies NSW, 2012), Explain the effects of emigration of populations to other nations For best results and effects, the students made educational visits to ‘village cottages’ to witness how industrialisation was taking shape as well as a visit to a ‘historical reconstruction site’ to see emergence of cities for themselves (Board of Studies NSW, 2012). Session 3, Lesson 3 The third lesson was built-on the knowledge of the second lesson where the students “explored the experiences of men, women and children during the Industrial Revolution, including their changing way of life” (Board of Studies NSW, 2012). In this session, the students were expected to: Illustrate the changes that individuals who had immigrated from the villages to the metropolitan areas had experienced Make a comparison between people’s living conditions in the countryside as opposed to in the metropolitan centers Describe the extent of child labour during the Industrial Revolution It was necessary for the students to pay a visit to “factories, mines and other occupations” to observe men, women and children in their working conditions. Session 4, Lesson 4 Finally, the students finalized their discussion on this topic by looking at “the impacts of the Industrial Revolution to the development of the modern world and Australia. The students were hereby required to: Enumerate the positive and negative consequences of the Industrial Revolution, evaluate the short-term and long-term impacts of the Industrial Revolution on: Environment Transport Communication (cited in Board of Studies NSW, 2012) This lesson was supported by visit to an archaeological site of some historical significance. REFERENCES Axford, B., Harders, P & Wise, F (2009) Scaffolding literacy: an integrated and sequential approach to teaching reading, spelling and writing. Camberwell, Vic: Australian Centre for Educational Research Barton, D (2007) Literacy: an introduction to the ecology of written language. Oxford: Blackwell Board of Studies NSW (2012). History K – 10 Syllabus. Sydney, Australia Derewianka, B & Jones, P (2012) Teaching Language in Context. Oxford University Press, Australia. Feez, S & Joyce, H (2012) Text-based language and literacy education – programming and methodology. Phoenix Education Pty Ltd Jones, R & Lock, G. (2011) Functional grammar in the ESL classroom: noticing, exploring and practising. Basingstoke, Hampshire: Palgrave Macmillan APPENDICES Appendix 1: Organisation of Content Source: Board of Studies NSW (2012). History K – 10 Syllabus as cited in pp 23 Appendix 2: Letter sent to a Journalist – As a Primary source for the work sample Appendix 3: Literacy-based teaching and learning sequence – Lesson Plan Year level: Grade 10 Stage 5 Subject: Global History Lesson Title: The Modern World and Australia – The Industrial Revolution (1750 – 1914) Lesson Duration: 2 hours Lesson Purpose Description At the end of this lesson, students will be able to:……………. Session Structure Lesson Phase Classroom Management and Organization Assessment, Reporting & Evaluation Strategies Orientation /Introduction CLASSROOM PRACTICE Activity Conclusion /Closure Extension Activities Transition to next Lesson Source: Adopted and Modified from Feez & Joyce (2012) Appendix 4: Assessment Rubric relevant to the Unit of Work Student Evaluation Needs Improvement Progressing Achieving Well Teaching / Learning Dimension Rating Comments E.G. Teaching Strategies Working in teams Social relationships Personal learning Teaching Skill Development (Reflection) Source: Adopted and Modified from Feez & Joyce (2012) Appendix 5: A Glossary of Subject Specific Vocabulary Artifact – Something made or given shape by humans; for example pottery, a stone tool Assimilation – A policy requiring all people living in a community, regardless of their cultural background or country of origin, to adopt the same manner of living as the dominant culture. Cause and effect - ‘Cause’ refers to the range of reasons for an historical event or development and ‘effect’ to the range of subsequent outcomes or results. Contestability – When particular interpretations about the past differ; for example, as a result of using differing evidence or resulting from different perspectives. Continuity and change – Aspects of the past that have remained the same over a period of time or have changed over time Emigration – The process of leaving one’s country of birth to settle permanently in another country. Empathetic understanding – The capacity to enter into the world of the past from the point of view of a particular individual or group from that time, including an appreciation of the circumstances they faced, and the motivations, values and attitudes behind their actions. Historical inquiry – The process of developing knowledge and understanding by posing questions about the past and applying skills associated with locating, analysing, evaluating and using sources as evidence to develop an informed argument or interpretation. Immigration – The process whereby people come to a new land with the intention of permanently settling. Industrial Revolution – In eighteenth-century Britain, a series of inventions enabled people to build new machines and structures that increased the rate of manufacture. This accelerated the movement of people and goods across the world. These achievements led to a rapid series of sweeping, often traumatic, changes in nineteenth-century society and politics. Perspective – A point of view from which historical events, problems and issues can be analysed, e.g. a gender perspective (either masculine or feminine) of the past. Primary sources – Something that has been created or written during the time period being investigated, e.g. diaries, letters, photographs, pottery, coins Significance – The importance assigned to a particular aspect of the past such as events or sites. Village cottages – industries found within the rural areas where child labour was rampart. Source: Board of Studies NSW (2012). History K – 10 Syllabus as cited in pp 138 Read More