EDN111 Unit Guide PDF

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EDN111 Language for Learning and Teaching Unit Information and Learning Guide

Semester 1, 2021

Unit Coordinator Name: Dr Arman Abednia College of Science, Health, Engineering and Education Education & Humanities Room 450.3.010 [email protected]

© Published by Murdoch University, Perth, Western Australia, January 2020

Written by Dr Margaret Merga, 2016. Revised by Dr Margaret Merga, 2017. Revised by Dr Anabela Malpique, 2018, 2019. Revised by Dr Arman Abednia, 2020, 2021. This publication is copyright. Except as permitted by the Copyright Act no part of it may in any form or by any electronic, mechanical, photocopying, recording or any other means be reproduced, stored in a retrieval system or be broadcast or transmitted without the prior written permission of the publisher. The information in this UILG was correct at time of going to print. While every effort has been made to ensure that the information is correct, alterations and amendments may be necessary as a result of changed circumstances. Up-to-date information will be posted on the Unit Learning Management System (LMS) website. Any URLs included in this UILG were checked for currency at time of publication. Note, however, that the University cannot vouch for the currency of URLs given the volatility of the Internet.

CONTENTS

Unit information Information about the unit Contact details How to study this unit Study schedule Resources for the unit Assessment

3 5 6 7 11 12

EDN000 Unit Guide 1

Language for Learning and Teaching EDN111

Unit Information

This information should be read in conjunction with the online learning materials which can be found on your MyUnits page

2 EDN000 Unit Guide

ONE

Introduction Welcome to EDN111: Please read this Unit Information and Learning Guide carefully at the beginning of the semester.

Unit Description: Welcome to EDN111! This unit explores knowledge and skills about language and literacy learning which is essential for teachers in all school settings. Concepts presented will be further explored in BED150 Understanding Teachers' Work and EDN235 Teaching English and Literacy in Primary Schools. Every single reading, lecture, and activity has been selected and/or designed to help you to strengthen your ability to be an effective teacher in the sense of serving as a communicator of literacy skills and knowledge and facilitator of literacy development. This unit will also contribute to your preparation for the Literacy and Numeracy Test for Initial Teacher Education (LANTITE). It is important that you are an active and engaged participant in this unit. We look forward to working with you this year, and we hope that you find the unit enjoyable, challenging, and informative.

Prerequisites: Enrolment in an initial teacher education course.

Aims of the unit: The focus of the unit is to equip students with fundamental skills needed to identify their own and their future students’ language and literacy learning needs and foster the development of literacy skills including language fundamentals, reading, and technical skills of writing.

Learning Outcomes: On successful completion of the unit you should have: Learning outcomes EDN000 addresses the Professional Knowledge and Professional Practice domains of the Australian Professional Standards for Teachers (AITSL). The Table below indicates how the learning outcomes of this Unit align with the standards mentioned above.

EDN000 Unit Guide 3

Unit Learning Outcomes 1. Self-evaluate professional capabilities in English and literacy and plan for professional learning in light of the literacy level expected of contemporary teachers 2. Evaluate the literacy level expected of contemporary students 3. Analyse language fundamentals, reading and writing processes, and their interconnections

4. Understand how to foster reading comprehension and assess writing

Australian Professional Standards for Teachers Standard 6: Engage in professional learning Focus area 6.1 Identify and plan professional learning needs Focus area 6.2 Engage in professional learning and improve practice Standard 1: Know students and how they learn Focus area 1.1 Physical, social and intellectual development and characteristics of students Standard 2: Know the content and how to teach it Focus area 2.1 Content and teaching strategies of the teaching area Focus area 2.3 Curriculum, assessment and reporting Focus area 2.5 Literacy and numeracy strategies Standard 2: Know the content and how to teach it Focus area 2.5 Literacy and numeracy strategies Standard 5: Assess, provide feedback and report on student learning Focus area 5.1 Assess student learning

For further information about the APST, please go to: http://www.aitsl.edu.au/australian-professional-standards-for-teachers For information about the WA Professional Standards for teaching, please go to the Teacher Registration Board website: www.trb.wa.gov.au

Graduate Attributes at Murdoch University This Unit will contribute to the development of the following Graduate Attributes. https://our.murdoch.edu.au/Educational-Development/Preparing-to-teach/Graduate-attributes/

1. Communication

The ability to communicate effectively and appropriately in a range of contexts using communication, literacy, numeracy and information technology skills.

2. Critical and creative thinking

The ability to collect, analyse and evaluate information and ideas and solve problems by thinking clearly, critically and creatively.

3. Social interaction

A capacity to relate to and collaborate with others to exchange views and ideas and to achieve desired outcomes through teamwork, negotiation and conflict resolution.

4. Independent and lifelong learning

A capacity to be a self directed learner and thinker and to study and work independently.

6. Social justice

An acknowledgment of and respect for equality of opportunity, individual and civic responsibility, other cultures and times, and an appreciation of cultural diversity.

4 EDN000 Unit Guide

Unit coordinator Your unit coordinator for EDN111 is: Name: Dr Arman Abednia Email: [email protected] Room: EH 450.3.010 Phone: Please contact the Unit coordinator by email to make an appointment.

Administrative contact Technical help For technical difficulties contact the IT Service Desk: [email protected] or phone 9360 2000. For difficulties with or adaptations of other online materials, please contact your Unit Coordinator.

What you need to know Generic information which students need to know is available at What you need to know web page. The information includes: • links to the Assessment Policy • a description of Academic Integrity • links to information about: Examinations; Non-discriminatory language; Student appeals; Student complaints; Conscientious objection and assessment policy • determination of grades from components/marks • information for equity students

EDN000 Unit Guide 5

How to study this Unit Unit structure and timing: Lectures (uploaded on the LMS as pre-recorded by Thursday prior to every teaching week): 30 minutes to 1 hour per week over 11 weeks. Workshops (or, forums for external students): 2 hours per week over 11 weeks. Each week students are expected to complete the topic readings, attend or listen to the lecture via the Lecture Capture System, participate in workshops (for internal students) or online LMS discussions/activities (for external students), and work towards assessments. It is expected that students would have completed the recommended readings prior to engaging with the lecture material and learning activities for each week. Doing so will ensure your learning is maximised. Time Commitment: As this is a 3-credit point unit, you are expected to spend on average 10 hours / week for this teaching period while working on this unit. Attendance Requirements: Attendance Requirements for internal students will involve regular attendance at internal workshops, and thoughtful and active participation. For external students, this will involve regular contributions to weekly workshop forums, and thoughtful and active contributions. Learning Guide: Learning activities: Weekly activities Reading (approx. 2 hours)

Lecture (1 hour) Topic activities (approx. 3 hours) Extend your learning (1/2 hour) Prepare for Unit assessments (approx. 3 hours)

All students Complete the necessary readings as outlined in the Study Schedule and make study notes, as appropriate. Completing readings prior to the seminar/online discussions is essential, as it will enable you to engage with the topics and activities. 1 hour lecture Attend lectures and workshops (where scheduled) and participate in the learning activities. Participate in online activities as required if you are an external student. Extension reading

Work on assignments 1-2. Use study notes from reading/seminar/learning activities to inform assessment preparation.

Online Participation: External students are expected to listen to the lecture each week and complete all the online learning tasks and provide feedback to others in the online space.

6 EDN000 Unit Guide

Study schedule This timetable will help you to plan your study over the semester. Lecture Dates

Topic Covered in Lectures/LMS

W1.

Topic 1: Understanding the literacy level expected of contemporary teachers & selfevaluating professional capabilities in English and literacy APST: 6.1, 6.2

22 Feb

W2.

01 Mar

Topic 2: Evaluating the literacy level expected of contemporary students, and the position of literacy within the Australian schools APST: 1.1

Workshop/Key readings

Workshop activities Unit Introduction, overview, assessments Students’ self-introduction Reading self-assessment using a NAPLAN reading test Reflection on the literacy level expected of contemporary teachers Key readings

Carey, M. D., Christie, M., & Grainger, P. (2015). What benefits can be derived from teaching knowledge about language to preservice teachers? Australian Journal of Teacher Education (Online), 40(9), 1630. Moon, B. (2014). The Literacy Skills of Secondary Teaching Undergraduates: Results of Diagnostic Testing and a Discussion of Findings. Australian Journal of Teacher Education, 39(12), n12. Honan, E., Exley, B., Kervin, L., Simpson, A., & Wells, M. (2013). Rethinking the literacy capabilities of pre-service primary teachers in testing times. Australian Journal of Teacher Education, 38(10), 48-63. APST: 6.1, 6.2 Workshop activities Exploring tools and tests related to contemporary schooling Identifying major literacy issues facing young people and exploring relevant academic publications Writing peer-assessment using the NAPLAN writing marking guide Reflection on the literacy level expected of contemporary students Key readings

https://www.myschool.edu.au/ (visit and explore) https://www.australiancurriculum.edu.au/f-10-curriculum/generalcapabilities/literacy/ (visit and explore) https://www.nap.edu.au/ (visit and explore) http://wace1516.scsa.wa.edu.au/assessment/olna (visit and explore) https://www.australiancurriculum.edu.au/resources/national-literacyand-numeracy-learning-progressions/national-literacy-learningprogression/ (visit and explore) Papen, U. (2016). Literacy and education (pp. 19-38). London, UK: Routledge. APST: 1.1

W3.

08 Mar

Topic 3: Understanding the writing process APST: 2.1, 2.5

Workshop activities Assessing a writing sample using the NAPLAN writing marking guide Supporting students to improve their writing skills in areas beyond English (lesson plan development) Key readings

Derewianka, B., & Jones, P. (2016). Language for Persuading Others. In Teaching language in context (pp. 232-261). South Melbourne, Vic: Oxford University Press.

EDN000 Unit Guide 7

Graham, S. (2008). Effective writing instruction for all students. Retrieved from http://doc.renlearn.com/KMNet/R004250923GJCF33.pdf Rossbridge, J. (2015). Put it in writing: Context, text and language (pp. 114-125). Newtown, NSW: PETAA. W4.

15 Mar Topic 4: Understanding the fundamentals of language (1) APST: 2.1, 2.3, 2.5

APST: 2.1, 2.5 Workshop activities Teaching students how to write essays in a learning area other than English (focusing mainly on topic sentence and supporting evidence) Understanding the essay question and creating an essay plan (thesis statement, arguments, counterargument) Key readings

Campbell, R. & Ryles, G. (2018). Teaching English Grammar: A Handbook for Australian Teachers (pp. 32-49; 59-68). Frenchs Forest, NSW: Pearson. Derewianka, B., & Jones, P. (2016). An Appropriate Model of Language. In Teaching language in context (pp. 2-18). South Melbourne, Vic: Oxford University Press. APST: 2.1, 2.3, 2.5

W5. No Lecture (Uni Break) W6.

29 Mar

W7.

05 Apr

Topic 5: Understanding the fundamentals of language (2) APST: 2.1, 2.3, 2.5

Workshop activities Creating a learning activity on verb tense consistency using the TeachingLearning Cycle Creating a learning support poster on articles (a, an, the) informed by a functional approach to language learning Key readings

Topic 6: Understanding the fundamentals of language (3) APST: 2.1, 2.3, 2.5

APST: 2.1, 2.3, 2.5 Workshop activities Producing an annotated writing sample involving the apostrophe of possession, the apostrophe of omission, and homophones Creating a grammarian’s nightmare (incorporating erroneous apostrophe uses and unreasonable homophone substitutions in a paragraph); findings errors in the peer’s paragraph Key readings

Derewianka, B., & Jones, P. (2016). An Appropriate Model of Language. In Teaching language in context (pp. 2-18). South Melbourne, Vic: Oxford University Press. Derewianka, B., & Jones, P. (2016). Introduction to a TeachingLearning Cycle. In Teaching language in context (pp. 50-75). South Melbourne, Vic: Oxford University Press.

Campbell, R. & Ryles, G. (2018). Teaching English Grammar: A Handbook for Australian Teachers (pp. 32-49; 59-68). Frenchs Forest, NSW: Pearson. Dawkins, J. (1995). Teaching punctuation as a rhetorical tool. College Composition and Communication, 46(4), 533-548. Tompkins, G., Campbell, R., Green, D., & Smith, C. (2019). Literacy for the 21st Century: A balanced approach (pp. 188-230). Melbourne, VIC: Pearson. Recommended reading

8 EDN000 Unit Guide

Lauchman, R. (2010). Punctuation at work: Simple principles for achieving clarity and good style. Saranac Lake, US: AMACOM. Retrieved from http://site.ebrary.com.libproxy.murdoch.edu.au/lib/murdoch/detail.actio n?docID=10370295 W8.

12 Apr

Topic 7: Understanding the fundamentals of language (4) APST: 2.1, 2.3, 2.5

APST: 2.1, 2.3, 2.5 Workshop activities Doing a spelling test; Reflecting on own spelling ability Demonstrating command of more complex vocabulary (incorporating adjectives and adverbs into simple sentences) Reflecting on risks involved in using a thesaurus as a source for substitute words Key readings

Adoniou, M. (2014). What should teachers know about spelling? Literacy, 48(3), 144-154. Oakley, G. & Fellowes. J. (2016). A closer look at spelling in the primary classroom (pp. 35-65). Newtown, NSW: PETAA. APST: 2.1, 2.3, 2.5 W9. W10.

26 Apr

Non teaching Topic 8: Understanding how to assess the quality of writing APST: 5.1

Workshop activities Designing a three-lesson plan around a creative writing assessment in a nonEnglish area Key readings

Campbell, R. & Ryles, G. (2018). Teaching English Grammar: A Handbook for Australian Teachers (pp. 135-146). Frenchs Forest, NSW: Pearson. Derewianka, B., & Jones, P. (2016). Language for Appreciating and Creating Story Worlds. In Teaching language in context (pp. 78-122). South Melbourne, Vic: Oxford University Press. APST: 5.1

W11.

03 May

Topic 9: Understanding the importance of being a literacy model APST: 6.2

Workshop activities Reflecting on past experience of having served as a literacy model Reflecting on what is necessary to know/do in order to be a good literacy model as a future teacher Reflecting on how to 1) encourage students to read more outside school, 2) support resourcing, 3) support students to read for pleasure, 4) communicate the need to support reading to the parents/guardians (writing a parent letter) Key readings

Applegate, A. J., & Applegate, M. D. (2004). The Peter Effect: Reading habits and attitudes of preservice teachers. The Reading Teacher, 57(6), 554-563. Merga, M.K. (2016). “I don’t know if she likes reading”: Are teachers perceived to be keen readers, and how is this determined? English in Education. 50(3), 255-269. Merga, M.K. (2017). Interactive reading opportunities beyond the early years: What educators need to consider. Australian Journal of Education. Retrieved from http://journals.sagepub.com/eprint/Wm6JKfkqU9FfTNhgRQ7z/full APST: 6.2

EDN000 Unit Guide 9

W12.

10 May

W13.

17 May

Topic 10: Understanding literacy development in primary and secondary schooling APST: 2.1, 2.3, 2.5

Topic 11: Understanding how to develop and support reading comprehension APST: 2.1, 2.5

Workshop activities Exploring and evaluating online resources supporting teacher knowledge, skills and/or practice of supporting literacy, focusing on a selected learning difficulty, barrier or health condition Key readings

Derewianka, B., & Jones, P. (2016). The Functions of Language. In Teaching language in context (pp. 37-49). South Melbourne, Vic: Oxford University Press. Oakley, G. & Fellowes. J. (2016). A closer look at spelling the in the primary classroom (pp. 15-26). Newtown, NSW: PETAA. Winch et.al. (2014). Literacy: Reading, writing and children’s literature (pp. 286-299). 5th Edition. Vic: Oxford University Press. APST: 2.1, 2.3, 2.5 Workshop activities Reading comprehension test practice Reviewing the 2016 NAPLAN writing marking guide Planning and writing a persuasive essay; peer feedback using the NAPLAN writing marking guide Key readings

Barton, G. & Woolley, G. (2017). Developing literacy in the secondary classroom (pp. 120-135). London UK: SAGE Ng, C., & Graham, S. (2017). Engaging readers in the twenty-first century: What we know and need to know more. In Improving Reading and Reading Engagement in the 21st Century (pp. 17- 46). Springer, Singapore. Recommended reading

Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71(2), 279-320. APST: 2.1, 2.5 W14. W15. W16. W17.

Non teaching Study Break UNIVERSITY EXAMS

10 EDN000 Unit Guide

TWO

Unit Resources Recommended Textbook

To undertake study in this unit, you will need a copy of: Campbell, R. & Ryles, G. (2018). Teaching English Grammar: A Handbook for Australian Teachers. Frenchs Forest, NSW: Pearson.

Online resources

Derewianka, B., & Jones, P. (2016). Teaching language in context. South Melbourne, Vic: Oxford University Press. Your Online Unit and Lecture recordings can be accessed from your MyUnits page. The Learning Management System (LMS) is used in this Unit for – • discussion related to the Unit (via the main discussion board) • updates and information from the Unit Coordinator • discussion and eng...