Korea UNESCO Peace Center

Transcription

10th Korea-Australia English Teachers’ Camp for Global Understanding
Published in 2012
by the Korean National Commission for UNESCO
26 Myeongdong-gil(UNESCO Road), Jung-gu, Seoul 100-810, Korea
Tel. (82-31) 638-9051
Fax. (82-31) 638-9607
Email: [email protected]
Website: www.unesco.or.kr
The present edition has been published by the Korean National Commission for UNESCO as
the official textbook for the 10th Korea-Australia English Teachers’ Camp for Global
Understanding.
KNCU DocCode ED/2012/DI/1
Table of Contents
Camp Information
1. Camp Outline
2. Camp Program
3. Korea UNESCO Peace Center
a. Map of Korea UNESCO Peace Center
b. Learning Facilities (Classrooms)
c. Living Facilities (Dormitory)
4. General Information
List of Participants
1. Australian Delegation
2. Korean Participants
3. Group Composition
A. Teaching & Learning Session
B. Room Arrangements
4. Camp Organizers
Teaching Materials
1.
Wendy BRAY
2.
Belinda BRENAN
3.
Julie COOPER
4.
Peter COOPER
5.
Jude DUNN
6.
Leonie FALLAND
7.
Kerry GEHLING
8.
Vivienne McQUADE
9.
Sharyn SCHELL
10. Janet SCHILLING
11. Christine THOMPSON
12. Lucy ZADOYANCHUK
3
10th Korea-Australia English Teachers’ Camp
for Global Understanding
9-19 January 2012
Camp Information
Camp Outline
Camp Program
General Information
Ⅰ. Camp Outline
Camp in Brief
* Period: January 9-19, 2012
* Venue: Korea UNESCO Peace Center
* Contents:
 Teaching and Learning Sessions
 Cultural Exchange Sessions
* Participants:
 Korea – 72 English Teachers from Gyeonggi Province
 Australia – 12 English Teachers from South Australia
* Organizers:
 Korean National Commission for UNESCO
 Gyeonggi Provincial Office of Education & Gyeonggi-do Institute for Foreign
Language Education, Republic of Korea
 Department for Education and Child Development, Government of South Australia
History & Purpose
In today’s globalizing world, learning English means more than simply learning the language
itself. It entails learning a mix of cultures and acquiring the tools for intercultural
understanding. This is where the role of educators comes into view, particularly English
teachers who are uniquely equipped for learning and teaching intercultural understanding.
It is with this recognition that the Korean National Commission for UNESCO, the Gyeonggi
Provincial Office of Education of the Republic of Korea, and the Department of Education
and Child Development of the Government of South Australia jointly initiated the KoreaAustralia English Teachers’ Camp for Global Understanding in 2003. Following the success of
nine previous annual camps, the tenth camp is organized from January 9- 19, 2012. Eightyfour Korean and Australian educators will be brought together to discuss various ways to
improve the English language curriculum by using the values and themes that have been
emphasized by UNESCO such as intercultural understanding, multiculturalism, and
intercultural dialogue.
The camp focuses on active participation in various lectures, group discussions, and
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workshops addressing English teaching and learning and cultural exchange. The camp is a
particularly valuable experience for the participants, as the highest priority is placed on the
joint development of teaching methodologies that can be used with their students. It is also a
great opportunity for the Korean teachers to practice and improve their English capacity
throughout the camp period.
In keeping with the dual purposes of promoting intercultural understanding and developing
participants’ English teaching methodologies, the forthcoming program will build upon the
rewarding experiences of the past nine camps
English Teaching and Learning Sessions
This workshop will explore the principles that guide the teaching and learning of a foreign
language. A range of communicative language activities will be presented and discussed, with
participants involved in a range of activities to develop students’ listening, speaking, reading
and writing skills. Participants will also be asked to share examples of successful language
acquisition activities.
Several of the lessons designed for this workshop will present methodologies for constructive
and interactive learning through meaningful activities. Participants will be introduced to
systematic observation and recording techniques. Working in pairs or groups, participants will
experience a range of ways to teach listening skills and the narrative genre. Musical and visual
arts will be used to stimulate learning and acquisition of relevant vocabularies.
Drama and folktales will also be used to learn the best methods of presenting different cultures,
and for participants to express their feelings about cultures. Participants can discuss the oral
tradition that exist in both Korea and Australia and its importance within all cultures, as well
as the similarities, purposes, and customs it helps to establish and maintain for cultures all
over the world.
Cultural Exchange Sessions
In the cultural exchange sessions participants will have a chance to learn about Korean and
Australian culture. They will watch Korean and Australian films, experience the performing
arts, and enjoy the food culture of each country, which will enhance their understanding
further. Also they will be able to share their opinions on the inherent value of the two cultures.
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One of these sessions will include the ‘Korean Cultural Studies’ workshops. These workshops
will be held four times, and Korean teachers will be divided into five different fields – music,
dance, traditional games, literature, and paintings & calligraphic works, upon their choices
made in prior to the Camp. The purpose of these workshops are to introduce traditional
Korean culture to the Australian teachers in English based on the Korean teachers’ knowledge
and understanding of their choice of fields. Each group is asked to prepare their own classes
before and during the Camp, and present the result at the 10th workshop.
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Ⅱ. Camp Program
Date
Day
1st Period (09:00-10:50)
2nd Period (11:00-12:50)
Jan. 9
Mon
Registration
1. Orientation-UNESCO
2. Opening Ceremony
Jan.10
Tue
5. Introduction to Australia
6. Introduction to Australia
7. Teaching and learning
8 Australian Film session
Jan. 11
Wed
10 Teaching and learning
12 Debate preparation
13. Debate
14 Korean Cultural Studies
Jan.12
Thu
19 Korean Cultural Studies
Jan.13
Fri
Jan.14
Sat
Free time
26. Australian Tea Time
Jan.15
Sun
Jan.16
Mon
Re-enter
27 Written test
28 Korean film
29 Korean film discussion
Free Time
Jan.17
Tue
30. Model Lesson
31 Model lesson
32 Model lesson
33 Model lesson
Preparation
preparation
presentation
presentation
Jan.18
Wed
35. Cultural Studies
38. Cultural Performance
Jan.19
Thu
40 Evaluation/farewells
41. Closing Ceremony
11 Oral presentations by
Korean teachers
Lunch
3rd Period (14:00-15:50)
10
4th Period (16:00-17:50)
3. Home group
introductions
Dinner
5th Period (19:00-20:40)
4. Ice-Breaking
9. Australian Film
discussion
34 Korean cultural studies
39. Farewell Reception
Ⅲ. Korea UNESCO Peace Center
a. Map of Korea UNESCO Peace Center
⑤ Global Education Hall (GPV)
⑥ Teacher’s Quarters (GPV)
⑦ Life Together Hall (GPV)
① Main Building
② Dining Hall
③ Dormitories
④ Asia-Pacific House
⑧ Camping Area
⑪ Symbol Tower
⑨ Soccer Field
⑩ Tennis Courts
⑫ Parking
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b. Classrooms
1st Floor, Asia-Pacific Hall
12
c. Dormitory
2nd Floor, Asia-Pacific Hall
13
IV. General Information
■ Secretariat
If you have any questions, or need anything, please come to the Secretariat, the camp
office. It is located on the first floor of the Global Education Hall.
■ Lost & Found
If you find or lost anything, please come to the center office or camp secretariat and
check.
■ Bulletin Board
Keep your eyes open for notices posted on the bulletin board in the main hall. It is
located on the main building.
■ Shower Rooms
Located on the first and second floors of the dormitory A and B.
■ Laundry
Located on ground floor of the dormitory. There are two washing machines.
■ Electricity
The available electricity is 220 volts, 60 cycles AC. Please double check the electrical
device before you use your electric equipment. When you leave the room, please turn
off the fan and lights.
■ Convenient Store
Convenient store is temporarily not available. If teachers want to purchase daily items,
please refer to the secretariat.
■ Telephone
There are telephone booths in the entrance to the Dinning hall and next to the
Dormitory B, which can be used for local and long distance calls by both phone cards
and coins.
■ Post Box
Next to the telephone, there is a postbox. you can buy stamps at the convenient store.
■ Internet
You may use Internet at the Computer Lab. It is located on the first floor of the Global
Education Hall. Dormitories are equipped with WiFi.
14
10th Korea-Australia English Teachers’ Camp
for Global Understanding
9-19 January 2012
Participant Information
Australian Delegation
Korean Participants
Group Composition
Camp Organizers
16
Ⅰ. Australian Delegation
Name
Organization
Ms Wendy BRAY
Teacher Facilitator Maths & Science, Eastern Fleurieu
School Strathalbyn R-6 Campus
Ms Belinda BRENAN
Teacher of Japanese, Kidman Park Primary School
Ms Julie COOPER
Deputy Principal of Junior School, Hallett Cove School
R-12
Mr Peter COOPER
Teacher, Flagstaff Hill R-7 School
Ms Jude DUNN
Teacher R-7 Arts, Elizabeth South Primary School
Ms Leonie FALLAND
Principal, Mannum Community College
Ms Kerry GEHLING
Curriculum Manager, Primary English, Teaching &
Learning Services, DECD
Ms Vivienne McQUADE
Curriculum Manager General Capabilities, Teaching &
Ms Sharyn SCHELL
Project Officer, Arts Education, Teaching & Learning
Services, DECD
Ms Janet SCHILLING
Literacy Secretariat
Review Officer
Ms Christine THOMPSON
Curriculum Manager, Secondary English, Teaching &
Ms Lucy ZADOYANCHUK
Primary Teacher, Elizabeth South Primary School
17
DECD,
QIE-SSI Diagnostic
Ⅱ. Korean Participants
Elementary School Teachers
No.
Name
School
E-mail
2011-001
Ms
KANG Sun Joo
Dosim
[email protected]
2011-002
Ms
KWON Kyoungsoon
Banseok
[email protected]
2011-003
Ms
KWON Hyun-Jin
Bun-Dang
[email protected]
2011-004
Ms
KIM Kiju
Deoki
[email protected]
2011-005
Ms
KIM Mi Hee
Gwangmyeong
Gwangsung
[email protected]
2011-006
Ms
SHIN Min Jeong
Daeho
[email protected]
2011-007
Ms
KIM Eunhwa
Hansu
[email protected]
2011-008
Ms
KIM Hyun Gyeong
Hyeonam
[email protected]
2011-009
Ms
NA Sukheui
Baekmun
[email protected]
2011-010
Ms
RYU Mira
Koyang
[email protected]
2011-011
Ms
YU Mikyung
Songchu
[email protected]
2011-012
Ms
PARK Jin Hee
Jungtap
[email protected]
2011-013
Ms
PARK Hui Ran
Icheon Seong Jung
[email protected]
2011-014
Ms
LEE Yeong-Lan
Donghak
[email protected]
2011-015
Ms
SUNG Yoonjung
Dabnae
[email protected]
2011-016
Ms
OH Nam Ju
Neunggok
[email protected]
2011-017
Ms
LEE Eun Bi
Shinha
[email protected]
2011-018
Ms
LEE Mina
Gwangmyeong
[email protected]
2011-019
Ms
LEE Soyeon
Bakdal
[email protected]
2011-020
Ms
LEE Young Min
Sejong
[email protected]
2011-021
Ms
LEE Yoojin
Pungduk
[email protected]
18
2011-022
Ms
LEE Yun-jeong
Gyenam
[email protected]
2011-023
Ms
LEE Jumin
Gomdan
[email protected]
2011-024
Ms
JEONG Jin Ah
Gwangmyeong
Gwangdeok
[email protected]
2011-025
Ms
JOO So Young
Gwangmyeongnam
[email protected]
2011-026
Ms
CHOI Sewha
Mabuk
[email protected]
2011-027
Ms
CHOI Eun Sun
Pyoungtaekanil
[email protected]
2011-028
Ms
CHU Eunha
Sangrock
[email protected]
2011-029
Ms
HAN So Young
Ansan Yangji
[email protected]
2011-030
Ms
HA Hui-jeong
Bucheonsamjung
[email protected]
2011-031
Ms
HONG Myung Ok
Poksa
[email protected]
2011-032
Ms
HWANG Jae Hee
Chunghyun
[email protected]
2011-033
Mr
KIM O Beom
Jeok am
[email protected]
2011-034
Mr
PARK Soon Chul
Yongi
[email protected]
2011-035
Mr
SHIN Bokjin
YangPyeong
[email protected]
19
Secondary School Teachers
No.
Name
School
E-mail
2011-036
Ms
KANG Yoonsook
Pocheon Girls’
[email protected]
2011-037
Ms
KANG Eun Jeong
Jingeon
[email protected]
2011-038
Ms
KIM Nana
Cheolsan
[email protected]
2011-039
Ms
KIM Nam Ok
Ohma
[email protected]
2011-040
Ms
KIM Minjung
Sunae
[email protected]
2011-041
Ms
KIM Sookyoung
Songtan
[email protected]
2011-042
Ms
KIM Seung Kyung
Hogye
[email protected]
2011-043
Ms
KIM Yangsuk
Yongmun
[email protected]
2011-044
Ms
LEE Sun
Munjung
[email protected]
2011-045
Ms
LEE Sun-Hee
Jeongpyeong
[email protected]
2011-046
Ms
CHUNG Kyeonghee
Somyong girl’s
[email protected]
2011-047
Ms
HAN Seong-min
Juksan
[email protected]
2011-048
Mr
SHIN Hee-woo
Cheongsan
[email protected]
2011-049
Ms
KWON Sinae
Sunae
[email protected]
2011-050
Ms
KIM Mansook
Seohyun
[email protected]
2011-051
Ms
KIM You Jeong
Sukji
[email protected]
2011-052
Ms
KIM Hye Kyong
Bongilcheon
[email protected]
2011-053
Ms
KIM Hwa-jeong
Hwa-jeong
[email protected]
2011-054
Ms
MOON Sun Young
Su-ji
[email protected]
2011-055
Ms
PARK Hyo Jin
Geumchon
[email protected]
2011-056
Ms
BAE Heewon
Jeodong
[email protected]
2011-057
Ms
SON Junghwa
Bu-myeong
[email protected]
2011-058
Ms
SEO Hyen Sang
Songtan-Jeil
[email protected]
20
2011-059
Ms
OH Eunjin
Songho
[email protected]
2011-060
Ms
YOO Jeonghee
Dongducheon
Foreign Language
[email protected]
2011-061
Ms
LEE Mihwa
Inchang
[email protected]
2011-062
Ms
JANG Eun Hye
Kwanyang
[email protected]
2011-063
Ms
JEONG Seong Shin
Wongok
[email protected]
2011-064
Ms
CHAE Jeehee
Anseong
[email protected]
2011-065
Mr
KIM Kyoon-tae
Jungwon
[email protected]
2011-066
Mr
KIM Ki Jun
Dongwon
[email protected]
2011-067
Mr
KIM Pil Soo
Angok
[email protected]
2011-068
Mr
MOON Hyun-Seok
Korea Animation
[email protected]
2011-069
Mr
AN Dongeun
Jungmyong
[email protected]
2011-070
Mr
UHM Mo Hyung
Ujongbu
Kwangdong
[email protected]
2011-071
Mr
PARK Chan Il
Yang Myung
[email protected]
2011-072
Mr
LEE Jang Won
Seongnam Foreign
Language
[email protected]
21
III. Group Composition
English Teaching and Learning
Elementary School Group 1 (E1)
1
Ms
PARK Hui Ran
Icheon Seong Jung
2
Ms
OH Nam Ju
Neunggok
3
Mr
PARK Soon Chul
Yongi
4
Ms
JEONG Jin Ah
Gwangmyeong Gwangdeok
5
Ms
YU Mikyung
Songchu
6
Ms
KIM Kiju
Deoki
7
Mr
KIM O Beom
Jeok am
8
Ms
KIM Mi Hee
Gwangmyeong Gwangsung
9
Ms
LEE Mina
Gwangmyeong
10
Ms
LEE Yeong-Lan
Donghak
11
Ms
HWANG Jae Hee
Chunghyun
1
Ms
KWON Kyoungsoon
Banseok
2
Ms
HA Hui-jeong
Bucheonsamjung
3
Mr
SHIN Bokjin
YangPyeong
4
Ms
LEE Yun-jeong
Gyenam
5
Ms
CHU Eunha
Sangrock
6
Ms
RYU Mira
Koyang
7
Ms
KWON Hyun-Jin
Bun-Dang
8
Ms
LEE Young Min
Sejong
9
Ms
KIM Eunhwa
Hansu
10
Ms
KIM Hyun Gyeong
Hyeonam
11
Ms
CHOI Sewha
Mabuk
12
Ms
SHIN Min Jeong
Daeho
22
1
Ms
LEE Soyeon
Bakdal
2
Ms
HONG Myung Ok
Poksa
3
Ms
HAN So Young
Ansan Yangji
4
Ms
LEE Jumin
Gomdan
5
Ms
PARK Jin Hee
Jungtap
6
Ms
CHOI Eun Sun
Pyoungtaekanil
7
Ms
JOO So Young
Gwangmyeongnam
8
Ms
SUNG Yoonjung
Dabnae
9
Ms
NA Sukheui
Baekmun
10
Ms
KANG Sun Joo
Dosim
11
Ms
LEE Yoojin
Pungduk
12
Ms
LEE Eun Bi
Shinha
Secondary School Group 1 (S1)
1
Ms
HAN Seong-min
Juksan
2
Ms
YOO Jeonghee
Dongducheon
Foreign Language
3
Ms
SON Junghwa
Bu-myeong
4
Ms
KIM Hwa-jeong
Hwa-jeong
5
Ms
LEE Mihwa
Inchang
6
Ms
PARK Hyo Jin
Geumchon
7
Ms
KIM Nana
Cheolsan
8
Ms
KANG Eun Jeong
Jingeon
9
Mr
UHM Mo Hyung
Ujongbu Kwangdong
10
Ms
CHUNG Kyeonghee
Somyong girl’s
11
Ms
KIM Hye Kyong
Bongilcheon
12
Ms
CHAE Jeehee
Anseong
13
Mr
KIM Pil Soo
Angok
23
1
Ms
KIM Sookyoung
Songtan
2
Ms
OH Eunjin
Songho
3
Ms
KWON Sinae
Sunae
4
Mr
KIM Kyoon-tae
Jungwon
5
Ms
JANG Eun Hye
Kwanyang
6
Mr
MOON Hyun-Seok
Korea Animation
7
Mr
AN Dongeun
Jungmyong
8
Ms
KIM Yangsuk
Yongmun
9
Ms
MOON Sun Young
Su-ji
10
Ms
KIM Seung Kyung
Hogye
11
Ms
JEONG Seong Shin
Wongok
12
Mr
PARK Chan Il
Yang Myung
1
Ms
KIM Minjung
Sunae
2
Mr
KIM Ki Jun
Dongwon
3
Mr
SHIN Hee-woo
Cheongsan
4
Ms
SEO Hyen Sang
Songtan-Jeil
5
Mr
LEE Jang Won
Seongnam Foreign Language
6
Ms
BAE Heewon
Jeodong
7
Ms
KIM Mansook
Seohyun
8
Ms
KIM Nam Ok
Ohma
9
Ms
KANG Yoonsook
Pocheon Girls’
10
Ms
KIM You Jeong
Sukji
11
Ms
LEE Sun
Munjung
12
Ms
Lee Sun-Hee
Jeongpyeong
24
Cultural Exchange Session
Korean Cultural Studies Workshop
Music
Traditional Games
Calligraphy
Folk Play
KIM Pil Soo
CHUNG
Kyeonghee
LEE Yun-jeong
KIM You Jeong
JEONG Seong Shin
KIM Hye Kyong
PARK Soon Chul
NA Sukheui
UHM Mo Hyung
LEE Sun
KIM Mansook
SHIN Bokjin
LEE Yeong-Lan
MOON Sun Young
KWON Sinae
HAN So Young
YU Mikyung
KIM Nam Ok
CHOI Eun Sun
AN Dongeun
KWON
Kyoungsoon
LEE Jumin
KIM Hwa-jeong
RYU Mira
PARK Hui Ran
KIM Sookyoung
KIM Ki Jun
SON Junghwa
PARK Jin Hee
KIM Eunhwa
HAN Seong-min
BAE Heewon
LEE Soyeon
KIM Nana
KIM Seung Kyung
LEE Mihwa
HA Hui-jeong
HONG Myung Ok
CHOI Sewha
KWON Hyun-Jin
OH Nam Ju
PARK Hyo Jin
KANG Eun Jeong
LEE Mina
MOON Hyun-Seok
KIM Hyun Gyeong
LEE Young Min
SHIN Min Jeong
KIM Kyoon-tae
SEO Hyen Sang
JANG Eun Hye
SHIN Hee-woo
JEONG Jin Ah
OH Eunjin
LEE Jang Won
PARK Chan Il
KIM Kiju
YOO Jeonghee
CHU Eunha
KANG Yoonsook
KIM Mi Hee
KIM Minjung
LEE Yoojin
KANG Sun Joo
JOO So Young
LEE Eun Bi
HWANG Jae Hee
LEE Sun-Hee
KIM O Beom
CHAE Jeehee
SUNG Yoonjung
KIM Yangsuk
25
Room Arrangements
202
한성민
215
손정화
최세화
김기주
203
이영란
서현상
이윤정
최은선
류미라
이주민
권현진
정진아
유미경
이미화
신민정
권경순
황재희
김현경
강윤숙
이유진
권시내
나숙희
유정희
박효진
김유정
장은혜
박희란
김남옥
이영민
홍명옥
문선영
배희원
한소영
이은비
박진희
이선희
김은화
정성신
강은정
정경희
김수경
강선주
문현석
박찬일
박순철
김필수
225(남)
이장원
신복진
김오범
213(남)
안동은
김승경
224
212(남)
김기준
이소연
223
211
김화정
채지희
222
210
오은진
하희정
221
209
김미희
김양숙
220
208
주소영
김나나
219
207
성윤정
김혜경
218
206
추은하
오남주
217
205
이미나
이선
216
204
김민정
김만숙
226(남)
김균태
엄모형
신희우
26
IV. Camp Organizers
Mr. HWANG, Tae-Hak
Director, Korea UNESCO Peace Center
Mr. AHN, Hyeong-Gyun
Head, Center Management Team
Ms. HAN, Mi-Hyun
Assistant Officer, Center Management Team
Mr. RYU, Won-Jun
Program Specialist
Ms. HWANG Hee-Yeon
Program Staff
Mr. KIM Da-Han
Program Staff
Ms. KWON Song
Program Staff
Mr. OH Byeong-Hak
Program Staff
Ms. SEO Young-Sin
Program Staff
Ms. YUN Suk-Yeon
Program Staff
Korean National Commission for UNESCO
868-1 Maegok-ri, Hobeop-myon, Icheon City
Gyeonggi-do, 467-821, Republic of Korea
T. (82-31) 638 9051
F. (82-31) 638 9607
H. http://www.unesco.or.kr/upc
27
28
Teaching Materials
English Teaching
& Learning
Wendy BRAY
Belinda BRENAN
Julie COOPER
Peter COOPER
Jude DUNN
Leonie FALLAND
Kerry GEHLING
Vivienne McQUADE
Sharyn SCHELL
Janet SCHILLING
Christine THOMPSON
Lucy ZADOYANCHUK
29
30
Wendy BRAY
Name of Session: Recounts and Cultural Understanding
Presenter: Wendy Bray
Overview:
An understanding of the structure and language features of particular texts is needed by students
in order to create them. Author Jeannie Baker’s visual texts can be used to initiate discussion and
writing in many genres. One of her books, Mirror can also be used to identify differences and
draw connections between distinct cultures and experiences.
Description of Session:
We will use Jeannie Baker’s book Mirror as a means of looking at cultural differences and
similarities, and explore the concept that ‘we are different but the same’ as a stimulus for oral and
written recounts. Participants will experience a variety of strategies and activities to expand
vocabulary and stage Recount writing.
Strategies/Teaching Methodologies/Teaching Activities
Participants will be involved in:
• Discussion of people’s common values and shared experiences regardless of cultural and
geographical differences, in order to make links with their students to promote
understanding and tolerance.
• Developing vocabulary from the wordless text and a variety of speaking, listening and
writing activities that can be built on these with their class.
• Viewing other texts and examples of students’ work based on the book and photos of
them involved in the tasks.
• Explicit teaching where the presenter will introduce the teaching and learning cycle and
strategies for developing skills in oral and written recounts.
• Creating their own recount text based on photographs and pictures.
Outcomes for teachers
Teachers will:
• Become familiar with the staging of Recount writing through a shared context
• Have a text to use as a reference for their students to reflect on the cultural differences and
similarities between Korea and other countries
• Have a text on which to build oral and written language skills.
33
Clock Buddies
12
11
1
2
10
3
9
4
8
5
7
6
12
11
1
2
10
9
3
4
8
7
5
6
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Personal Recounts 1
A Clean Up Project
On Monday morning, Mr Drake announced that our class had been chosen to take part
in the ‘Clean Up Dover Creek’ Project. One class from each of the local schools has
been asked to help with the project. Mr. Drake said the principal chose us because we
had worked so well on our school garden.
Three days later, on Thursday, we were given a list of things we needed to bring for the
clean- up. We had to bring some good gardening gloves, sunhats, sunscreen and some
plastic bags to put the rubbish in. We were told that Ms Pappas, from the Dover Creek
Eco Group, was coming to talk to us on the following Monday. Ms Pappas was the
coordinator for the day.
Ms Pappas was very enthusiastic. She was delighted that we were able to help with
‘such an important project’. She told us that the creek was very badly polluted with
paper, plastic, tins and bottles. We were to work on the area below the little footbridge,
with the children from Hartford School.
Friday was clean-up day. We worked very hard and Mr Drake was very proud of us. At
the end of the day, we had filled a huge bin with rubbish. Ms Pappas said the creek
hadn’t looked so good for ages. When we had finished, two people representing our
class were presented with a ‘Friends of Dover Creek’ certificate. We all felt very pleased
with ourselves.
From “Rigby Literacy Collections 1”, Middle Primary
www.rigby.com.au/collections/
Helping Hands
Every year Room A6 donates to a lifesaving program called “Helping Hands” and I am lucky to
be able to take part in the program. We do different activities to help raise money.
One of the activities that the whole school helps with is the ten cent recyclable container program.
Everyone who brings a ten cent can or box puts their container in to the blue bin in front of my
class. So far we have given $25 to the Tasmanian Devils. Another thing my class does is hold a
Pancake Day.
We served hot pancakes at lunch; the pancakes were only $1. It was a really wet afternoon when
setting up because it was raining very hard at the time. This year we raised $342 and we halved
the amount so we willingly gave $171 to Kaye Gale’s daughter “Hope International”, a charity
she supports, and the other $171 to the Japan tsunami victims.
One of my favourite money raising activities that we do is the Biggest Morning Tea. Our class
invites family and friends to join us with raising money for the Cancer Council. Every year we
have a theme to the morning and this year it was ‘Airport’. We dressed up according to the
theme. Members of the class put on different performances like dancing and playing the piano. I
was lucky to perform a dance for the guests. After the morning we cleaned up and counted the
money. We had raised a massive $570 to give to the Cancer Council. Every member of the class
had so much fun in the morning.
We have raised a humongous amount of money to help a lot of people who needed our help.
Thank you to all the people who gave generous donations.
Erin Hadden, Yr 6 student
35
Name of Session: A Multi-Sensory Approach to Spelling
Presenter: Wendy Bray
Overview:
Learning to spell is a multisensory process since students use their eyes, ears, hands and
memory of previous experience when attempting to write a word. To be effective spellers,
students need a variety of strategies that incorporate this multisensory approach which need to
be explicitly taught. Meaningful written language experiences provide a context for spelling.
Participants will have an opportunity to become familiar with a variety of multi-sensory
activities (phonetic, morphemic, visual and kinaesthetic) that can be used to develop in their
students a multi-strategy approach to spelling and using collaborative learning and thinking
strategies. These will be supported by exploring the visual texts, “Belonging” and “Window”
to provide a context.
• Reviewing and sharing spelling strategies used in their classes.
• Viewing the books to explore themes and discussing how it could be linked to writing
experiences that have a familiar or local context.
• Developing relevant word lists, word groups, creating word walls.
• Using a variety of graphic organizers and thinking strategies and discuss how they
could be used with their students. e.g. Venn diagrams, T charts, Jigsaw Process,
question matrix.
Teachers will have an understanding of the importance of explicit teaching of a variety of
strategies in order for students to become proficient spellers. They will have a range of
resources and collaborative learning and thinking strategies that can be adapted for their
learners.
36
Collaborative Learning – “Jigsaw” Process
Home Teams
Expert Teams
Home Teams
1
2
1
1
1
2
3
4
1
1
3
4
1
2
2
2
1
2
3
4
2
2
3
4
1
2
3
3
1
2
3
4
3
3
3
4
1
2
4
4
1
2
3
4
4
4
3
4
In Expert Jigsaw, students in each team are given specific responsibilities. The process:
1. Form students into Home Teams of 4 members, and number them from 1 to 4.
2. Introduce the project or activity to the Home Teams e.g. ‘Find out how different nutrients help
us have good health.’
3. The Home Teams are then re-formed into Expert Teams, which means all of the Home Teams’
number 1’s move to Expert Team 1, Home Teams’ number 2’s move to Expert Team 2 and so on.
4. The specific task of each Expert Team is outlined as follows:
Expert Team 1: Investigate proteins
Expert Team 2: Investigate carbohydrates
Expert Team 3: Investigate vitamins
Expert Team 4: Investigate fibre
5. The Expert Teams then research their specialized area. Discuss, research, record findings. This
could range from a few minutes to a few lessons.
6. Expert Teams then split up, and all members return to their original Home Teams. At this stage
there will be an ‘expert’ on each of the areas within each Home Team. Each ‘expert’ then shares
what they have learnt and contributes to the final product of the Home Team. This product can
be presented to the rest of the class at an appropriate stage.
37
Question Matrix
PRESENT
PAST
POSSIBILITY
PROBABILITY
PREDICTION
IMAGINATION
EVENT
SITUATION
CHOICE
PERSON
REASON
MEANS
What
Where
Which
Who
Why
How
is…?
is…?
is…?
is…?
is…?
is…?
What
Where
Which
Who
Why
How
did…?
did…?
did…?
did…?
did…?
did…?
What
Where
Which
Who
Why
How
can…?
can…?
can…?
can…?
can…?
can…?
What
Where
Which
Who
Why
How
would…? would…? would…? would…? would…? would…?
What
Where
Which
Who
Why
How
will…?
will…?
will…?
will…?
will…?
will…?
What
Where
Which
Who
Why
How
might…? might…? might…? might…? might…? might…?
38
Venn Diagram
COMPARE AND CONTRAST
Features Unique to A: _________________
Features Unique to B:_________________
Features Common to A and B
39
40
Belinda BRENAN
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42
Name of Session: Are We There Yet?
Presenter: Belinda Brenen
Overview:
Tony Ryan’s Thinkers Keys place emphasis on the development of innovative and creative
thinking for three important reasons:
1. Creative thinking can be exciting and enjoyable.
2. The stimulation of creativity in learning heightens the emotional link with that learning.
3. Developing our creative potential will strengthen our ability to cope with change.
This workshop will provide participants with the opportunity to work with the Thinkers Keys
through the Australian picture book Are We There Yet? written by Alison Lester. Participants
will be provided with the opportunity to learn about Australian geography and express
opinions/ideas in a variety of creative ways.
Description of the session:
Using the book Are We There Yet? as a starting point, participants will be guided through the
use of the Thinkers Keys. This includes gaining an understanding of creative thinking
techniques to motivate students, encourage talking/communication and inspire presentation
skills. Work will be done in pairs, small and large groups, with plenty of discussion and
sharing encouraged.
Strategies/teaching methodologies / teaching activities:
Warm-up - Drawing maps of Australia to show prior knowledge
Shared reading – Reading picture book aloud
Group work - Thinkers Keys activities
Presentation - Thinkers Keys work
Discussion – Relating Thinkers Keys to classroom practice
Warm-down – Revising maps from the warm up
Outcomes for teachers:
Teachers will have:
• A greater understanding of the geography, flora, fauna and icons of Australia
• An understanding of the Thinkers keys to enhance creative thinking
• Participated in Thinkers Keys activities and discussed the use of them for their own
classrooms
• Discussed and considered how to use the Thinkers Keys in terms of English language
development
43
The Thinker’s Keys
1. THE REVERSE KEY
2. THE WHAT IF KEY
List 10 things that you will
never see in Australia
What if:
All kangaroos disappeared?
3. THE DISADVANTAGES KEY
4. THE COMBINATION KEY
List disadvantages of, and improvements to:
the caravan
List attributes of both, then combine:
The Harbour Bridge and Uluru
5. THE ALPHABET KEY
6. THE BAR KEY
Australian leisure activities
A camping tent
7. THE VARIATIONS KEY
8. THE PICTURE KEY
How many ways can you connect Tasmania to
the mainland?
9. THE PREDICTION KEY
10. THE DIFFERENT USES KEY
Name 5 ways of travel that will be used within
30 years
Find 10 different uses for a snorkel
11. THE RIDICULOUS KEY
Try to justify this statement:
All parents should let their children play
whatever they want during school holidays
13. THE QUESTION KEY
12. THE COMMONALITY KEY
Find common points between a drought and
$2 coins
Give 5 questions for the answer:
The Great Barrier Reef
Brainstorm solutions for “There are too many
tourists on the Gold Coast”
15. THE INVENTIONS KEY
16. THE BRICK WALL KEY
Design a machine for applying sunscreen
Consider alternatives to:
Campers should eat barbeque every night.
17. THE CONSTRUCTION KEY
18. THE FORCED RELATIONSHIP KEY
Construct a witchetty catcher.
Catch a sheep with a hat, a fan and a spoon.
19. THE ALTERNATIVE KEY
20. THE INTERPRETATIONS KEY
Work out 3 ways to see underwater without
goggles
Describe this situation:
a shark is swimming in the hotel pool.
14. THE BRAINSTORMING KEY
Useful websites
http://www.tonyryan.com.au/blog/
http://www.kurwongbss.eq.edu.au/thinking/Think%20Keys/keys.htm
44
Name of Session:
Emergency Services in Australia through Gardner’s Multiple Intelligences
Presenter: Belinda Brenen
Overview:
Howard Gardner’s Multiple Intelligences highlight that students have different natural
strengths and preferred learning styles. This has implications for teachers and the way
that lessons are planned in order to develop the range of intelligences. Giving students the
opportunity to use a variety of intelligences encourages a greater depth of understanding
for all students.
This workshop will provide participants with the opportunity to experience the Multiple
Intelligences learning about two Australian Emergency Services – Surf Life Saving
Australia and The Royal Flying Doctor Service. Participants will be provided with the
opportunity to understand more about Australian culture and express their learning in a
variety of ways.
Using Surf Life Saving Australia and The Royal Flying Doctor Service as thematic
stimuli, participants will be guided through activities representing the learning styles
highlighted in Gardner’s Multiple Intelligences. This includes gaining an understanding
of different learning styles to motivate students, encourage talking/communication and
deeper thinking. Work will be done in pairs, small and large groups, with plenty of
discussion and sharing encouraged.
Warm-up – Brainstorm “Emergency Services” in South Korea and Australia -compare
Shared viewing – Watching stimulus footage of both Australian Emergency Services
Group Work - Multiple Intelligences activities
Presentation - Multiple Intelligences work
Discussion – Relating Multiple Intelligences to classroom practice
Warm Down – Revisit and revise brainstorm ideas from the ‘warm up’
Teachers will have:
 A greater understanding of two unique Australian emergency services
 An understanding of the use of the Multiple Intelligences to support student
learning
 Participated in Multiple Intelligences activities and discussed their use in their
own classrooms
 Discussed and considered how to use the Multiple Intelligences in terms of
English language development
45
45
46
47
The Multiple Intelligences
INTRAPERSONAL
(Self-smart)
Imagine you are involved in an emergency – how would you feel?
Describe what it is like to have rescued someone.
Write a journal entry My day with The Royal Flying Doctor.
Complete a research project on a Korean emergency service.
Design and make an emergency services vehicle.
Research and construct a timeline of the history of one emergency service.
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NATURALISTIC
(Nature-smart)
Investigate the environment of these two emergency services.
Use natural objects to create a poster to advertise one of the emergency services.
Consider the effect certain weather conditions could have on rescue operations.
Visit a RFDS base or an SLSA clubhouse.
Find out how the environment impacts on emergency services.
Plan how natural objects could be used to help in an emergency.
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PICTURE/SPATIAL
(Picture-smart)
Create a collage to show a rescue operation.
Design a new logo/uniform for one of the emergency services.
Take photographs of the emergency services and arrange them in an album with captions.
Make a scale model of an emergency services vehicle.
Write a picture book and illustrate it about one of the emergency services.
Make rescue worker puppets and use them in a play for the class.
Role play an emergency situation.
Learn some resuscitation/first aid techniques and practice them.
Create a dance to promote the importance of keeping safe.
Play charades to guess what happened at an accident scene.
Learn some of the signals used by life savers.
Make a diorama of the Australian landscape.
48
48
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BODY/KINASTHETIC
(Body-smart)
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VERBAL/LINGUISTIC
(Word-smart)
Read books about emergency/rescue situations.
Deliver a speech about keeping safe.
Write a list of questions to ask an emergency services expert.
Create a poster about safety at the beach.
Write a poem that describes a rescue.
Hold a debate about people having to pay if they are rescued.
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LOGICAL/MATHEMATICAL
(Number/reasoning-smart)
Organise a list of facts about rescues in Australia every year.
List items needed in a first aid kit.
Write a timeline of events that take place during a rescue.
Graph information gathered about accidents at Australian beaches each year.
Make a paper plane and test how far it can fly carrying a patient.
Find out the distance travelled each year by the RFDS planes.
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INTERPERSONAL
(People-smart)
In a group, imagine you are taking part in a new TV show about rescues. What story will you tell?
In a group, create a TV ad to promote one emergency service.
Complete a group project about emergency services equipment.
With a partner make a board game to help keep children safe.
In pairs plan a public event to promote personal safety.
Interview a partner about why they want to become an emergency services worker.
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MUSICAL/RHYTHMIC
(Music-smart)
Use musical instruments to represent the different stages of a rescue.
Write a song about beach safety.
Create an emergency services dance.
Use a well-known children’s song and rewrite the words to promote the RFDS.
Write a rhythm/rap/rhyme for young children to learn about road safety.
Create movements to match rescue sounds e.g. ambulance, helicopter.
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50
Julie COOPER
51
52
Name of Session:
Genre: Procedural Text – The Unusual Recipe Competition
Presenter:
Julie Cooper
Overview:
As students learn the key features of varying genres and begin to apply them to their own writing
they become more expert in their ability to use and apply the English language. Participants will
explore and practise using the key features of procedural texts. Finally they will construct a
procedural text, in the form of a recipe, themselves.
Description:
Participants will be introduced to the key features of a procedural text – Structure including; title
and statement introducing the product to be made, a list of materials and equipment needed,
sequence of steps in order, a final paragraph to add further interesting information. Language
including; present tense and command verbs to start short sentences that explain the steps in the
procedure. These skills will be explicitly taught, with adequate time for discussion and practice
activities.
Strategies / Teaching Methodologies / Teaching Activities:
Warm up discussion –“Engage” Activity
Determine participants’ prior knowledge about this genre using a thinking tool and explore
the cover of the text: The Unusual Recipe Competition. Share characteristics of Korean and
Australian foods.
Explicit teaching – PowerPoint presentation of the key features of procedural texts using a
shared reading approach.
Discussion – participants will discuss the recipe format and features of the procedural text.
They will determine the most important feature and justify their opinions (Think-pair-share)
Participation– participants will complete the sequencing activity and command verb
activities and games in small teams of three.
Analysing – participants will explore a range of recipes to identify the key features.
Creating – each participant will create their own unusual recipe using the key features of a
persuasive text.
Outcomes for Teachers:
By the end of this session teachers will be able to:
•
Join in reading a shared text where appropriate
•
Identify components of a recipe
•
Sequence instructions in order
•
Identify and use command verbs in procedural texts
•
Recognise and change verbs from past to present tense
•
Apply a practical framework and strategy in their own classrooms to teach
writing in English for a specific purpose.
53
The Unusual Recipe Competition
Sequencing Recipe
1. Read and cut out each instruction.
2. Put the instructions in order and paste onto your page.
Let the damper cool down.
Make a well in the middle of the flour and salt.
Cook for 30 minutes.
Wrap the bun in some foil.
Measure the flour and salt. Put them into a bowl.
Shape the dough into a big flat bun.
Eat the damper with butter, jam, or honey.
Tap the damper. It will sound hollow if it is cooked.
Pour the water into the well and mix it until it becomes dough.
Put the foil on hot coals or in a camp oven.
54
The Unusual Recipe Competition
Name:
You Be the Teacher
Chen has accidentally written the recipe instructions in the past tense. Rewrite his
instructions correctly. Remember each instruction needs to start with a command verb and
needs to be written in the present tense. The first one is done for you.
I measured the flour and salt and put them into a bowl.
(past tense)
Measure the flour and salt and put them into a bowl. (present tense)
I poured the water in and mixed it until it became dough.
I shaped the dough and made a big flat bun.
I wrapped the bun in some foil.
I put the foil on hot coals and cooked it for 30 minutes.
I tapped the damper and when it sounded hollow it was cooked.
I let the damper cool down and then I ate it with butter, jam, and
honey.
55
Name of Session:
Philosophical Inquiry in the Classroom
Presenter:
Julie Cooper
Overview:
English texts can be used as springboards to help children explore ideas and questions that we
do not know how to answer using scientific forms of inquiry. Philosophy in the classroom
taps into children’s natural curiosity and sense of wonder. It engages them in a search for
meaning and strengthens reasoning skills and dispositions. It builds independent thought and
better judgement.
Description:
Participants will explore John Marsden’s “Prayer for the 21st Century” using a philosophical
inquiry approach. The key aspects of the approach will be presented and practised while
analysing the massages for cultural understanding and peace, in the poem. Participants will
have the opportunity to represent their understandings creatively.
Warm up activity to elicit prior understandings of philosophy in the classroom and
John Marsden’s writing
Explicit teaching of the role of philosophy in the classroom and effective strategies
with the use of a hand out and PowerPoint.
Jigsaw reading in small groups, of the poem “Prayer for the 21st Century”
Generating questions from the reading to be explored
Discussing the questions through the inquiry approach
Viewing children’s creative interpretation of the poem.
Demonstrating an understanding of the poem through creative activity
Sharing of understandings in a group presentation
Outcomes for Teachers:
Participants will develop an awareness of the role of philosophical inquiry in the classroom
All will participate in a philosophical inquiry
Teachers will be provided with a practical framework and strategy which can be used in their
own classrooms to help children reflect on the big ideas for cultural understanding and
sustainable development. They will analyse the meanings in the poem “Prayer for the 21st
Century”
56
Prayer for the 21st century
May the road be free for the journey,
May it lead where it promised it would,
May the stars that gave ancient bearings
Be seen, still be understood
May every aircraft fly safely,
May every traveller be found,
May sailors in crossing the ocean
Not hear the cried of the drowned
May gardens be wild, like jungles,
May nature never be tamed,
May dangers create of us heroes,
May fears always have names,
May the mountains stand to remind us,
Of what it mean to be young
May we be outlived by our daughters,
May we be outlived by our sons
May the bombs rust away in the bunkers,
And the doomsday clock not be rewound
May the solitary scientists, working
Remember the holes in the ground
May the knife remain in the holder,
May the bullet stay in the gun,
May those who live in the shadows
Be seen by those in the sun
John Marsden - 1997
Web link to an audio-visual version of the poem. This will be used in the session.
http://www.youtube.com/watch?v=OPqM9Nseyj0
57
Philosophical Inquiry in the Classroom
Getting Started
• Teachers need to be familiar with the text before presenting it to the class.
• Seat children in a circle to encourage sharing of ideas between the children. (The teacher is not
the centre of the discussion).
• Introduce the activity to the children through the texts explaining they can talk about things
they find interesting and ask questions about things they don’t understand or find puzzling.
• Record the children’s questions on a poster with their names next to the question they asked.
• Select a question that is interesting to students to begin the inquiry.
• Start with the child who posed the question and clarify what prompted them to ask the question.
Conducting a Discussion
The teacher needs to promote:
• asking questions
• clarification and restatement
• consistency
• giving and requesting reasons
• formulating and using criteria
• exploring possibilities
•
•
•
•
•
•
seeing other’s viewpoints
masking distinctions
uncovering assumptions
being aware of implications
engaging in self-correction
maintaining relevance
Thinking Together
Below is a list of behaviours students will exhibit and practise in philosophy discussions:
• Ask questions
• Share ideas
• Listen to others speak
• Think about other people’s points of view
• Not interrupt others
• Help each other
• Give reasons
• Keep on track
• Think for themselves
• Change their minds
Jigsaw Reading Activity
Each team member reads one aspect of the text individually and reflects on its meaning and their
understanding of what they have read.
After a set period of time team members are invited to share their understanding of what they read
with the rest of the team.
Outcomes:
Each team member has been responsible for contributing to the collective understanding of the whole
team about the content and meaning of the entire text.
Team members have been able to articulate their understandings of their reading.
Team members have been able to listen to the interpretations of others and ask clarifying questions.
Team cohesion and trust is developed.
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Peter COOPER
59
60
Name of Session:
Presenter:
Australian Multiculturalism through Music
Peter Cooper
Overview:
The first ‘Australians’ were the aboriginal people who lived without interference for 40 000
years before the coming of Europeans as convicts and as free settlers. For many years, Australia
did not welcome settlers of non-European race. Today, however, Australia is a truly
multicultural society, populated by peoples from all continents and a multitude of races.
Description:
We explore the notion of Australian multiculturalism and its history through songs, exploring
and analysing Bruce Woodley’s ‘I Am Australian’ and Paul Kelly’s ‘From Little Things, Big
Things Grow.’ Participants will view and listen to both songs, discuss the language used and the
stories told.
Discussion – What do participants know about Australia, e.g. size, culture,
history, people, language, sports, politics? Compare with Korea. Discuss
idea of many cultures co-existing peacefully.
Viewing – ‘I am Australian’ by Bruce Woodley and ‘From Little Things, Big
Things Grow’ by Paul Kelly.
Discussion – 1. The feelings and multicultural message of ‘I am Australian’
2. Explain the story of ‘From little things, Big things grow’
Identifying – in pairs, write as many descriptive words (from the songs or other
ones) which tell about Australia, its people, its history or its landscapes.
Reporting – present ideas to the group from paired activity.
Discussion – create a list of English word which could be used to describe
Korea, its people , history and landscapes.
Creating – in a small group, write a short poem to describe Korea using the
descriptive words generated by discussion.
Teachers will have:
An enhanced understanding of aspects of Australian history and culture, specifically
multicultural issues and aboriginal perspectives.
Opportunities for discussion in English in whole group, small group and paired settings
Noted similarities and differences between life in our two countries
Learned from each other and shared 2-way learning with the presenter
61
I AM AUSTRALIAN – Bruce Woodley
I came from the dream-time, from the dusty red soil plains
I am the ancient heart, the keeper of the flame.
I stood upon the rocky shore, I watched the tall ships come.
For forty thousand years I've been the first Australian.
I came upon the prison ship, bowed down by iron chains.
I cleared the land, endured the lash and waited for the rains.
I'm a settler, I'm a farmer's wife on a dry and barren run
A convict then a free man, I became Australian.
I'm the daughter of a digger who sought the mother lode
The girl became a woman on the long and dusty road
I'm a child of the depression, I saw the good times come
I'm a bushy, I'm a battler, I am Australian
We are one, but we are many
And from all the lands on earth we come
We share a dream and sing with one voice:
I am, you are, we are Australian
I'm a teller of stories, I'm a singer of songs
I am Albert Namatjira, I paint the ghostly gums
I am Clancy on his horse, I'm Ned Kelly on the run
I'm the one who waltzed Matilda, I am Australian
I'm the hot wind from the desert, I'm the black soil of the plains
I'm the mountains and the valleys, I'm the drought and flooding rains
I am the rock, I am the sky, the rivers when they run
The spirit of this great land, I am Australian
I am, you are, we are Australian!
62
FROM LITTLE THINGS BIG THINGS GROW
Paul Kelly & Kev Carmody
Gather round people let me tell you a story
An eight year long story of power and pride
British Lord Vestey and Vincent Lingiarri
Were opposite men on opposite sides
Then Vincent Lingiarri boarded an aeroplane
Landed in Sydney, big city of lights
And daily he went round softly speaking his
story
To all kinds of men from all walks of life
Vestey was fat with money and muscle
Beef was his business, broad was his door
Vincent was lean and spoke very little
He had no bank balance, hard dirt was his floor
And Vincent sat down with big politicians
This affair they told him is a matter of state
Let us sort it out, your people are hungry
Vincent said no thanks, we know how to wait
From little things big things grow
Gurindji were working for nothing but rations
Where once they had gathered the wealth of the
land
Daily the pressure got tighter and tighter
Gurindju decided they must make a stand
Then Vincent Lingiarri returned in an aeroplane
Back to his country once more to sit down
And he told his people let the stars keep on
turning
We have friends in the south, in the cities and
towns
They picked up their swags and started off
walking
At Wattie Creek they sat themselves down
Now it don't sound like much but it sure got
tongues talking
Back at the homestead and then in the town
Eight years went by, eight long years of waiting
Till one day a tall stranger appeared in the land
And he came with lawyers and he came with
great ceremony
And through Vincent's fingers poured a handful
of sand
Vestey man said I'll double your wages
Eighteen quid a week you'll have in your hand
Vincent said uhuh we're not talking about wages
We're sitting right here till we get our land
Vestey man roared and Vestey man thundered
You don't stand the chance of a cinder in snow
Vince said if we fall others are rising
That was the story of Vincent Lingairri
But this is the story of something much more
How power and privilege can not move a people
Who know where they stand and stand in the
law
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WORDS TO DESCRIBE AUSTRALIA
GENERAL
HISTORY
Big
convicts
PEOPLE
LANDSCAPE
dry
European
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WORDS TO DESCRIBE KOREA
GENERAL
HISTORY
small
ancient
PEOPLE
LANDSCAPE
mountainous
friendly
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Name of Session:
Using a Text Organiser - Persuasive Text Genre
Presenter:
Peter Cooper
Overview:
Using a text organiser is a good way to teach students how to construct texts of various
genres. In this workshop we will use a simple text organiser to analyse a variety of examples
of persuasive texts (expositions) and eventually participants will construct a persuasive text
of their own.
Description:
Participants will be introduced to the critical elements of a persuasive text – stating a point of
view, a series of strong arguments, paragraphs, use of time connectives, linking words,
emotive words, simple present tense and a summary which restates your point of view. These
skills will be explicitly taught, but plenty of time will be devoted to discussion and
participation.
Warm up discussion – find out what participants already know about this genre
Explicit teaching – PowerPoint presentation of basics of persuasive texts including
examples of texts written by children
Participation – we will discuss and rank modal verbs/adverbs according to their
strength, pegged on a string line
Discussion – we will discuss and brainstorm emotive words, time connectives and
linking words.
Creating – each participant will use a text organiser to create their own persuasive
text. Topic – “This should not be the last UNESCO Korea – Australia English
Camp.”
Oral Presentations to the group.
Teachers will come away from the workshop with a practical framework and strategy which
can be used in their own classrooms to teach writing in English for a specific purpose.
Participants will see the value of brainstorming, discussion and participation of students
before taking on any writing task.
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Text Planner – Persuasion
Text features: Simple present tense, emotive words, strong modality, words that link
arguments, time connectives (firstly, secondly etc.), logical sequence.
Title: ______________________________________________________________________
Outline of the issue and the writer’s point of view
Arguments – series of points with supporting evidence (new paragraph for each)
Summing up – restate point of view and main arguments
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68
Jude DUNN
69
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Name of Session: Critical Literacy – Advertising
Presenter: Jude Dunn
Overview
Critical literacy involves the analysis and critique of the relationships among texts, language,
power, social groups and social practices. It shows us ways of looking at written, visual,
spoken, multimedia and performance texts to question and challenge the attitudes, values and
beliefs that lie beneath the surface. This session will explore the language of Advertising.
Description of the session
In this lesson, participants will examine meaning within advertisements, consider the purpose
for the advertisement and the composer’s motives, understand that advertisements are not
neutral - that they represent particular views, silence other points of view and influence
people’s ideas, question and challenge the ways in which advertisements have been constructed
and analyse the power of language in contemporary society.
Participants will learn about the different forms of advertising, the language/terms used in
advertising, the advertising appeals used, and then choose a way to advertise their own product
or service. Participants will explore advertising through viewing and reading texts and
commercials; gaining a contextual understanding of its linguistic structures and features.
Strategies/teaching methodologies/teaching activities
Using a range of commercials and posters, participants will explore and discuss different social
contexts, purposes and audiences involved in the creation of advertisements.
• For participants to be able to discuss the interaction of visual images and written texts,
and its involvement in persuading viewers to purchase that product and service.
• Participants will learn about the different forms of advertising and will choose a way to
advertise their product or service.
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Advertising Lesson Plan
Established Goal: For teachers to be able to discuss the interaction of visual images and
written texts, and its involvement in persuading viewers to purchase that product and service.
Understanding:
Students will be familiar with the different types of advertising - radio, TV, internet,
newspapers, magazines, signs, mailings, telephone book, product licensing, brochures, coupons,
flyers, clothing logos, etc.
Students will understand that advertisements are not neutral and that they represent particular
views, silence other points of view and influence people’s ideas.
Students will understand the terms used in advertising – image, metaphor, symbol, logo etc.
Students will understand the contextual importance of a text.
Students will know/be able to:
State that the reason businesses advertise is to increase revenues.
Describe different kinds of advertising appeals –
Instant happiness: This product will change your life!
Snob appeal: This is what the best/brightest/richest/smartest people have!
Desire for a bargain: Special deal today only!
Bandwagon: Join the crowd!
Celebrity endorsement: Mr. Celebrity says this product is great!
Image Advertising: The suntan lotion of super models!
Repetition: Buy our product! Buy our product! Buy our product!
Beauty Appeal: Beautiful people, places, and things SELL!
Escape: Float away in your bubble bath...........
Lifestyle: This product is associated with a certain style of living.
Nurture: This cute little child wants you to buy a new car from us!
Scientific Claim: 97% effective!
Choose a way to advertise their product or service and will create an advertisement.
Sequence of Events:
1. Explain - Advertising is the public promotion of a product or service in order to attract
interest in the product or service – generally to increase sales. Advertisements are created to
persuade people to buy something (e.g. cars, food, clothes etc.) and/or to change their behaviour
(e.g. choose a different product, stop smoking etc.).
2. Hold a class discussion about advertising.
3. Ask students to name all of the different kinds of advertising they can think of such as radio,
TV, internet, newspapers, magazines, signs, mailings, telephone book, product licensing,
brochures, coupons, flyers, clothing logos, etc.
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4. Analyse print and television advertisements.
5. Tell students that businesses advertise to create awareness of their product or service so that
they can increase sales. Tell them that advertising can be expensive – but that the expense is
worthwhile if it increases a company’s profit.
6. Businesses attempt to target their advertising to specific markets. That is, they define who
their prospective buyers are and what they want to purchase. Then, they use different forms of
advertising to convince those buyers to buy their products or services.
They consider:
a) Who is the target audience?
b) What will the advertising message be? (For example: “Buy Brady’s Bookmarks!”)
c) What medium will be used? (TV, radio, signs, posters, brochures, coupons, etc.)
d) How will they attract the attention of the audience?
7. Look at the terms used in advertising – image, metaphor, symbol, logo etc.
8. Discuss techniques, or appeals, that advertisers use in persuading people to buy their product
or service. Ask students to try to think of an advertisement that they have seen or heard that has
used some of these appeals:
Instant happiness: This product will change your life!
Snob appeal: This is what the best/brightest/richest/smartest people have!
Desire for a bargain: Special deal today only!
Bandwagon: Join the crowd!
Celebrity endorsement: Mr. Celebrity says this product is great!
Image Advertising: The suntan lotion of super models!
Repetition: Buy our product! Buy our product! Buy our product!
Beauty Appeal: Beautiful people, places, and things SELL!
Escape: Float away in your bubble bath...........
Lifestyle: This product is associated with a certain style of living.
Nurture: This cute little child wants you to buy a new car from us!
Scientific Claim: 97% effective!
9. Have students fill out the activity sheet in this lesson to help them plan their advertising
campaign.
10. Each student will have to advertise their product or service in some way.
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Notes for discussion:
Looking at advertising
Advertisements are created to persuade people to buy something (e.g. cars, food,
clothes etc.) and/or to change their behaviour (e.g. choose a different product, stop
smoking etc.).
Analysing television commercials
Looking at the narrative structure or the story line of the commercial
What happens in the story of the commercial?
How might the actions and events affect the way the viewers feel or their actions?
Who is the story trying to attract - young? old? males? females? (This is called a target
audience)
Looking at the dialogue and the language
What do the characters say to one another?
What are they saying to the viewer?
How does what they say grab our attention?
How does what they say try to persuade us?
What kind of language is used? Look for alliteration, metaphor and simile.
What mood is the language trying to create? Is it funny, scary, exaggerated?
Is one thing being compared to another?
Looking at the people (the actors employed to perform the roles in a
commercial) animals and animated characters in commercials
Have the actors, animals etc. been chosen to be attractive in some way to the viewer?
Who would be attracted to them?
How does the choice of actor and the way they appear, interest and grab the attention
of the viewers? Look at the clothes they wear, the age of the actor, the setting in which
the characters have been placed.
Is the viewer made to feel sympathy for and understand the characters actions?
How do the characters use their voices, facial expression, body language to carry a
message to the viewer?
Looking at the use of lighting, color and music and sound effects
How does the lighting help set the scene? Create a mood?
How is music used to grab attention? Create a mood?
Is there a jingle used in the commercial? A jingle is a simple tune that the viewer will
remember when they see the product.
How does the jingle link the product and the viewer? (e.g. easy to remember the
product name?)
Who is it trying to attract? Young? Old? Males? Females?
What affect does the colour used have on the viewers?
What sounds are used and how do they affect the viewer?
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Analysing print advertisements
What product or service is being advertised?
Who might be interested in the product or service? Who is it trying to attract? young?
old? males? females?
Why is it good for the makers of the product or provider of the service if their
advertisements make people buy it?
Looking for the mood of the advertisement
What mood is created? What feelings might the viewer of the ad have while looking
and reading it?
What might the feelings lead people to do? e.g buy something?
Looking at the design
How are the parts (text, art work, photographs) of the ad arranged? E.g. how are the
pictures and printed words linked?
Is there lots of space in the ad or is it crowded?
How is color used?
Is the arrangement and appearance easy for the reader to follow?
If there is photograph in the advertisement, is it a close up or long shot? What is the
lighting like and what affect does it create?
Looking at the people and animals used in advertisements
Have the actors and animals been chosen to be attractive in some way to the viewer?
Are celebrities and sport stars being used to attract and persuade the reader?
Who are they trying to attract?
How does the choice of actor and the way they appear, interest and grab the attention
of the viewers? Look at the clothes, actors' ages, their body shapes, hairstyles and the
way the characters relate to each other.
Is the viewer made to feel sympathy for and understand the characters? How? Why?
How do the characters use their voices, facial expression, body language to carry a
message to the viewer?
Looking at the setting of the ad (the place and time)
What does it tell the reader about the characters and about the product?
Looking at the narrative or what is happening in the ad
If the ad is telling a story, what story is it telling?
What happened before the ad took place? What might happen next?
What message is the ad sending?
Looking at the language in the advertisement
How does the language used grab the reader's attention?
Is there repeated language? humour? alliteration? metaphor? Are things being
compared & contrasted with each other? Is there a catchy phrase or slogan for the
product? (e.g 'Drink and drive, Bloody idiot!' and 'Oh! what a feeling'.)
Is there exaggeration (e.g. bigger! better! the BEST!)
How is the typeface (print style) used to grab attention and send a message? (e.g bold,
colourful, unusual font to create a mood)
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Advertising
1. My target audience is:
2. My medium will be (poster, commercial, etc):
3. My message/slogan will be:
4. I plan to attract the attention of my targeted audience by:
5. Design your advertisement here:
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Name of Session: Community of Inquiry
Presenter: Jude Dunn
Overview
Participants will explore the process of ‘Community of Inquiry’ and its involvement in
students developing questioning, reasoning, connecting, deliberating, challenging, and
problem-solving techniques.
Description of the Session
This session will focus on the model of Community of Inquiry that constitutes three elements
essential to an educational transaction - cognitive presence, social presence, and teaching
presence. Through explanation, discussion and a modeled lesson, participants will learn how
to adapt Community of Inquiry sessions to cater for students ranging from 5 – 18 years of
age. Participants will then plan a Community of Inquiry session of their own based around a
given topic.
After explanation and viewing of a short DVD, participants will view/listen to a story from
the book ‘Lisa,’ explore the theme, and then participate in authentic inquiry. They will then
explore how this session can be altered to cater for a wide range of students, and write a
session of their own on a given topic.
To achieve an understanding of the Community of Inquiry model and how to use the process
to allow students to have a deeper understanding of topics.
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Community of Inquiry Lesson Plan
Established Goal:
Participants will have the ability and confidence to carry out Community of Inquiry sessions in
their own classroom and be able to write a series of questions around a chosen topic.
Understanding:
The model of Community of Inquiry constitutes three elements essential to an educational
transaction - cognitive presence, social presence, and teaching presence.
The definition of Community of Inquiry - community of students and teachers engaged in
authentic inquiry.
The specific skills C of I develops: questioning, reasoning, connecting, deliberating,
challenging, and problem-solving techniques.
Inquiry
•
•
•
•
Challenges public norms
Assumes possibility of fallibility
Invites discussion of internal consistency in one’s own arguments
Supports tolerance of the views of others
Students will know:
Cognitive presence is the extent to which the participants in any particular configuration of a
Community of Inquiry session are able to construct meaning through sustained communication.
Social presence is the ability of learners to project their personal characteristics into the
community of inquiry, thereby presenting themselves as 'real people.'
Teaching presence is defined as the design, facilitation, and direction of cognitive and social
processes for the purpose of realizing personally meaningful and educational worthwhile
learning outcomes.
Students will be able to:
Write a sequence of questions around a topic.
Have the skills to carry out a Community of Inquiry session in their own classroom.
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Discussion Plan
Eating animals
1. Some people say it is all right to eat animals because animals taste good. Is
that a good reason?
2. Suppose someone said that cats and dogs tasted good. Would that be a good
reason to eat them?
3. Suppose someone said that human beings tasted good. Would that be a good
reason to eat them?
4. Suppose someone said that it’s all right to eat animals, because there are too
many of them. Would that be a good reason?
5. Suppose someone said that it’s all right to eat cats and dogs because there are
too many of them. Would that be a good reason?
6. Suppose a food were invested that was as tasty as meat and as nourishing as
meat. Do you think people would eat it instead of eating animals?
Relevant references:
Community of Inquiry
http://www.learningplace.com.au/uploads/documents/store/resources/res_40022_communityofi
nquiry.pdf
Lipman, M., Sharp, A. (1985). Ethical Inquiry: An instructional manual to accompany Lisa.
USA: University Press of America
The Community of Inquiry Teaching Program: developing children's oral language and
thinking
http://findarticles.com/p/articles/mi_6953/is_2_12/ai_n28439809/?tag=content;col1
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How to set up a Community of Inquiry session
• Explain to the group that Community of Inquiry promotes:
o
a sense of community through communication, friendship, care, compassion,
cooperation, acceptance, belonging and sharing
o
understanding of values and purposes
o
inquiry based learning focused on thinking
o
higher order and complex thinking in the search for meaning
o
discussion of key common contestable concepts
o
teacher and students learning together
o
ethical reasoning
o
understanding of different perspectives and different points of view
• Have students seated in a way that maximises opportunity for communication and
democratic behaviour. This is usually a circle.
• Establish appropriate guidelines (see p.2)
• Teach protocols –
o I agree with. ………because
o I disagree with …….because.
• Decide on your ‘trigger material’ such as texts, current events, concepts, students’
brainstorm.
• Ask students what they found interesting or puzzling.
• Gather students’ questions on the board, writing the name of the student who asked each
one after the question.
• Group questions that are the same or similar.
• Discuss the questions in an order decided by a variety of methods such as voting for the
most interesting or discussing those that have easy answers first.
• Facilitate the use of ‘wait time’ during the discussion.
• Encourage participants to talk to the whole circle or directly to the person they are
answering, rather than always through the facilitator.
• Have students raise hands or use ‘talking cards’ to facilitate’ taking turns.’
• Participate in the discussion, but as the facilitator also ‘hold back’ sometimes so as not to
influence too much.
• Facilitate questioning that signals cognitive moves that might encourage metacognition.
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• Encourage recognition in the community that many questions are complex and may never
be answered.
• Have students take responsibility for their comments and be prepared to defend, modify or
change them as appropriate.
Basic Guidelines for Community of Inquiry
• Be prepared for a discussion
• One person speaks at a time
• There is a need to ask questions
• Deep listening is integral to the process
• Give reasons for opinion
• Check assumptions, reasoning, evidence – your own as well as others
• Define and discuss points of difference as well as points of agreement
• Ask others for reasons, definitions, evidences, examples, assumptions if necessary
• Admit when you disagree with something that you may have thought earlier
Remember
• Sense of community is essential
• All opinions are respected
• The discussion makes the pathway not a leader
• Differences are a fundamental part of the process
• Accept that others may disagree with you
• Conflict and mistakes made in good faith are to be seen as opportunities for learning and
growth.
• This is a thinking process that can challenge assumptions and preconceived ideas
• It may be that you need to change your mind
• It is NOT about winning an argument.
• It is about thinking more deeply about matters of importance to you as a member of the
community.
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82
Leonie FALLAND
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Name of Session: The Mighty Murray – ‘life giving’ river
Presenter: Leonie Falland
Overview
Australia has very limited water resources: rain, river water and underground water, provide
our cities, farming lands and outback towns and stations with life giving water. Australia’s
major river system – the Murray Darling - is intimately linked to our past and present and
has been the inspiration for poetry and song, political controversy, filmmaking, tourism and
more.
Participants will read the information provided about the River Murray and study the map of
the Murray Darling River System noting key points and underlining words for clarification.
They will develop a ‘vocabulary snowball’ highlighting words to learn for both meaning
and spelling. Participants will complete a ‘cloze’ activity.
Participants will be led through a discussion of the importance of fresh water using the “6
thinking hats” tool from Edward De Bono. Participants will work individually, in pairs and
then share with the whole class to talk to the different aspects of the importance of the
freshwater resource.
Finally, participants will read a poem written about the River Murray that expresses the
thoughts of one Australian about this great river and the issues it currently faces.
Participants will then construct a poem about a Korean River or a special place in Korea
which they “hold dear” and believe should be preserved for the future.
• Reading formal English text, using maps and pictures to generate discussion and
ideas
• Developing the vocabulary snowball process for learning new concepts and terms
• Using cloze activities to confirm and build an understanding of vocabulary
• Use a thinking tool – Six Thinking Hats - to present ideas with confidence while
gaining a deeper understanding of issues
• Use poetry as a writing stimulator
• Develop a word wall that can be used to incorporate language and terminology from
other learning areas
• Gain useful teaching resources: vocabulary snowball, a thinking tool and cloze
format
• Develop strategies to work individually to research a topic
• Develop strategies to collaborate in groups and share ideas
• Use poetry as a means to express personal interest
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Source: Man and the Murray; Peter S. Davis
The Murray River is an ancient river. Its origins date back about 130 million years. At this time
much of Australia was submerged under a shallow sea then the whole land mass started to rise out of
the sea (about 100+ million years ago). Salt water flowed away from the emerging land, back into
the ocean and a river was born which would eventually become the present-day Murray. The major
geological events affecting the character of the developing river were the formation of the Great
Dividing Range of mountains and two enormous sedimentary basins - the Murray Basin and to the
north, and the Great Artesian Basin.
Today the area of the Murray-Darling Basin consists largely of flat plains country in which ancient
sediments rest on a hard impervious basement of rocks - about 250 million years old. As conditions
on earth changed over the long 100 million-year development of the Murray-Darling Basin so did
the geological and biological processes, and it is all there, recorded in the layers of the sediments–
limestone from marine organisms, brown coal from ages of lush plant growth, silts carried down
from the mountains by the river to form the great flat sea of search that is now the Hay-Balranald
plain.
As the sea commenced its great retreat, it left behind enormous quantities of salt, particularly in the
Mallee region of north-west Victoria and the adjacent part of South Australia. Today that same salt
is a major problem due to clearing, irrigation and improper management.
Over long periods of geologic time rise and fall of sections of the continent (called faults) occurred
sending the river into different pathways and making large lakes where it became blocked. When
these blockages were breached the River finally flowed freely into South Australia to its mouth at
Goolwa. The river in South Australia became rejuvenated, flowing in a narrow valley, cutting down
sharply to form many miles of the beautifully golden calcareous cliffs which are a feature of the
Murray in the state.
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Teaching Tools
De Bono’s Thinking Hats
To help us separate information and share perspectives debone created the Six Thinking
Hats tool: each hat has a separate colour. Thus it provides students with the thinking
ingredient for collecting facts, being creative, assessing feeling, looking for advantages and
disadvantages and refining the thinking processes .
The white hat
for seeking information
The blue hat
for planning monitoring and thinking about thinking
The yellow hat
for looking for advantages
The black hat
for looking for disadvantages
The green hat
for being creative,
The red hat
for expressing feelings
ONE POINT OF VIEW – issue poem
Torrents of water from far off Mountain streams
Over rocky outcrops to valleys in between
Once flowed our mighty Murray, Nations debt
Irrigated in ignorance, environmental threat
Farewell mighty Murray, flows in doubt
From the high country to trickle at sea mouth
Mouth dry and silted, Oceans regret
Mighty Murray River past flows to rescue yet
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Name of the Session: “Life is a Highway”
Presenter: Leonie Falland
Overview
Life has been breathed into Australia by the growth of its road system. National
Highway One links people in every state. Our roadways provide access for people and
products, but just as the roadways have bends, steep slopes, operate with speed-limits
and at times are slow and congested instead of free flowing, they also reflect modern
life in Australia. Most Australian families have two cars, are busy, have highs and lows
to deal with, need to achieve “milestones” and journey from one point in time and
place so the “highway” serves as a metaphor for Australian life. As Korea has
modernised rapidly in the last fifty years the highway also serves to reflect on
development and access to families, friends, promotion of commerce and bringing the
rural and outlying areas closer to Seoul . Highways in both countries not only breathe
life into our economies and have an influence on cultural identity; they reflect the
journey we take in life.
Participants will develop a list of words describing roads of all kinds to make their
word wall. After an explanation of metaphors, “life is a highway” and similes, “life is like
a highway” words on the wall will then be discussed and where relevant, developed
and sorted into a list of metaphors and similes. Participants will use their local
knowledge then to construct a section of the highway from Seoul to Icheon and using
cards locate the exits, speed-limits, signposts and places where there are obstructions
instead of free flowing traffic. Well-being is achieved when a person is in control of
his/her life, but just like the highway there are times when a person has to face
obstructions and limitations: resilience helps us to recover from these times so that we
can enjoy the smooth ride. Participants will use this metaphor to recall a part of their
own life. Working on their own they will sketch a section of the “highway of their own
life” and describe some significant events and how well they travelled the section.
Strategies/Teaching Methodologies/ Teaching Activities
Participants will be actively involved in developing their understanding of metaphors
and similes as tools of expression. From their personal experience of travelling along
the roads of Korea, they will be able to transform the journey from one of seeing their
country unfold to seeing their life unfold. Through reflection, sketching, working
independently and as part of a group, listening, explaining and analysing, participants
will have the “green light” for extended prose.
Teachers will:
• Use the word wall to brainstorm words about roads and highways
• Extend their understanding of the use of metaphors and similes
• Practise their speaking skills as they share their local knowledge about the
roadway from Seoul to Icheon
• Build their understanding of the human experience as they discuss and share with
others
• Develop trust and respect as they listen to each other’s stories
• Use metaphor and simile as they “travel” a “section” of their own life
• Have a model for exploring relationship building with the students they teach.
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Kerry GEHLING
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90
Name of Session: Reading is Thinking
Presenter: Kerry Gehling
Overview
The workshop will be an investigation of comprehension strategies from the
researchers Nell K. Duke and P. David Pearson.
Description
Participants will be led through a discovery session to identify the comprehension
strategies that good readers use; then investigate activities to support these strategies
in the classroom. Several Australian texts will be used to demonstrate the strategies,
activities and skills and to provide a depth of cultural exchange.
Strategies/ teaching methodologies/ activities
Read aloud; working in small groups; think/pair/share dialogues; discussion activities.
Teachers will understand and be able to use comprehension strategies to support
students in reading
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Supporting Worksheets
What do we do in our minds when we read?
•
•
•
•
•
•
Prediction and Prior Knowledge
Connections
Text to Text
What other texts does this
remind you of? Why?
Text to Self
Does this connect with something
of yourself – beliefs,
rememberings, passions, family,
holidays, etc?
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Text to World
Does this text connect with
something you know about the
world, or what is happening in
the world?
Visualisation
Sketch to Stretch
Sketch:
Stretch
Sketch:
Stretch
Sketch:
Stretch
Sketch:
Stretch
While you are reading, or just after you finish, sketch what you are visualising, then, in
the stretch boxes, add to the sketches in words. You might choose to add emotions,
feelings, descriptions or other information that adds to your sketch.
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Questioning
Question Matrix
What is?
Where/When
is?
Which is?
Who is?
Why is?
How is?
What did?
Where/When
did?
Which did?
Who did?
Why did?
How did?
What can?
Where/When
can?
Which can?
Who can?
Why can?
How can?
What would?
Where/When
would?
Which
would?
Who would?
Why would?
How would?
What will?
Where/When
will?
Which will?
Who will?
Why will?
How will?
What might?
Where/When
might?
Which
might?
Who might?
Why might?
How might?
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Text Structures and Features
What content and literary demands are made on readers as they read a variety of
different text types?
Content
Word
Sentence
Text
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Thinking Aloud
Thinking Strategies Chart
• Shows what good readers do to assist them in their thinking.
• Although these strategies can be taught singly, they are best integrated and
demonstrated as multiple strategies.
• Students need to know when to use a particular strategy to become an even better
reader
What Good Readers Do
How it Helps
Thinking about my thinking
1. Recall prior knowledge
Sets the scene
2. Make and check
predictions
Helps make sense of the text
3. Focus on the big picture
Helps me focus
4. Asks questions
Helps me understand the story
5. Use the 5 senses to make
connections
Helps me make meaning
6. Use graphic organisers
Organises thinking
7. Infer
Helps me add information about
the meaning in the text
8. Make a summary
Helps keep track of story
9. Use their knowledge of
text structure
Knowing how text works can
help me understand
I need to look at the captions because ….
I know that this is factual information because ….
I can tell from the headings that ….
I know this is a fictional story because ….
10. Use the tool box of fix-up
strategies
I know how to help myself
11. Monitor understanding
Helps to make sense of the story
I used my toolbox to help me ….
I know another way ….
I know this part doesn’t make sense so I will ….
I understand the text so far
Maybe I’m not sure what’s going on ..
I think I’ll reread that section …
96
I remember ….
It made me think of ….
This is like another book …
It’s not the same as ….
I think … because …
I think I’m correct because ….
In this part of the text it says …. So my prediction
was correct
I have revised what I thought because the text says
….
The main point is ….
It’s about ….
This chapter tells you ….
This website focuses on ….
I’m interested … why…
I didn’t understand when ….
Why ….
I wonder about ….
I could feel …
I made a picture in my mind of ….
It would sound just like ….
The small seems like ….
I can group these together to ….
I can make a map of….
I can make a chart of ….
I make a logical guess about….
I think …. because ….
If I were that person I would ….
In this sentence “he” refers to ….
Briefly, this is what happened ….
It’s about how ….
What do I wonder?
What do I see?
What do I think?
What do I wonder?
Summarization
Who, Wanted to, but, so
Title:
Author:
Who
Wanted to…
But…
97
So…
Name of Session:
Questioning
Presenter: Kerry Gehling
Overview
This session will
investigate questioning
in the reading
classroom.
Questions will be
designed using the
work of Taffy E.
Raphael and Kathryn
H. Au for each
question type.
The use of guided
reading and reading
conferences will
provide the context for
developing questions
that support students in
their comprehension of
texts and the
scaffolding of
comprehension strategies.
Through an investigation of research, modelling and role play, participants will
investigate and practice ways to ask and answer questions and provide scaffolding for
students as they learn about questioning. Using questions in small guided reading
groups will be investigated and practiced.
Strategies/Teaching Methodologies/teaching activities
Working in pairs, working in small groups, discussion, brainstorming, role play and
modelling will be used.
Teachers will:
• Develop a strategy for questioning that supports students to answer inferential as
well as literal questions
• Learn about the use of guided reading and questions to use in these small groups
98
Questions and small groups
Questions to ask of Texts
• What is this text about? How do we know?
• Who would be most likely to read this text? Why?
• Why are we reading or viewing this text?
• What does the writer of this text want us to know?
• What do the pictures suggest?
• What do the words suggest?
• How do you feel about the text?
• How are children constructed in this text?
• How are adults constructed by this text?
• Why has the author portrayed the characters in particular ways?
• What kind of language is used in this text?
• Who is missing from the text?
• What sort of genre does the text belong to?
• Who benefits in the text?
• In whose interest is the text?
• Which positions, voices and interests are at play in the text?
• Which view of the world is the text presenting?
• What kind of person, and with what interests and values, composed the text?
• What views of the world and values does the composer of the text assume that the
reader holds? How do we know?
• How many interpretations of the text are possible?
• What knowledge does the reader need to bring to this text in order to understand it?
• What contextual factors influence how the text is interpreted?
• What kinds of social realities does the text portray?
• How does the text depict age, gender and or cultural groups?
• Why is the text written the way it is?
• How else could the text have been written?
• What questions about itself does the text not raise?
• How is the reader or viewer positioned in relation to the composer of the text?
• How does the text rely on intertextuality to create its meaning?
• Are there gaps and silences in the text?
• How does the text construct a version of reality?
• Whose views are excluded or privileged in the text?
The Questions along the Big Idea pathway
 What are the facts, from my reading of the text?
 How can I tell the difference between reliable and unreliable facts?
 What are the inferences I can make from these facts?
 How can I prove that I have observed the facts objectively and collected evidence
that leads me to the inferences I have made?
 What assumptions do I make from these inferences?
 Are my assumptions valid? Are there alternative readings from these inferences?
 What opinions can I form from these assumptions?
 Can I justify my opinions with logical argument?
 Can my argument be traced back- to my assumption, to inferences I have made, to
the facts on which those inferences are based?
 Can I challenge my arguments to prove their validity?
 Do I see my arguments as part of an on-going debate I can have with other readers
and the author?
99
100
Vivienne McQUADE
101
102
Name of Session: Likelihood Language
Presenter: Vivienne McQuade
Overview:
This workshop focuses on the different ways you can describe the certainty or uncertainty of
something occurring.
Through discussion and modelling, participants will use questions and answers to develop
understandings of which likelihood language to use in different contexts.
Strategies/Teaching Methodologies/Teaching Activities:
Participants will examine the vocabulary and sort vocabulary in structured way (based on Australian
Curriculum)
Sort cards activity
Mini white boards
Students will place pegs on a line
Student will design questions and provide answers to likelihood questions.
To identify the range of likelihood vocabulary for different contexts
A deeper understanding of a story which shows where Australian informal language originates
Ideas for practicing English skills
103
The Importance of Context in Likelihood Language
In the Australian Curriculum
6 year olds
Won’t happen
Might happen
7 year olds
Impossible
10 year olds
0
11 year olds
0
¼
½
¾
1
0
.25
.5
.75
1.0
0%
25%
50%
75%
100%
Generation Y
Yea right
As if
Baby
boomers
Buckley’s
Maybe
Unlikely
Will happen
Likely
Certain
1
Newspapers
Dead cert
50- 50
Maybe
Sure thing
informal
Other words and phrases: fat chance, hope, pigs might fly, possibly, odds on,
Go to http://www.transum.org/Software/SW/Starter_of_the_day/index.htm
fun game to use likelihood words.
104
18th March link for a
Buckley's and none
An Australian story with an example of where some of our language has originated.
William Buckley (1780 – 30 January 1856) was an English convict who was transported to
Australia, escaped, was given up for dead and lived in an Aboriginal community for many years.
Buckley's improbable survival is believed by many Australians to be the source of the informal
phrase "you have got Buckley's or none" (or simply "you have got Buckley's"), which means "no
chance", or "it's as good as impossible". The Macquarie Dictionary supports this theory.
Buckley left England in April 1803 aboard HMS Calcutta, one of two ships sent to Port Phillip Bay
(Victoria) to form a new settlement under Lieutenant-Colonel David Collins. They arrived in
October 1803, and anchored off the south-eastern side of the bay.
On 27 December 1803 at 9 pm, Buckley and several other convicts cut loose a boat and made their
escape. They made their way around the bay, and the party split up. His companions went north-east
but Buckley, tired and dehydrated, continued alone around the bay.
During the weeks following his escape, Buckley avoided contact with Aboriginal people, travelling
around Port Phillip Bay as far as the Bellarine Peninsula. Buckley met a small Aboriginal family
group, who treated him with great kindness and with whom he worked, shared food and from
whom he began to learn language, before parting company.
He travelled much further north living alone and off the land. He met Wathaurung women, several
months later.
Buckley had taken a spear used to mark a grave for use as a walking stick. The women befriended
him after recognising the spear as belonging to a relative who had recently died and invited him back
to their camp. Believed to be the returned spirit of the former tribesman, he was joyfully welcomed
and adopted by the group. He was given the name Murrangurk which literally meant "returned
from the dead".
For the next thirty-two years, he continued to live among the Wathaurung people on the Bellarine
Peninsula being treated with great affection and respect. "By virtue of his age and peaceful ways,
Buckley… became a Ngurungaeta, a person of considerable respect among his people and his voice
was influential in deciding matters of war and peace"
Buckley also became expert with Aboriginal weapons, though despite this, as a revered spirit, he was
banned from partaking in tribal wars.
He had at least two Aboriginal wives, and almost certainly a daughter by one of them. One of these
is said to have been killed by the tribe for preferring an Aboriginal man; but it is also reported that
Buckley said he gave her up in order to prevent unrest among the men; preferring to stay alive and to
"return to the simple life".
105
Name of Session: Visualization text
Presenter: Vivienne McQuade
Overview:
Comprehension of text will be explored through the use of mud maps
Strategy:
Mud map defined
highlighting words
Drawing mud map
Mud map definition explained
A first reading of a story is given and students asked to draw a mud map of the story/ journey
Student introduced to sorting/ categorizing word into, direction, monument and position words.
The story is retold
Students highlight by different codes direction, position and monument words
Students redraw mud map
Student self reflect on process
Sort activities
Comprehension cube
Highlighting words
Mud map concept
Build vocabulary
• direction and location
• Sort words
• Monument words
• Placement words
• Movement words
Strategies to enhance comprehension with a focus on location (mathematical) words
106
Story
Listen to the story and draw a Mud Map of the story
Definition: A mud map is a graphic organiser for telling a story of a journey from one place to
another.
Use your highlighted text to redraw your Mud Map
My
reflection: _______________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
107
Visualisation text
Name
Class
Date
Highlight words in the following text that describe landmarks, direction and movement from one
position to another.
Use three different colours and mark them in the key.
Imagine you are walking up three steps. You step onto a grey, pebbled path that is curving
away to the left. As you walk along you notice a tall, brown, gritty ant hill on your right that is
teeming with ants. You stop to take a closer look and one of them bites you on the toe. You
walk on until you come to an intersection. You have to decide whether to go forward, left,
right or back to where you started. At the intersection is an old rusty sign that is hanging
loosely from its pole and gently clanking in the breeze. The arrow points to the left, so, why
not? You turn to the left and immediately see a castle. The path is leading you straight to it.
Between the castle and you is a field of beautiful blue flowers. As you travel through them,
suddenly, a small mouse appears from behind a rock on your right, it scampers across the path
and into a hole on your left. Surprised, you pause for a moment but then move on. In a few
minutes, you will be at the castle!
Key
Colour
Landmark
Underline
Movement
Bold
Direction words
italics
108
Visualisation text answer sheet
Imagine you are walking up three steps. You step onto a grey, pebbled path
that is curving away to the left. As you walk along you notice a tall, brown,
gritty ant hill on your right that is teeming with ants. You stop to take a closer
look and one of them bites you on the toe. You walk on until you come to an
intersection. You have to decide whether to go forward, left, right or back to
where you started. At the intersection is an old rusty sign that is hanging
loosely from its pole and gently clanking in the breeze. The arrow points to
the left, so, why not? You turn to the left and immediately see a castle. The
path is leading you straight to it. Between the castle and you is a field of
beautiful blue flowers. As you travel through them, suddenly, a small mouse
appears from behind a rock on your right, it scampers across the path and
into a hole on your left. Surprised, you pause for a moment but then move on.
In a few minutes, you will be at the castle!
Key
Colour
Landmark
Underline
Direction
Bold
Movement
italics
This unit is inspired by and adapted from ‘Going places’ by Shelley Jenkinson, Deanmore Primary School, WA
© Education Services Australia Ltd, 2010
109
Landmark words
Buildings, places,
shopping centres,
three steps
grey, pebbled path
tall, brown, gritty ant hill
intersection
old rusty sign
castle.
field of beautiful blue
flowers
Direction words
Movement words
right
up
forward
onto
left
curving away to the left
straight
along
between
walk on until you come
north
turn to the left
south
travel through
west
move on
east
rock
northward
hole
castle
110
Words that direct us where to go
Vocabulary
Tick
Vocabulary
Over
Quarter turn
Near
Three-quarter turn
Up
Right
Down
Left
Go
Turn
Diagonal
Until
Forwards
Horizontal
Get to
Backwards
Vertical
Follow
Straight
Parallel
Route
Close to
Clockwise
Along
In front of
Anti-clockwise
Path
Behind
Rotate
Move
Between
45 degrees
Past
Around
90 degrees
On
Towards
180 degrees
Under
Away from
270 degrees
Direction
Half turn
360 degrees
As you learn the words tick
them off
Vocabulary
Tick
111
Tick
112
Sharyn SCHELL
113
114
Name of Session: Communication Styles
Presenter: Sharyn Schell
Overview: Exploring the use of Communication Styles (the three main ones include Assertive,
Passive, and Aggressive) and the way they are delivered (verbally and non-verbally) is a useful tool
in gaining greater understanding of the English language.
This session will be about the Communication Process (sender, receiver encode, etc) including
perceptions by individuals.
Participants will be involved in the role-playing of different Communication Styles, including the
Assertive, Passive and Aggressive styles. We will be looking at how these styles are
communicated through written, verbal and non-verbal (such as body language) methods.
Warm-up - perceptions
Brainstorming
Role play
Identification of communication styles (written, verbal, and non-verbal)
Graphic organizers
Values clarification techniques
Personal reflection strategies
Introduction to the main communication styles and how they are applied verbally and non-verbally
in English
An insight into the nuances of the English language
121
METHODOLOGY – COMMUNICATION STYLES
DEFINITIONS
Basic Message of Aggressive Behaviour is:
“This is what I think – you’re stupid for believing differently.
This is what I want – what you want isn’t important.
This is what I feel – your feelings don’t count.”
Basic Message of Non-Assertive Behaviour is:
“I don’t count – you can take advantage of me.
My feelings don’t matter – only yours do.
My thoughts aren’t important – yours are the only ones worthier listening to.
I’m nothing – you’re superior.”
Basic Message of Assertive Behaviour is:
“This is what I think.
This is what I feel.
This is how I see the situation.”
Read the following statements. Identify which is an example of being nonassertive, assertive, or aggressive?
a) “Just now, when we were talking about the house, I felt that you were
a bit disinterested.”
b) “Why are you always so disinterested in talking about the house?”
122
A Guide to Non-Assertive, Assertive, and Aggressive Communication Styles and
Behaviours
Non – Assertive
Assertive
Aggressive
Apologetic words.
Hidden or veiled
meanings. Hedging;
failure to come to the
point. Rambling,
disconnected. At loss
for words. Failure to
say what is really
meant. Eg. “Um, er,
ah” “I mean”, “you
know”
Actions instead of
words hoping someone
will guess what they
want. Looking as if
they don’t really mean
what they say.
Weak, hesitant, too
soft, sometimes
wavering, tends not to
‘speak up’.
Statement of wants.
Honest statement of
feelings.
Direct and firm
statements, which say
what is meant. E.g “I”
messages: “I
feel…because….and I
want…”
Active listening and
paraphrasing.
Attentive listening
behaviour, confident
manner,
communicative, caring
and strength.
Insults, abusive
Ridicule, make fun of
others
Tell others what to do
without asking them
Accusations, ‘put
downs’, ‘loaded words’,
statements that belittle
others. Blame and
label others, e.g “you”
messages
Exaggerated show of
strength. Flippant,
sarcastic style. Air of
superiority.
Firm, even, wellmodulated, well-paced.
Sometimes
spontaneous.
Eyes
Avoids looking directly
at another person
Looks down or looks
away
Open, direct, steady
gaze, might look away
sometimes. Eye
contact, but not staring.
Stance &
Posture
Lean for support, or
leaning back or moving
away; closed – arms
folded; stooped
posture; excessive
head nodding, not
square on to other
person, backing off.
Might keep their
distance from the other
person.
Fidgety, clammy
Well balanced, square
on; relaxed, open
posture, upright.
Tense, harsh, too loud,
too fast, shaky, cold,
‘deadly quiet’,
demanding, superior,
authoritarian.
Interrupting the other
person.
Expressionless,
narrowed; cold; staring,
not really ‘seeing’ you
or might ‘stare you
down’.
Hands on hips; feet
apart.
Finger wagging.
Still and rigid; invading
others personal space
– coming too close.
Verbal
Non-Verbal
Voice
Hands
Relaxed motions
123
Clenched; abrupt
gestures, finger
pointing, fist pounding.
Possible Risks and Benefits of Non-Assertive, Assertive and Aggressive Communication
Risks
Benefits
Possible conflict or irritation
Possibility of being misunderstood
Possibility of a change in the
relationship
Needs may be met
Self esteem is enhanced
Being listened to
Feeling in control
Feeling that you have power in the
situation
Respectful of the rights of others
Socially responsible
Over reaction
Screaming and yelling
Conflict
Losing respect
Being disliked
Destroy relationships – hurt others
Increased tension
Possible violence
Might ‘win’ in the short term
May appear to be strong and powerful
Relief at expressing pent-up feelings
Gaining attention
Possibility of gaining power
Possibility of success
Needs may not be met
Feeling lonely, ignored or frustrated
Feeling used and taken advantage of
May lead to illness
Avoidance of any conflict
Being seen to ‘be nice’ and easy to get
along with
Popular
Assertive
Behaviour
Aggressive
Behaviour
NonAssertive
Behaviour
124
“I” Language
“I” language is considered to be healthy and fair. It puts thoughts and feelings where they belong –
with the person who says them. Below are some examples of “You”, “We” and “They” comments
that have been changed into “I” language.
Before
“We don’t want to do homework”
“They ought to fix the road”
“You know how you get scared in the dark
sometimes?”
After
“I don’t want to do homework”
“I want the road fixed”
“I get scared in the dark sometimes”
Change the following into “I” Language
Write your responses underneath
1. Sometimes you get angry when you parents tell you what to do.
2. Why don’t we have a barbecue?
3. Is anyone feeling cold?
4. Why do we have to take notes all the time?
5. Can’t you keep your room tidy?
6. Do you think you might fall off that roof? Do you want to climb down now?
7. Why did you do that you idiot?
8. Maybe you would rather borrow the car some other night. The roads look a bit slippery
tonight.
9. Why do you have to be so noisy when I’m trying to work?
10. Do you understand what the teacher is saying?
125
Situations to Practice Making Assertive, Non-Assertive, and Aggressive
Responses
In pairs, role-play and/or respond in each of the three communication styles we have
been looking at. Be prepared to either read out aloud, or act out and speak each style.
The rest of us will have to work out which style you are responding in.
1. You are waiting to be picked up by a friend of the way to see a
movie. Your friend is half an hour late and you are annoyed because
you have missed the beginning of the film.
Your friend says casually, “Hi, sorry I’m late, the time just slipped by.”
You say:
2. You are at an appointment with your doctor, and have been given
some medicine. You ask the doctor what sort of medicine it is and if
it has any side-effects.
The doctor says “Don’t worry about that dear, just take it three times a
day until they are all gone.”
You say:
3. You lent a book to a friend about two months ago, and have phoned
twice to ask for it back. You run into them in the shop, and ask for
the book to be returned by Saturday.
She says “Oh, don’t worry, I’ll bring it back sometime I guess…”
You say:
126
Body Language
Have each of the following body language postures written on a card/slip of paper.
Each person takes one out of a hat. They must then take that posture when it is their
turn. The rest of the class to identify what the body language is saying.
2. Hands open, arms
reaching towards
somebody
1. Slumping/slouching in
a chair
3.
5.
Sitting upright on the edge
of a chair
4. Pacing up and down
Sitting leaning towards
somebody
6.Standing or
sitting still
7. Sitting with arms folded,
and legs crossed
8.
9. Sitting with hands and arms
relaxed and legs comfortably
resting
10. Wringing and twisting
the hands
11. Hands clenched tight
into fists
12.
Fiddling with
keys, pencils
13. Leaning back on a chair
14. Sitting still, relaxed and
looking at somebody
with hands behind head
127
Shrugging shoulders
Physical setting
Messages are also communicated through the room, furniture, and where people are in
relation to each other. Activity as above – in a hat, each pair pulls one out. As a pair,
they are to role-play their scene. The rest of the class will discuss what style of
communication is being demonstrated. Alternatively, write down what messages are
being indicated.
1. One person sitting on a
chair higher up than the person
they are talking to (sitting on
a lower chair)
2. Somebody sitting
behind a desk talking to
somebody in front of the
desk
3. Somebody standing
talking to somebody
who is sitting
4. Two people sitting
side by side talking
5. Two people sitting,
facing each other but are at
least 3 metres apart
6. Two people sitting, facing
each other but are so close
their knees are nearly touching
7. Two people walk
towards each other until
they are close enough to
carry on a conversation
with them comfortably
8. Somebody sitting at their
desk, talking to somebody
alongside of them, at the
same desk. A third person
sits opposite them.
Is there an ideal distance which makes talking easy?
128
Differentiating Between Aggressive, Assertive and Non-Assertive Responses
Study each of the responses in the following situations. In the boxes provided, indicate
whether the responses (a, b, c, etc) are Aggressive, Assertive or Non-Assertive.
Situation 1
Your maths teacher has just given you the last 10 minutes of class to work on
your homework for tomorrow. You don’t understand the work.
a) One student just sits there, does not do the problems, and
doesn’t ask for help.
b) Another student says in a low voice: “I hate maths. I’m not
doing it.”
Teacher: “What did you say?”
c) Student: “You don’t explain anything. You never help us. You
just expect us to know everything.”
d) A third student walks up to the teacher’s desk. “Sir, could you
help me? I don’t understand how to do this work.”
Situation 2
You are at a party. Your parents told you to be home by midnight. It’s nearly
midnight now and you should be leaving. Your boyfriend says to you “Let’s stay.
We’ve never been late before. Your parents won’t care.”
a) “Get lost, I’ll find my own way home.”
b) “I suppose it would be okay”
c) “If you don’t take me home right now, you take this bracelet you
gave me and shove it!”
d) “I did tell my parents I’d be home by 12.00. I want them to
continue to trust me. The party is great, but I think we’d better
go.”
129
Situation 3
You are at a party and have had enough alcohol to drink. Two friends are
encouraging you to drink more. You have refused their offers. They are
pressuring you to continue drinking.
a) Your friends say “Oh come on, have another one, drink up and
enjoy yourself – don’t be boring!”
b) You shout back your reply “I told you I didn’t want any more to
drink – just leave me alone!”
c) “Oh…okay, I suppose so. Just one more.”
d) “No thanks, I definitely don’t want any more to drink. I’ve had
enough.”
Situation 4
Susan and Vicky are friends. Vicky likes John but he doesn’t know it. Susan thinks
it would be really good if John found out because then he and Vicky could get
together. Susan starts telling everyone. Vicky finds out Susan is telling everyone
and is upset.
a) Vicky just stops hanging around with Susan.
b) Vicky says “You’ve been telling everyone I like John. What a
dumb thing to do.”
Susan says “I was only trying to help.”
d) Vicky replies “I don’t need your help and your big mouth
blabbing around school.”
e) Vicky says “Susan, I’ve heard you’ve been telling people I like
John. If it’s true, I wish you would stop. It’s really embarrassing
to me.”
130
Sort these words/phrases into three (3) columns – Assertive, Aggressive and Non-Assertive
BOLD
ANGRY
RESPECTFUL
BULLY
DISHONEST
MANIPULATIVE
WHINING
DESTRUCTIVE
HONEST
DIRECT
RESPONSIBLE
STEADY
HUMBLE
EQUAL
POLITE
POSITIVE TANTRUM
HOSTILE LETHARGIC
COMPLIANT
SHY
CRYING
DEMANDING
BOSSY
SILENT
LOUD
THREATEN
SARCASTIC
“I CHOOSE NOT
TO…”
“I
WON’T…”
“I
CAN’T…”
SHRUGGING
SHOULDERS
ARMS
FOLDED
STARING
SHOUTING
INSULTING
“I
LIKE…”
“YOU’RE
STUPID!”
HESITANT
“I
MEAN…YOU
KNOW…”
“YOU’RE
DUMB!”
UNCERTAIN
SHAKY
WAGGING A
FINGER
POINTING
HANDS
CLENCHED
INTO FISTS
RELAXED
SLUMPED
IN A CHAIR
“YOUR BIG
MOUTH…”
“I
THINK…”
SCREAMING
CALM
STEADY
RIDICULE
YELLING
131
Communication Exercise
With a partner, sit back-to-back. One of you has a piece of paper on it on which you have drawn
the following three shapes in any design / any way on your piece of paper you wish. Do not
show your partner your drawing!!
Sitting back-to-back, you must communicate with your partner and have them draw exactly the
same shapes, same sizes, in same design, as the one you have drawn without you looking at
what they have drawn, and they must not see what your picture is like!! You must speak only in
English, however!! You have 10 minutes.
132
Name of Session: Dilemma Solving
Presenter: Sharyn Schell
Overview: In Health Education, decision making is a process or series of steps by which one
chooses between two or more solutions to a problem, or dilemma. Participants will use this
methodology to solve some typical health related issues which may occur in either Australia or
South Korea. Preliminary activities will be based on feelings (emotional intelligence) and
values clarification techniques, as decisions are made based on a person’s feelings and values.
(Note: if there is only one possible solution, a decision is not being made.)
Using samples of problems or dilemmas, participants will be guided through the processes
involved in decision making. This includes gaining an understanding of emotions or feelings
and values clarification techniques. Work will be done in both small and larger groups, with
plenty of discussion encouraged.
Warm-up
Brainstorming
Graphic organizer – A-Z chart
Values clarification techniques
Dilemma Solving method (POOCH)
To focus on the dilemma solving method (POOCH)
Introduction to emotional intelligence, feelings, values clarification
115
Identifying Feelings
Here are some faces and a list of words to describe feelings.
Use the words below and write them under the appropriate faces above.
Happy
Nervous
Innocent
Miserable
Thoughtful
Bored
Lazy
Puzzled
Sick
Worried
Greedy
Angry
Thoughtful
Add some more words which describe feelings, using the A-Z chart below. Aim for at least one
feeling word for each letter.
A
Anxious
N
B
O
C
P
D
Q
E
R
F
S
G
T
H
U
I
V
J
W
K
X
L
Y
M
Z
Quarrelsome
Unloved
Now, sort the words from your A-Z list into the following two (2) categories.
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Words describing Negative feelings
Words describing Positive feelings
Values Clarification Exercises
What is the difference between Values and Attitudes?
Values
Develop over time
Often we hold them for life
Are about ideas and feelings
Are feelings about how we should behave
Attitudes
Develop quickly
Can change quickly
Are about things
We may adopt the attitudes of our peers in order
to ‘belong’
Are not necessarily our own
Are owned by us
A list of qualities people may value
1. Circle the five qualities you value the most or feel most strongly about. Add your own if
you feel there are some missing.
Acceptance
Beauty
Belonging
Caring
Cooperation
Courage
Dependence
Courage
Efficiency
Equality
Excellence
Freedom
Friendliness
Happiness
Health
Honesty
Independence
Knowledge
Leadership
Loyalty
Obedience
Order
Peace
Persistence
Physical activity
Positive attitude
Respect
Responsible
Security
Sharing
Success
2. Place the letter P besides the values you think your parents would feel most strongly about.
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3. Place the letter C besides the values you think your community where you live would feel
most strongly about.
4. Place in rank order (number them 1, most important to you, to 5 the least important to you).
5. Discuss with your neighbour reasons for your selections.
Decision Making Model
Identifying the issue
Family
Media
Friends
Information gathering
Community
Personal values
School
List all possible alternatives
Predict and consider consequences of each alternative
Choose (decide) on the most suitable alternative
Making and acting on the decision
Reflecting on a decision
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POOCH Problem Solving Method
PROBLEM
CHOICE
(Issue or dilemma)
(Who owns the problem?)
OPTIONS
OUTCOMES
(What to do?)
(Consequences)
(Positive & negative)
My decision is:
……………………
……………………
……………………
…………………...
Because
……………………
……………………
……………………
……………………
P
O
O
C
H
Problem
Options
Outcomes
Choice
How did it go?
Feelings Faces – to show how you feel. Add more faces if desired.
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Sample Dilemmas or Problems
1. A large multinational company has recently built a huge factory to make
plastic products near your home. There are many small children who like to
play in the area, especially around the banks of the small river that passes
through the town near the factory. The water in the river is now looking dirty,
and many fish seem to have died and are floating on the water. You are really
concerned about the possible health risks to the children but don’t know what
to do. You would like to sell your home and move elsewhere, but no one
seems to want to buy or live in the area anymore.
2. All my friends wear really trendy (fashionable) clothes, but my parents can’t
afford to buy them for me. I feel embarrassed about the clothes I wear. What
can I do?
3. A work colleague of mine is drinking alcohol frequently, and can’t seem to
stop at just a few drinks. I am very worried about them, because they are
making many mistakes at work and I have to cover up his errors, which is
affecting my work. I worry that something really bad could happen to him, or
others, at work. They are also becoming very rude and angry all the time and
work is not enjoyable anymore when they are there. They might lose their job
because now they’re starting to have too many days away sick. What should I
do?
4. A friend of mine has recently started stealing things from others in our class.
We have tried to speak to her about it but she denies it every time. Should we
attempt to help her or simply not have anything more to do with her?
5. My best friend is keen to become a model so she is really careful about the
type and amount of food she eats. Lately she hasn’t eaten any food at school
and she told me she’s been vomiting a lot. Someone said she might be
anorexic. What does this mean? What can I do to help her?
6. Make up your own Dilemma or Problem
Useful websites
http://eqi.org/fw.htm - list of feeling words, information about emotional intelligence
http://www.thirteen.org/edonline/adulted/lessons/lesson10_activities.html - series of
activities about values clarification
http://www.globaleducation.edna.edu.au/globaled/go/engineName/filemanager/pid/18
34/consequences_chart.pdf?actionreq=actionFileDownload&fid=12457
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Janet SCHILLING
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Name of Session: Magic Beach
Presenter: Janet Schilling
Overview
Magic Beach by Alison Lester is a true Australian classic. Imagine a beach where adventure begins;
this workshop takes you on such a journey.
Description of the Session
The session will begin with participants listening to the story Magic Beach. Several pages of the
book will be examined with a series of questions to gain an understanding of the context. Language
will be introduced as the discussion evolves. On a large sheet of paper we will brainstorm ‘What
will we take to the beach’? ‘What will we do at the beach?’ and ‘What imaginary things did you see
at the beach?’
Participants will then listen to the song, I Don’t Like To Burn and learn the words and actions.
Using the book Magic Beach the focus will then be on identifying the verbs. We will look at what
action is happening in the water and on the beach and then highlight all the verbs in the text.
Participants will be introduced to the leafy sea dragon and work in small groups. Each group will
have a different section of the imaginary text and picture for discussion and to develop ideas for
how they could create some of imaginary activities with their own class.
Participants will share within their small group and then with all participants. Ideas for Art activities
will follow.
Strategies/Teaching Methodologies/ Teaching Activities
 Listening to a story
 Viewing and discussing pictures
 Brainstorming ideas
 Learning words and actions for a song
 Identifying verbs
 Small group work and then sharing with the whole group
Teachers will have:
 Explored Magic Beach
 Practiced their listening, speaking and singing skills
 Revised or learnt to use brainstorming technique
 Focused on identifying verbs
 Developed imaginative ideas to stimulate creativity
JSchilling_Sess1_MagicBeach
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1 /5
Magic Beach – verbs
surfing
splashing
jumping
shrieking
laughing
thundering
racing
plunging
prancing
tossing
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2 /5
fading
digging
building
spitting
charging
peering
darting
riding
creeping
looking
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3 /5
paddling
drifting
watching
struggling
thrashing
crashing
fighting
signalling
hauling
stealing
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4 /5






Leafy Sea Dragon It is only found in the sea on the southern coast of Australia. The leafy sea dragon looks like seaweed and it uses this as camouflage. It can change its colour. The leafy sea dragon moves slowly. The favourite food of the leafy sea dragon is sea lice which it sucks up by with its long snout. The leafy sea dragon lives among rocky reefs, seaweed beds, seagrass meadows. JSchilling_Sess1_MagicBeach
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5 /5
Name of Session: Bilby Moon
Presenter: Janet Schilling
Overview
The Bilby is a very special Australian animal. This workshop introduces the Bilby and the
creatures she meets in her search to discover what has happened to the moon. Bilby Moon is a
children’s book written by Margaret Spurling and illustrated by Danny Snell.
Participants will listen to the story Bilby Moon, followed by discussion. We will focus on the
Australian animals, their habitat and the phases of the moon. Participants will be asked to
discuss the problem solving strategy and the cooperative responses throughout the story.
Participants will work in groups of four matching Australian animals and texts. This will be
followed by group discussion and reading of the text. Each group will then align the
Australian animals and the phases of the moon to the story. A play using scripts will then be
performed with participants having the opportunity to play a variety of roles. The final
activity will be the creation of a collage with a Bilby, moon and stars.
Strategies / Teaching Methodologies / Teaching Activities
 Listening to a story in English, to other participants and to a play
 Problem solving and cooperative strategies
 Working in a group matching and sequencing activities involving analysing,
listening, explaining and sharing ideas
 Performing a play using scripts
 Creating a collage
Outcomes for Teachers
Teachers will have:
 Greater knowledge about Australian animals and their habitat
 Ideas for problem solving and cooperative activities
 Opportunities to practise listening and speaking skills including performing in a play
 Ideas for matching and sequencing activities
 Ideas for art
JanetS_Sess2_Bilby Moon 140
1/8 
It is a marsupial and it has a pouch.

It lives in a burrow, which it digs,
about 2 metres deep.

Its eyesight is poor but it can hear and
smell very well.

Its food includes seeds, spiders,
insects and their larvae, bulbs, fruit,
fungi and small animals.

It lives in the dry desert areas of
Australia.

It has big eyes and a long tail which is
tufted at the end.

It digs a burrow about 1 metre deep to
live in.

It is a nocturnal animal and sleeps
during the day to stay out of the heat.

It lives in red sand dunes in Western
Australia.

It is small with a long tail.

It lays eggs.
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JanetS_Sess2_Bilby Moon 2/8 
It has sharp spines instead of fur.

It has a long snout with a very good
sense of smell.

It catches and eats termites with its
long, sticky tongue.

It is the only mammal that lays eggs.

It lives under the ground for almost
all of its life.

It eats worms and other insects that
burrow into the ground.

It is blind.

It has strong front feet like spades for
digging. 
It is usually bright green but it can
change to a darker green.

It eats spiders, crickets, lizards, other
frogs and cockroaches.

It likes to live in cool damp places.

It lays eggs which float in a group on
the top of still water.
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JanetS_Sess2_Bilby Moon 3/8 
It is the smallest Australian owl.

It can eat moths, beetles, spiders,
crickets, mice and small bats and
birds.

It makes its nest in a tree hollow.

It hunts for food at night and rests in a
tree in the daytime.
Bilby
Hopping Mouse
Sand Dragon
Echidna
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JanetS_Sess2_Bilby Moon 4/8 Mol
Boobook
Owl
Green Frog
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JanetS_Sess2_Bilby Moon 5/8 145
JanetS_Sess2_Bilby Moon 6/8 New Moon
Waxing Crescent
First Quarter
Waxing Gibbous
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JanetS_Sess2_Bilby Moon 7/8 Full Moon
Waning Gibbous
Last Quarter
Waning Crescent
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JanetS_Sess2_Bilby Moon 8/8 Christine THOMPSON
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Name of Session: My Place –identity and belonging
Presenter: Christine (Chris) Thompson
Overview: National identity, a sense of place and belonging are cultural
characteristics which Australians and Koreans share. The session will identify and
explore Australian and identity and values in 4 well known Australian poems and
songs from the past and present. Participants will then explore a range of texts that
convey ideas about Australian identity and draw on their own cultural knowledge.
Participants will begin the session by considering concepts of place and identity and
national values. Then through reading, listening, analysing and discussing some
famous Australian poems, participants will identify and explore aspects of Australian
identity. Using their developing understandings about Australia, participants will then
explore some Australian images, including postage stamps, postcards and
advertisements and some national values promoted in these.
o
The emphasis in the first part of the session is on reading and
comprehension of poetic language and how emotions and national pride
are conveyed in poems and songs.
o
The emphasis for the second part of the session is on the analysis of
persuasive language in a range of texts. Participants will apply this
understanding to create a text e.g. advertisement about Australia that will
appeal to Koreans. The session ends with a discussion about how the
strategies could be adapted for the teachers’ own classrooms and contexts.
Participants will be involved in: drawing on personal experiences; working
collaboratively in pairs or small groups; reading, listening and discussion activities;
poetic language, poetic structures and grammar analysis, understanding Australian
vocabulary in written language; analysis of images and symbols in advertising.
Participants will demonstrate their learning in several ways: drawings, diagrams or
symbols; spoken language or dialogue; exploring and sharing ideas; and developing
spoken and written texts; writing in a persuasive style using the texts and models
provided.
Participants develop insights into ways of recognizing shared human experiences and
national characteristics and values in texts. They evaluate how these can be drawn
upon to help students to recognise and explore persuasive texts that appeal to national
pride. Participants also develop deeper understandings of a text’s structure eg poetry
and persuasive language strategies and how to support students to analyse a text and
use it as a model for writing persuasively.
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Unit 2: My place – identity and belonging
Introduction
In this unit we explore the spaces and places that we inhabit.
We also explore how we think and write about them for others to read, view, hear,
consider and evaluate.
Activity 1: A childhood space.
Draw a place that was important to you during your childhood.
Reflection on Activity 1: An important childhood space
1.
2.
3.
4.
How was this space important to you when you were young?
Is this space still important to you? Explain why/why not.
Is the space connected to your identity? Explain.
How is the space important to your sense of belonging?
Activity 2: Homeland: national space and identity
Draw a map of Korea from memory. Write a short description placed ‘inside the
coastline and borders’ of the map about what it means to you to be Korean and to live in
South Korea. What (things) do you value?
Activity 3: Australia and Korea - exploring national identity and values
1. What national characteristics do we appear to share? How do we know?
2. What national values do we appear to share? How do we know?
3. Are these customs or values? Are they visible or invisible?
Activity 4: Australian icons - Stamps
What kinds of things do you normally find on stamps?
1.
What kinds of things do you see on the Australian stamps provided and the posters
on display? Group these and make lists of different types of images.
2.
Choose one that appeals to you more than others. Why do you like it more than
others?
3.
Why do you think the subject was chosen for the stamp? What kinds of subjects
appear on your country’s stamps?
4.
Compare Korean stamps with Australian stamps. What is similar? What is
different? Suggest reasons for similarities and/or differences.
5.
How do stamps advertise what a country regards as important?
[Australian stamps examples provided as a separate handout]
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Iceberg of Culture model
Activity 4: Using Australian texts to explore Australia’s national identity.
In the four poetry texts which follow, three are songs. They all reveal something about
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Activity 5: Australia: national identity and values
a) Example one: National Anthem-‘Advance Australia Fair’ (song/poem)
ADVANCE AUSTRALIA FAIR
Australians all let us rejoice,
For we are young and free;
We’ve golden soil and wealth for toil;
Our home is girt by sea;
Our land abounds in nature’s gifts
Of beauty rich and rare;
In history’s page, let every stage
Advance Australia Fair.
In joyful strains then let us sing,
Beneath our radiant Southern Cross
We’ll toil with hearts and hands;
To make this Commonwealth of ours
Renowned of all the lands;
For those who’ve come across the seas
We’ve boundless plains to share;
With courage let us all combine
To Advance Australia Fair.
In joyful strains then let us sing,
By Peter McCormick, 1984, Scotland
Vocabulary: definitions of words
anthem: a solemn and serious hymn of praise
girt: surrounded
Commonwealth: a group of states or countries that have a shared interest
National Anthem of South Korea - English Translation
1. Until the East Sea's waves are dry, (and) Mt. Baektusan worn away,
God watch o'er our land forever! Our Korea manse!
CHORUS :
Rose of Sharon, thousand miles of range and river land!
Guarded by her people, ever may Korea stand!
2. Like that Mt. Namsan armored pine, standing on duty still,
wind or frost, unchanging ever, be our resolute will.
3. In autumn's, arching evening sky, crystal, and cloudless blue,
Be the radiant moon our spirit, steadfast, single, and true.
4. With such a will, (and) such a spirit, loyalty, heart and hand,
Let us love, come grief, come gladness, this, our beloved land!
Lyrics by: Yun Ch'i-Ho or An Ch'ang-Ho
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b) Example two: ‘Waltzing Matilda’ – unofficial national anthem (song/poem)
WALTZING MATILDA
Once a jolly swagman camped by a billabong,
Under the shade of a coolibah tree,
And he sang as he watched and waited till his billy boiled,
You'll come a waltzing Matilda with me.
(chorus)
Waltzing Matilda, Waltzing Matilda,
You'll come a waltzing Matilda with me,
And he sang as he watched and waited till his billy boiled
Down came a jumbuck to drink at that billabong,
Up jumped the swagman and grabbed him with glee,
And he sang as he shoved that jumbuck in his tucker bag
(chorus)
Waltzing Matilda, Waltzing Matilda,
You'll come a waltzing Matilda with me,
And he sang as he shoved that jumbuck in his tucker bag
Up rode the squatter mounted on his thorough-bred,
Down came the troopers, one, two, three,
Whose is that jolly jumbuck you've got in your tucker bag?
(chorus)
Waltzing Matilda, Waltzing Matilda
You'll come a waltzing Matilda with me
Whose is that jolly jumbuck you've got in your tucker-bag?
Up jumped the swagman, sprang in to the billabong,
You'll never catch me alive said he,
And his ghost may be heard as you pass by that billabong
(chorus)
Waltzing Matilda Waltzing Matilda
You'll come a waltzing Matilda with me
And his ghost may be heard as you pass by that billabong
By A.B. (‘Banjo’) Paterson
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Vocabulary: dictionary meanings of words
swagman: travel from place to place, with no fixed home, and carrying possessions (food,
bedding) rolled up in a bundle
billabong: a pool of water, left behind after a flood; or a branch of a river
coolabah: a type of Eucalyptus tree found across central and northern Australia
billy: (billycan), a tin or enamel cooking pot with a lid and wire handle, for use outdoors
jumbuck: sheep
tucker bag: container of food
squatter: a sheep farmer
troopers: policemen on horses
c) Example three: ‘My Country’ by Dorothea MacKellar (poem)
The poem is part of the Australian Bush poetry tradition and was published in 1904. It has been
a favourite poem for over a century. The second stanza (paragraph of poetry) is the most well
known by Australians.
MY COUNTRY
The love of field and coppice, of green and shaded lanes,
Of ordered woods and gardens is running in your veins.
Strong love of grey-blue distance, brown streams and soft, dim skiesI know but cannot share it, my love is otherwise.
I love a sunburnt country, a land of sweeping plains,
Of ragged mountain ranges, of droughts and flooding rains.
I love her far horizons, I love her jewel-sea,
Her beauty and her terror- the wide brown land for me!
The tragic ring-barked forests, stark white beneath the moon,
The sapphire-misted mountains, the hot gold hush of noon.
Green tangle of the brushes where lithe lianas coil,
And orchids deck the tree-tops, and ferns the warm dark soil.
Core of my heart, my country! Her pitiless blue sky,
When, sick at heart, around us we see the cattle die But then the grey clouds gather, and we can bless again
The drumming of an army, the steady soaking rain.
Core of my heart, my country! Land of the rainbow gold,
For flood and fire and famine she pays us back threefold.
Over the thirsty paddocks, watch, after many days,
The filmy veil of greenness that thickens as we gaze.
An opal-hearted country, a wilful, lavish land All you who have not loved her, you will not understand Though earth holds many splendours, wherever I may die,
I know to what brown country my homing thoughts will fly.
Written By Dorothea MacKellar (1885-1968) in 1908
Vocabulary: dictionary meanings of words
coppice: an area of undergrowth and small trees, grown in order to be cut back regularly
opal-hearted: image that compares a heart to the gem opal which has many sparkling colours
depending on the light and angle
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d) Example four: ‘I Still Call Australia Home’ (song)
I STILL CALL AUSTRALIA HOME
I've been to cities that never close down
From New York to Rio and old London town
But no matter how far or how wide I roam
I still call Australia home.
I'm always travelling, I love being free
And so I keep leaving the sun and the sea
But my heart lies waiting over the foam
All the sons and daughters spinning 'round the world
Away from their family and friends
But as the world gets older and colder
It's good to know where your journey ends.
And someday we'll all be together once more
When all of the ships come back to the shore
I'll realize something I've always known
But no matter how far or wide I roam
I still call Australia, I still call Australia, I still call Australia home
But no matter how far or wide I roam
I still call Australia, I still call Australia, I still call Australia home.
By Peter Allen, written and performed in 1980.
Discussion Activity: Work in 3 groups - A, B, C - to examine the following
questions:
Group A: Compare the four poems:
1. Rank (order, list) the four poems/songs from oldest (1) to most recently
written (4)
2. Which lines do you think might be easy to learn? Explain why.
3. What structural features do the poems/songs appear to have in common?
(Example, number of lines in a stanza) Make a list/draw up a chart.
Group B: Look closely at one poem: (your group will be allocated to one poem)
1. Look at the structure of one poem/song. How can you tell that it is a poem or
song? For example, look for the title, number of stanzas, chorus, repetition,
rhyme patterns, punctuation, sound devices, imagery, figurative language.
What did you find?
2. What emotions are expressed? How is language used to convey emotions in
the poem?
3. What story is told in this poem? Think about:
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o Who is the main character?
o What is the setting?
o Who tells the story?
o What happens?
o How does the story end?
4. What story about Australia does the poem tell? Whose story is told? For
example, is it the story of one person, or is it the story of a group of people, or
a whole national group? What individual Australian characteristics are
mentioned?
5. What is the overall theme or key idea expressed?
Group C: After comparing the 4 poems:
1. What national characteristics or activities do the poems/songs appear to
describe and celebrate? List examples and classify eg landscape, significant
events, human traits or qualities.
2. What national values are repeatedly mentioned and praised? List examples.
3. What songs or anthems do you celebrate in South Korea? What similarities
and differences do you notice between the two countries’ national
songs/poems?
NOTE: The chart below has examples of figurative language often used in poetry:
Language feature
alliteration
Definition
repetition of the first sound in a phrase,
for example, ‘Around the rugged rocks the ragged rascal ran’
free verse
non-rhyming poetry which sounds more like speech
image
a mental picture or representation, for example, ‘my mind is a labyrinth
(maze)’ or ‘the cat weaves around the owner’s feet’
metaphor
When one thing is said to be something else, for example, ‘my friend is a
tower of strength’ or ‘the words were stored in the treasure chest of my
memory’
mood
the feelings expressed in the poem to suit the meaning, for example, ‘I
wandered lonely as a cloud’
personification
description of non-living things as if they are alive like people or animals,
for example, ‘the unkind mirror’ or ‘the wind roared’
repetition
use of words more than once for emphasis or effect, for example, ‘The ice was
here, the ice was there, the ice was all around’
rhyme
the use of the same sounds within or at the ends of lines of verse, for example,
around, aground; platter, matter
simile
a comparison between two things using ‘like’ or ‘as’, for example, ‘the game
was fought like a battle’ or ‘eyes as deep as pools’
Activity 6:
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Exploring Australia’s national identity through advertising, images (icons)
and souvenirs
In this section of the unit we explore:
o The kangaroo as an Australian symbol in advertising
o Patriotism in advertising - Qantas television commercial
o Slogans and jingles in advertising
o Old ads(advertisements) and new ads (Telstra)
o Making a new Australian advertisement that will appeal to South Koreans
o Australian icons- stamps and souvenirs
Advertising is everywhere - radio, television, internet, magazines, signs, mobile phones.
Advertising often reflects the values and lifestyle of the time when they were made.
Australian advertisements in written form appeared soon after the First Fleet arrived in
1788.
Over the last two hundred and twenty years, advertisers have influenced people to spend
their money and also to think in particular ways and experience particular emotions
about Australia.
An Australian symbol
- the kangaroo
One of the most recognisable and favourite Australian symbols is the kangaroo.
It is associated with Australian plants and animals and is therefore is seen as a symbol of
our natural heritage.
It was used to advertise tea in 1900.
It was used on Australian postage stamps and money (eg metal coin - the penny) and as
symbols associated with various sports over the years.
From 1944 onwards the flying kangaroo has been associated with the Qantas airlines,
the national carrier.
o Look at the examples of Qantas flying kangaroo logos. Why do you think the
symbol has changed over time between 1944 and 2009?
o Do you think that kangaroos symbolise the same things to Australians as for
people from outside Australia? Explain your opinions.
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o What animal symbols are used by your country to represent your nation or
national characteristics? Why do you think your country uses animal symbols in
this way?
Advertisements with slogans or jingles that stay in your head
Many successful advertising campaigns have something that becomes part of a country’s
collective memory. It might be a short song or jingle that relies on a poetic device such
as repetition, rhyme, rhythm, alliteration or onomatopoeia, puns, humour or a surprise
to affect people’s emotions.
(A jingle is a memorable slogan, set to an engaging melody, mainly in advertising on
radio and television commercials)
Products become icons if they are strongly associated with a place or a way of life. When
this happens, a product seems to have a broader meaning and significance for people
than such a product would normally have.
Food advertising:
1. Aeroplane Jelly
‘I like Aeroplane Jelly, Aeroplane Jelly for me.
I like it for dinner, I like it for tea,
A little each day is a good recipe!
The quality's high, as the name will imply,
It's made from pure fruit - one more good reason why
I like Aeroplane Jelly, Aeroplane Jelly for me!’ (song)
(The Aeroplane Jelly jingle was first heard on radio in 1938)
2. Vegemite
‘We’re happy little Vegemites as bright as bright can be,
We all enjoy our Vegemite for breakfast, lunch and tea.
Our mummies say we’re growing stronger every single week,
Because we love our Vegemite,
We all adore our Vegemite,
It puts a rose in every cheek.’ (song)
(The Vegemite jingle has been popular since 1954)
3. Minties
‘It’s moments like these you need Minties’ (song)
(Minties were invented in 1922 and sold to consumers by a company in Sydney. They were
made in New Zealand until 2009 when Cadbury announced they were moving production to
Thailand.)
Car advertising:
Holden
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‘We love football, meat pies, kangaroos and Holden cars…’ (song)
Notes: This advertising jingle from the
1970s was based on the American
Chevrolet campaign, ‘baseball, hot dogs,
apple pie and Chevrolet’. To match the
Australian lyrics, the television
advertisement features Australian cultural
icons (the kangaroo, koala and meat pie) in
a montage of quick shots. Although many of
the icons flash by quickly, shots of Holdens driving and parked in a variety of locations are held
longer so that, even without the explanatory jingle and voice-over, the images make clear that
this is an ad for cars and not an Australian tourism campaign. Also, the ad shows a carefree and
fun-loving Australia and the jingle aims to appeal to the audience’s sense of patriotism. If you
don’t love football, meat pies, kangaroos and Holden cars, you’re not truly Australian. (Although
targeting the mainstream, the ad actually describes one specific social sector and does not reflect
the diversity of the nation at the time).
Vocabulary: dictionary meaning
patriotism: love of one’s country
Activity: Analysing the slogans/jingles
Discuss and answer the 7 questions which follow:
1. What language devices do you notice being used in these expressions that may have
helped to make them famous over many years and to become part of everyday Australian
language and knowledge? For example, which of the following devices were used?
Language devices (Place a tick alongside if you think it was used in any of the ads)
repetition
rhyme
rhythm
metaphor
punctuation
contraction (shortened word)
list of items
name of product or brand
name recognisable Australian flora or fauna
break rules for spelling
break rules for layout of words
break rules for punctuation
2.
3.
4.
5.
What emotions do each of these ads appeal to?
Who is the target audience?
How do the tunes help make the ads interesting, amusing, enjoyable to audiences?
Why do you think they have become popular and lasted for so long?
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6. What do these ads say about Australia to people who live outside Australia?
7. Which ad do you like best? Why?
Writing and responding (Sample assessment activities for Australian students)
Choose one task from the seven (7) choices provided:
1. Develop a script for a 30 second ad for Australian radio
2. Create 30 sec ad for Australian television
3. Create a magazine ad-you choose the type of Australian magazine
4. Select a print or multimedia ad currently seen in South Korean media advertising or
from the choices provided. Present a brief description of the ad, identifying the image,
slogan, characters, storyline and your comment son its effectiveness
5. Use a souvenir of Australia as the basis for an Australian ad in print or multimodal
media.
6. Working in pairs, produce a new jingle for an Australian or South Korean product.
Prepare a script. Perform it for the class.
7. Use one of the pictures provided as the starting point for an ad about Australia that
Koreans would find interesting and appealing. (see handout)
ADVERTISING TECHNIQUES
Self-image
What self image does the consumer (target audience) have? Examples are:
 athletic
 fun loving
 seeks a healthy lifestyle
 male/female
 likes to identify with famous people
 influenced by statistics and research
 individual rather than group orientated
 adventurous
 confident or outgoing
 protective towards younger or weaker people.
Gaining attention
The ad needs to have:
 a headline that attracts you by making you laugh
 interesting graphics showing the product you like or want
 an interesting or colourful layout.
Structure or physical layout
Include:
 use of headlines, graphics
 text or body of the ad which provides information and persuasive messages such as
making a promise or a claim about the product, offering help
 use of an identifying logo
 repetition of words or ideas to reinforce information and impact
 variation of print size
 placement or positioning of text and images on the page.
Techniques of persuasion
Include:
 persuasion techniques including appeal to emotional needs and instincts such as fear or
belonging
 use of emotional and persuasive words connected with positives about the product
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




use of repetition of sounds to create a pleasant effect such as rhymes and alliteration for
example ‘Riley’s ready, reliable relief, provides comfort beyond belief’
use of the word ‘you’ to involve the reader
repetition of ideas to reinforce message
use of slogans
use of statistics to create impression that research results prove the value of the product.
Reflection
In this unit of work we explored the spaces and places that we inhabit and how they give us a
personal and national identity, using Australia as an example.
We also explored how we think and write about these places and spaces for others to
read, view, hear, consider and evaluate.
The learning process
This framework will help you assess your learning for this unit of work.
Information/analysis
I have done it
• I completed the work
• I used skills of listening, speaking, reading,
writing, viewing, thinking
• I analysed a range of text types and responded in
different ways
• I communicated my ideas using clear language
Application of knowledge
I understand it
• I can link the information to the real world
• I can make connections between texts and
compare and contrast ideas
• I can explain to someone else, or discuss ideas,
expressing them in my own words
• I can use the knowledge and information in new
situations
Evaluation of learning
I can make judgements about my learning
• I can appreciate and judge the value of ideas,
both mine and others’
• I can recognise the way language is used and
presented to affect meaning
• I can discuss and debate issues, using
information from my learning as backup
• I can assess how well I am doing and identify
strengths and weaknesses
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Name of Session: Life Patterns
Presenter: Christine (Chris) Thompson
Overview: Patterns are everywhere in every culture. The session will identify and
explore some common patterns in people’s lives. Participants will investigate how
English language patterns can be used to describe human experiences. Patterns in
pictures, when used in combination with language, provide powerful and creative
expressions of human experience.
Through reading, viewing, talking, listening, describing, analysing, imagining and
writing in a range of short activities, participants will identify and explore how patterns
influence our lives. Then participants will read and analyse an Australian picture book
which uses the familiar structure of the English alphabet as a way of telling the author’s
illustrated story of her Australian childhood. Using their understanding of the book’s
structure, its language and visual patterns, participants will then apply this model of
autobiographical writing to develop their own autobiographical and biographical
writing skills. Work will be done in both small and whole class groups, with plenty of
discussion encouraged.
Warm-up/introductory activities
Brainstorming
Using graphic organizers and visualizing strategies
Reading comprehension skills
Comprehension-literal and inferential understandings
Vocabulary development
Explicit teaching about punctuation, grammar, sentence construction and paragraphing
Understanding the contrast between biography and autobiography
Ideas for practising English skills related to life writing
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Part 1: Introductory activities
Patterns in your life
The activities which follow will help get you thinking about the patterns in your life.
Be prepared to discuss your responses.
(a)
Identifying patterns
Look around you in the classroom. What patterns do you see? Make a list.
(b)
Describing patterns
Choose one of the 9 shapes in the group shown above. Describe its shape and patterns in written
words, as if you are explaining it to another person who cannot see it.
Word power - pattern
a design or system of markings which may be repeated or copied at regular
intervals, for example, on carpet or clothes or tracks left by birds’ feet on the
ground. Simple patterns are made by repeating lines or shapes.
Examples of simple patterns are those which have stripes or zigzag lines, for
example:
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(c)
Looking for patterns
Look around you. Think and then either draw or describe in words:
• a pattern on something that you can see in the room where you are sitting now
• a pattern on something that you are wearing
• imagine that your shadow has a pattern; what would you like it to be?
• a favourite pattern
(d)
Leaving tracks
People, animals and machines often leave visible traces of passing by a place in the form of
patterns.
What do you think has left the footprint shown above?
(e) Making your mark
Create a page that contains some of your ‘tracks’, for example, fingerprint, footprint, signature,
favourite saying, significant number, sound or picture.
(f)
Life’s patterns
Think about the many different patterns which influence human life.
One pattern, for example, is DNA. The acronym DNA stands for deoxyribonucleic acid.
(Say it as: dee-ok-see-rye-bo-new-klee-ic.)
This looks like a double spiral pattern made up of chemical matter and it is in every one of in
your body’s cells. It determines who you are and makes you different from every other person,
unless you have an identical twin.
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Another pattern which makes you unique is your fingerprint. A
fingerprint is a pattern of lines, ridges and whorls.
Word power
-Unique
Original, the only one of its
kind
-Whorl
If you can hear music you hear patterns of sound and silence.
A circular, spiral or cone shape
pattern of similar things such
as lines on a fingerprint.
If you were unable to see, you could read using Braille, a system of printing for blind people,
which uses patterns of raised dots that can be ‘read’ by touch.
a
b
c
Try to think of one or two other ‘life patterns’ and describe or draw them.
Focus on Life Patterns
The following set of activities will help you to make links between the patterns in your life and
your identity.
(a) Identity and Communication
A person’s sense of self, their connections with other people and the wider community all help to
shape the pattern of their identity.
People use patterns in symbols, colours, signs, words and metaphors to express or communicate
their identity to others.
Try to express ideas about your own identity using the following:
 think of a colour that you relate to most
 draw a symbol that you identify with (examples: a star -bright, high achiever; or loopconfused; or bee -busy, fast moving; oyster-hidden beauty inside; closed book-hidden
depths)
 think of a plant that represents you (examples: a cactus or water lily)
 think of a food that represents you most accurately.
Write or draw your response.
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Part 2
The ABC of life: Autobiography and the Alphabet structure
Background information: about the book
‘This alphabet book is about children growing up in the Murrin Bridge Mission Settlement on
the Lachlan River in New South Wales in the 1950s. The book tells and shows what life was
like for Aboriginal people in that time. The author and illustrator Elaine Russell's ‘naive-style’
(child-like) illustrations help younger children to understand her childhood, although the print
text refers to events that will be better understood by older children.’
It was recognized in an Australian Book Award: Honour Book, CBCA Eve Pownall Award for
Information Books, 2001.
Introduction
We now focus on a picture book A is for Aunty by Elaine Russell to investigate the kinds of life
patterns and changes that influenced the writer’s childhood.
The writer has used a pattern for the structure and position of:
o the words and pictures in the text on each single or double page, and also
o the overall structure of the text, for telling and showing parts of her childhood story.
The pattern is created by using the 26 letters of the English language alphabet, using the letters
from A to Z.
The structure is created by spreading the 26 alphabet items across a 32 page layout in the text
to create a picture book.
Pre-reading activity
Brainstorm quickly for just five minutes or less some things you remember about your life from
your earliest experiences up to now.
Use the letters of the English alphabet A to Z listed below to record the items that are/were
important in your life: (Make sure that you list at least one item per letter of the alphabet).
For example:
A: album for photos
B: bicycle, books
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C: China collectibles ….etc
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Analysing the picture book
Read the book A is for Aunty from beginning to end, from A to Z.
1. Note the kinds of things the author Elaine Russell has selected to describe. Why do you
think she chose these items?
2. What can you tell about Elaine Russell’s life and world from her ‘autobiographical
alphabet’?
3. Compare and contrast your alphabet item choices with Elaine Russell’s choices.
o Were the items you chose similar to, or different from, what Elaine Russell chose in
order to describe her Australian childhood?
o Why were your choices similar? Why were your choices different?
Group activity: Reading and investigating the written text
Look at the paragraph structure for each written description which follows a sentence that
contains a letter of the alphabet.
1. Can you identify any patterns in the way the words are put together in sentences to make
each paragraph, on each page?
Definition: a paragraph has several sentences that all revolve around one main idea. Some of
the sentences have different functions in the paragraph. For example:
1. The topic sentence is usually the first sentence at the beginning of the paragraph and
tells what the paragraph is about.
2. The developing sentence (or sentences) expand and make clear the idea stated in the
topic sentence.
3. The supporting sentence (or sentences) supports the main idea through giving
examples, facts, numbers or statistics, arguments and opinions.
4. The final/concluding sentence indicates that the topic in a paragraph has been covered,
is finished. It may also make a link to the idea of the next paragraph.
For example:
R is for River
1. (Topic sentence)
‘The mission was very close to the Lachlan River, so after school my friends and I used to go to
the river to swim until suppertime.’
2. (Developing sentence)
‘Sometimes we slid down the riverbank, sometimes we swung off a rope that was hanging from
a gum tree and dropped into the river.’
3. (Concluding sentence)
‘We used to see who could make the biggest splash.’
Points to notice:
o The paragraph starts off with a title: ‘(alphabet letter - R) is for (word starting with that
letter - River)’.
o Then the word that starts with that letter (River) is used somewhere in the first
sentence: ‘The mission was very close to the Lachlan River…’
o There are three sentences that make up the paragraph.
o Sentence 1 describes where the river was located in relation to home.
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o Sentence 1 also describes how and when the children used the river. How-swim in the
river; when-until suppertime (meal time)
o Sentence 2 gives more information about what the children did at the river: slid down
the bank into the water, also swung off a rope tied to a gum tree and fell into the water.
o Sentence 3- gives more information about why the children slid and jumped – compete
to make the biggest splash.
Look again at the paragraph and identify the kinds of words that are used in the paragraph, to
help the reader understand what the author is saying.
Look for verbs, adverbs, nouns, pronouns, adjectives, connectives and punctuation and see how
they work within the three sentences to help carry meaning and tell a story.
R is for River
‘The mission was very close to the Lachlan River, so after school my friends and I used to go to
the river to swim until suppertime. Sometimes we slid down the riverbank, sometimes we
swung off a rope that was hanging from a gum tree and dropped into the river. We used to see
who could make the biggest splash.’
For example: mission, river, school, friends, suppertime, riverbank, rope, gum tree, splash-are
all nouns, which name people, places or things.
LIST OF GRAMMATICAL TERMS
WORDS
Adjective
Adjectives are words that give additional information about the noun. They can be used before a noun, e.g.
Stubborn
teenagers will not heed sensible advice, or after a verb, e.g. Teenagers can be stubborn.
Adverb
Adverbs give additional information about verbs, adjectives and other adverbs. They tell how, when and where,
something happens. E.g. he walked slowly; the dog ran away; I’ll see you tomorrow; he arrived extremely late.
Noun
Nouns are words that name people (James Blunt), places (New York), things (chair, family, sunshine) and
concepts (hope, frustration, liberty).
Preposition
Prepositions are positional words such as: below , for, down, above, to, near, under, since, between, with, before,
after, into, from, beside, after, without, out, during, past, over, until, through, off, on, across, by, in, around, onto.
Prepositional Phrases, e.g. …with tears in her eyes, can be used as a device to enhance description.
Pronoun
A pronoun stands in place of a noun or noun group. A pronoun refers to something that has been named and has
already been written about. For example: The harbour is a popular place. It is mostly used by fishermen.
Pronouns work only if they are not ambiguous (that is, there is a clear line of reference) and are not used too
repetitively.
Examples of common pronouns are:
she, he, you, mine, hers, yours, himself, yourself. You can’t keep all the apples yourself!
this, that, these, those These are mine.
each, any, some, all Some will be given to Peter.
who, which, what, whose, whom Who is visiting tomorrow?
Verb
Verbs are the basis of any message communicated. They are the engine of the sentence or clause and provide
movement or action, or a sense of what is happening. Different types of verbs are used, depending on the purpose
of the text. The writing could feature:
action verbs (the traditional ‘doing words’): The children swam every day.
saying verbs: The crowd was cheering.
thinking verbs: He is hoping to visit tomorrow.
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relational verbs: Mary was a kind girl.
Extended verb groups indicate many sentence features, such as tense and modality, e.g. I have been working on
this for a long time. (tense) I might be finished by tea time. (modality)
SENTENCE STRUCTURE
Sentence
A sentence is a group of words that makes complete sense. It is marked in writing by beginning with a capital
letter and ending with a full stop, question mark or exclamation mark. There are four functions for sentences:
Making statements: The girl shot a goal
Asking questions: Did the girl shoot a goal?
Uttering commands: Shoot the goal!
Voicing exclamations: What a great goal!
Simple sentence
A simple sentence is one that contains a single clause.
We went to the movies.
Compound sentence
In compound sentences there are two or more clauses which are coordinated or linked in such a way as to give
each equal status as a statement.
We went to the movies and bought an ice-cream.
Clauses in compound sentences are usually joined by conjunctions such as, and, but, or, and so and then.
Complex sentence
A complex sentence contains embedded and/or subordinate clauses. The feature of embedded clauses is that the
clause is part of the structure of another clause and therefore does not have a coordinating relationship with the
main clause.
We went to the movies and bought an ice-cream with the money (that) we had earned.
Feeling relieved the day was over, they went out for dinner.
Whether it rains or not, the picnic is on.
The majority agreed that it was worth a trial, after listening to all of the speakers.
Despite the objections of some, the community agreed that the plan deserved a chance.
Glossary extracts from 2009 NAPLAN Marking Guide
Group activity: Choose a different page in the book and focus on a different letter of the
alphabet. Read the paragraph.
1. Discuss what word patterns you can see on one page. For example, each piece of writing
starts off with ‘(letter) is for (word starting with that letter)’. Then the word that starts with
that letter is used somewhere in the first sentence.
2. What other things do you notice about the way the first sentence is put together? (For
example, what nouns, pronouns, verbs, verb tenses and punctuation marks are used?)
Individual activity: Imitate the author’s writing style
Using a writing pattern that is similar to the author’s, choose one letter of the alphabet and
write about something in your own life that starts with that letter.
Write 30–50 words explaining why the item is/was important to your life. Include a diagram
or picture to support what you wrote.
Comparing and contrasting autobiography and biography
Elaine Russell chose to write about her own life in an autobiographical style. If someone else
wrote about her life it would be described as biographical writing.
Focus on Biographical writing
Interview another person in the class group. Ask several questions and get some information
for a short biography of about 100 words.
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
Think about a suitable title and how to organize the information in a logical order.

Organize the information into paragraphs.

Think about how to present the information accurately, and also in an interesting, lively
way, to entertain readers.

Check with the person that all of the information is correct once you have finished
writing a draft.
Note: The following questions may help you to plan your own questions and organise the
information you obtain:
•
Who are the members of your family?
•
Where do you live?
•
What things were important to you in your childhood?
•
What is your favourite part of your country?
FOCUS ON ILLUSTRATIONS
Layout/Planning for a picture book
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Overall design features of a picture book
A picture book is not just words and pictures spread over 32 pages. Some other features which
make up the overall design of the book include the:
• cover design (front cover and back cover)
• cover illustration (is it a copy of one used inside the book or is it a different one?)
• end papers (double pages inside the front and back covers)
• title page (the first main page inside the cover with the title and author shown)
• imprint page (contains all the publishing information)
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• layout the way the words and pictures are spread out over the 32 pages in the book
• page orientation (portrait or landscape)
• use of white space on the pages
• use of coloured and/or white pages as backgrounds for the words and pictures
• use of a device (eg the alphabet) to provide the overall structure or pattern for the written
text and pictures.
Activity
Discuss these design features in relation to the book A is for Aunty.
 Which design features (from the list above) are important?
 Which features were effective in helping you to understand the book?
 Which features were effective in helping you to enjoy the book?
Words to know
acrylic:
gouache:
latex:
opaque:
a paint mixed with latex, able to be thinned with water
a thick, opaque water-based paint, like poster paint
a milky liquid from a plant which is used to make rubber
solid, not allowing light to pass through
Sample assessment tasks for Australian students: Autobiographical writing
(Instructions to students): In this assessment task you bring together your ideas about patterns
and transitions in a person’s (your) life.
Choose one of the three topics and write about some of the patterns or transitions in your own
life.
1.
Create an ABC autobiography in the style of picture book A is for Aunty, which involves
writing a short paragraph about an object that is significant for you for each letter of the
alphabet.
2.
Write a series of mini-stories (perhaps five, or more) about some memorable experiences
you have had. The stories could be about significant places, things you have done, or
people who influenced your life in some way. Try to restrict the length for each story to
about 50 words.
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EXTRA NOTES ABOUT GRAMMAR (FOR REFERENCE PURPOSES ONLY)
Sentence structure
A sentence is a group of words that makes complete sense. It is marked in writing by beginning
with a capital letter and ending with a full stop, question mark or exclamation mark. There are
four functions for sentences:
Making statements: The girl shot a goal
Asking questions: Did the girl shoot a goal?
Uttering commands: Shoot the goal!
Voicing exclamations: What a great goal!
Simple sentence
A simple sentence is one that contains a single clause.
We went to the movies.
Compound sentence
In compound sentences there are two or more clauses which are coordinated or linked in such
a way as to give each equal status as a statement.
We went to the movies and bought an ice-cream.
Clauses in compound sentences are usually joined by conjunctions such as, and, but, or, and so
and then.
Complex sentence
A complex sentence contains embedded and/or subordinate clauses. The feature of embedded
clauses is that the clause is part of the structure of another clause and therefore does not have a
coordinating relationship with the main clause.
We went to the movies and bought an ice-cream with the money (that) we had earned.
Feeling relieved the day was over, they went out for dinner.
Whether it rains or not, the picnic is on.
The majority agreed that it was worth a trial, after listening to all of the speakers.
Despite the objections of some, the community agreed that the plan deserved a chance.
Clauses
Adjectival clause
A clause that gives additional information about a noun or noun group is known as an
adjectival or relative clause. It is said to be ‘embedded’ if the information it provides is
embedded or located within the subject or object of another clause. An adjectival clause
generally (but not always) begins with a relative pronoun such as who, which or that.
The play equipment that children love is not necessarily the safest equipment in the
playground.
Children love playing with equipment which allows them to use their imagination.
Adverbial clause
An adverbial clause is a subordinate or dependent clause that provides optional information
about time, place, condition, concession, reason, purpose or result.
After studying so hard during the week, all students want to do on the weekend is relax. (Time)
Children may still get hurt, even if the climbing equipment is removed. (Concession)
The hat, which was soaking wet and dirty, had been abandoned. (Condition)
The ban should be lifted because it discriminates against teenagers. (Reason)
Noun clause
A noun clause is a clause that acts as the subject or object of another clause.
What he had been ordered to do weighed heavily on his mind.
Some studies show that crimes committed by teenagers are rising.
(Glossary extracts taken from 2009 Marking Guide)
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Lucy ZADOYANCHUK
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Name of Session: Discovering the Accelerated Literacy Pedagogy
Presenter: Lucy Zadoyanchuk
Overview:
Participants will explore the Accelerated Literacy (AL) pedagogy through the text
Mouse Tales -The Wishing Well by Arnold Lobel.
Description:
Each part of this pedagogy will be identified at each point of the sequence. I will
explain to learners that the text The Wishing Well clearly identifies
Orientation (A mouse was found in a wishing well)
Complication (OUCH! Said the well … my wishes will never ever come true this way)
Resolution (The mouse ran home and every one of the wishes came true).
Demonstrate lesson goal setting in Accelerated Literacy and explain the importance of
this regarding student learning.
Low Order Literate Orientation (LOLO):
Introduction: Name of book – two meanings tails and tales. Tales: another word for
stories. This text focuses on tales.
Focus on: imagery: ragged old dress, wishing well and coin
Focus on imagery: how surprised the mouse looks, word OUCH. Learners predict
whether or not the mouse received her wish. Identify the importance of giving
students the chance to infer.
Focus on imagery: mouse crying and getting pillow off bed. Question: why would she
throw her pillow? Why won’t the coin hurt anymore? **read text now
High Order Literate Orientation (HOLO):
Preformulations & Reconceptualisations.
Who can remember what the story is about? Can anyone remember what the mouse
one found? Does anybody remember which words say wishing well? Focus on
exclamation mark, when “she cried”. Continue to ask questions about the text and
language used.
Focus on Fluent Reading by re-reading text.
Transformations:
Use sentence:
A mouse (who) once found (when) a wishing well (did what/ found what).
This sentence will be written on strips of paper. Break sentence up into single words
and remove one word at a time and have students tell you what word is missing.
Students will write their own sentences based on the who, when and what
transformations.
• Teachers will know how to use parts of the AL pedagogy.
• Teachers will understand the AL pedagogy can be used across learning areas.
• Teachers will be able identify parts of the AL pedagogy
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Name of Session: Learning the Purpose of Prior Knowledge Activities
Presenter: Lucy Zadoyanchuk
Overview: Explore diverse prior knowledge activities that can be used across all learning
areas; with an emphasis on English.
Description:
Learners will be given the opportunity to learn about diverse prior knowledge that can be used
to assist students’ needs and level of engagement. Learners will be given a opportunity to
create their own prior knowledge activity to use with their learners.
This mind map will be used to introduce the idea of prior knowledge activities.
A PowerPoint presentation will be used to assist participants with teaching content and provide
written and video examples of students work.
Participants will be introduced to the theory behind prior knowledge activities, including
‘meeting students where they are at’ and making learning meaningful.
1. Explore different types of prior knowledge activities
2. First focus: I see, I hear, I feel, I smell and I taste. This activates prior knowledge of the
topic that students will be reading about.
3. Second focus: wondering cube. This provides a purpose for reading and helps students
make connections with the text.
4. Third focus: Rivet. This activates prior knowledge of a topic in order to make
predictions, and to introduce vocabulary.
5. Fourth Focus: Simple word prior knowledge activity. This activates prior knowledge
about a subject.
6. Explore different forms/proformas of mind maps.
7. Prior knowledge questioning.
8. Teachers create their own prior knowledge activity on a provided topic. They choose
what type of activity to include.
Teachers will:
• Learn how to use different prior knowledge activities.
• Will understand the relevance of meeting students where they are at.
• Will be able to adapt teaching to suit individual students’ needs.
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200 WORD WRITING ASSESSMENT SHEET
ASSESSOR NAME: ______________________________ Home Group: ________
MARKING SCHEME
CATEGORY
LITTLE
EVIDENCE
SATISFACTORY
GOOD
HIGH
Content
1
2
3
4
Structure
1
2
3
4
Language
TOTAL
1
2
3
4
Teachers Name
Total
Essay Topic
179
Final Mark
(max 100)
MODEL LESSON PRESENTATION GUIDELINES FOR TEACHERS
Each group of teachers is responsible for planning and presenting a model lesson which utilises English teaching methodologies
demonstrated during the camp. The presentation should last 10 minutes only. The presentation will be made to a panel and audience
of teachers. During the allocated time each group has an opportunity to provide an overview of their lesson to the assessment panel.
Additional printed materials may be provided to the panel.
Task requirements:The following features should be clearly evident to the panel when your group presents:
 Involvement and collaboration of all group members in planning and presenting the task
 Attention to language ie. correct grammar and vocabulary
 Clearly defined content, methodology, aims and goals for the lesson
 Clearly evident that a range of student assessment strategies could be developed
CATEGORY
CONTENT
LANGUAGE
OUTSTANDING
GOOD
SATISFACTORY
The group provided
content and detail which
meets the task
requirements to a very
high standard.
30%
The speaker/s used
language which was
highly effective in
conveying the message
to the audience.
The group has provided
content and detail which
meets the requirements
of the task.
The group has provided
content and detail that
meets most of the
requirements of the task.
The group has not
provided content and
detail that meet the
requirements of the task.
24%
The speaker/s used
language which was
generally correct and
effective in conveying
the message to the
audience.
8%
18%
The speaker/s used
language which included
grammatical and
vocabulary errors. There
was some difficulty
conveying the message.
6%
10%
The speaker/s used
language which was poor
in grammar and
vocabulary. The message
was not clearly conveyed
to the audience.
3%
10%
CATEGORY
ORGANISATION
OUTSTANDING
The group was highly
organised and ideas
were very clearly
conveyed to the
audience. Information
GOOD
The group was well
organised and ideas
were conveyed well to
the audience. Some
additional information
UNSATISFACTORY
SATISFACTORY
UNSATISFACTORY
The group was organised
and ideas were conveyed
in a limited way.
Additional information
was necessary for clear
The group was not well
organised and ideas were
not articulated clearly.
Further information was
required. The audience had
180
PERCENT
100 %
30%
10%
PERCENT
100 %
20%
STUDENT LEARN
ING
COLLABORATION
and the sequence
provided a clear
understanding.
20%
The intentions of the
task for student learning
were very clearly
described. Assessment
tasks could easily be
developed to monitor
student learning.
20%
It was clearly evident
that all group members
have collaborated to a
high level in organising
and presenting the task.
would have improved
audience understanding
understanding by the
audience.
difficulty understanding.
16%
were clearly described.
Assessment tasks could
be developed to monitor
student learning.
16%
It was evident that the
group members have
collaborated in
organising and
presenting the task.
12%
were minimally
described. Monitoring
student learning by
developing assessment
tasks would be limited.
12%
There was minimal
evidence that group
members collaborated in
organising and
presenting the task.
6%
The intentions of the task
for student learning were
very vague. Monitoring
student learning by
developing assessment
tasks would be very
difficult.
6%
It was evident that the
group members have been
unable to effectively
collaborate to organise and
present the task.
20%
16%
12%
6%
181
20%
20%
182
183

Korea UNESCO Peace Center

Transcription

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