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Multiple Lit

TEM: Multiple Literacies CL 3 / 4 Written: Student can Organise and sequence ideas into logical description of a studied text. 5 / 25 Oral: student has crafted a transcript for oral presentation purposes. 20 / 25 Visual: Student can Demonstrate understanding of how visual arrangement is used to communicate a studied concept.

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51 views

Multiple Lit

TEM: Multiple Literacies CL 3 / 4 Written: Student can Organise and sequence ideas into logical description of a studied text. 5 / 25 Oral: student has crafted a transcript for oral presentation purposes. 20 / 25 Visual: Student can Demonstrate understanding of how visual arrangement is used to communicate a studied concept.

Uploaded by

api-212911211
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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TEM Minutes Week 9 27th March 2013 Term 1.

Adrienne CPL Wed PD

Co-ordinating Differentiation and Student Pathways


Approaches: - The benefit of individual learning profiles. - Pitfall of homogenous approach is The lack of systematic ongoing assessment. - Thing of student Readiness not Ability. Do not assume capacities, most students will get there through the correct relationship between method and time. E.g. The Multiple Literacies approach used in Eng. Theory: - Multiple opportunities to express diverse literacies. - Diagnostic to visually identify areas of disparity. - Helps develop conceptual understanding while literacy skills are building. - Using what students have to fulfil what they are lacking according to National Standards and averages. TEM: Multiple Literacies CL 3/4
Written: Student can Organise and sequence ideas into logical description of a studied text. Support points with relevant evidence. Include personal judgements or opinions. Expresses personal perspective. Provides insightful response, referring to society/human nature. 5 /25 Reading Research: Student can read and understand texts independently. Student can select the appropriate texts for a specific purpose. Student can select appropriate information for a specific purpose. Student can represent conclusions or judgements on a researched topic. Student has evaluated resource texts regarding usefulness. 20 /25 Oral Presentation: Student has crafted a transcript for oral presentation purposes. Student has met recommended time allocation (60 seconds minimum). Student uses voice effectively to communicate key points. Student uses gesture and stance effectively to communicate key points. Student connects with and is responsive to an audience of their peers, during presentation. /25 Visual: Student can Demonstrate planning skills. Select images and text that relate to the studied text. Select images and text that share cohesion. Uses space and layout effectively. Demonstrate understanding of how visual arrangement is used to communicate a studied concept.

/25

Next Steps:
Managing teacher workload How to encourage ongoing formative assessment as learning, onto students, and not overload teachers. Accessible assessment grids that is visual (colourful?) like easTTle. Accessible for other teachers, to inform their teaching and learning (e.g. shared drive).

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