Collaborative+Group+12

Hi Everyone,

This is the first time that I have used this so I really have NO IDEA!!! what to do, so I hope this works and I am doing it right. After I finish the assignment I am currently working on I will have a look at what this is all about and try to post something relevant to what we are actually meant to be doing. I just thought that I would touch base as everyone seems to except me. I'll try and get used to this and post something soon,

Kayla ☺

Hi June, Kayla and Kristine,

I have copied and pasted our first collaborative task on here so we have an easy reference to it and start this task.

Clare.

Hi Clare, Kayla and Kristine,

Do we agree or disagree? What position are we taking? I think we need to decide this first - and in a hurry! :) I had a look at some of the other groups and they seem to each be writing a paragraph, but I don't think this is they way we are to go about it. I think we need to do one collaborated statement for each perspective. Is this correct? Petra (not June)

Hey Petra (sorry about the mistake), I think you are right in saying we have to do one collaborated statement from each perspective. That is how I interpreted the task anyway. I read the article yesterday and have a few ideas written down on paper which I will copy onto the computer and paste on here. Clare.

Sorry but I somehow made your text font colour go red. I have put in a brief summary for perspective 1. I will get perspective 2 done tomorrow. This is definetly not my best work, have a cold, kids are crazy and husband away. Thanks** Petra
 * ​ Hi Clare,

Hey Petra, I wouldn't worry about the colour and what you have written is good. I was thinking about the whole-language approach yesterday and realised that some of the principles, such as allowing for individual differences in learning reminded me a lot of differentiation. Differentiation is based around three main ideas. Firstly, it recognises that every student learns differently. Secondly, it allows for differing levels of achievement. Teachers have a high expectation that all children will succeed in their learning but they do not expect everyone to achieve at the same level. Thirdly, it recognises that all children have different interests and different goals. When learning is created for children with these principles in mind it encourages students to take ownership of their learning, which Kohn discusses, because it is suited to their learning needs, their readiness, and their interests. Maximising learning by suiting it to an individual means that that individual is more likely to succeed and find pleasure in learning (Tomlinsion & Allan, 2000; Tomlinson & Kalbfleisch, 1998).

I don't know if this is of any help, or if I have totally gone off topic. Let me know.

I have not written anything as of yet for perspective 2 but I did find this article on the ABC website which pointed out that Rudd and Gillard are keen for the future national curriculum to go 'back to basics'. Here is the link is you are interested in reading it, http://www.theaustralian.com.au/politics/gillard-takes-schools-back-to-basics-under-national-curriculum/story-e6frgczf-1225835615868. I hope you are feeling better soon and that things become a bit less crazy at home. Clare.

References: Tomlinson, C., & Allan, S. (2000). Leadership for differentiating schools and classrooms. Alexandria, USA: Association for Supervision and Curriculum Development.

Tomlinson, C,. & Kalbfleisch, L. (1998). Teach me, teach my brain: a call for differentiated learning. Retrieved from Eric database.

Petra: Perspective 1.

Our school uses a whole-language approach to literacy learning as it identifies that literacy is more than just decoding letters to make a corresponding sound. We take a constructivist approach to literacy learning and provide students with a broad range of literacy experiences which acknowledge student individuality and cultural identity. The whole-language classroom allows students to be active participants in their own learning. When children are able to actively engage in their learning through strategies such as prediction, summarisation and exploration the learning is more likely to be authentic and meaningful (Marsh,2005; Stahl, 2004).

References: Marsh, C. (2005). //Teaching studies of society and environment// (4th ed). Frenchs Forest: Pearson Education Australia.

Stahl, K. (2004). ** Proof, practice, and promise: Comprehension strategy instruction in the primary grades. **//The Reading Teacher, 57 (7),// 598-610.


 * Petra: Perspective** **2**
 * Fawlty Towers Primary School Adopts ‘Faulty’ Approach to Literacy Teaching **

Parents of students who attend Fawlty Towers Primary School should be very concerned about the schools approach to literacy learning. The school Principal, Mr Basil Fawlty, is doggedly refusing to acknowledge recent research evidence that shows that the whole-language approach to teaching is inherently flawed and that student achievement within the whole-language classroom is often compromised. The U.S National Reading Panel Report (2000) has been the most extensive and comprehensive review ever undertaken in regards to the research evidence underlying the acquisition of reading and the effectiveness of different approaches of teaching. A similar report – Teaching Reading - was undertaken by the Australian Government in 2005. Both reports have found that the ineffective teaching practices regarding reading adopted in the whole-language classroom are not in the bests interests of children, and that where there is no phonics instruction, or where it is taught in a non-sequential way ‘children’s literacy progress is significantly impeded’ (Australian Government, 2005).

The research findings are unequivocal and undeniable, neither symbol/sound knowledge nor phonemic awareness occurs spontaneously through exposure to print. In order for children to be able to read they need explicit teaching of symbol sound relationships and phonemic awareness (De Lemos, 2002). Fortunately for parents, with the Rudd government introduction of a National Curriculum, the teaching of phonics through //direct instruction// will be introduced to Australian schools next year (Commonwealth of Australia, 2009).

Australian Government (2005). Teaching Reading. //National Inquiry into the Teaching of Literacy.// Retrieved February 28, 2010, from [] Commonwealth of Australia (2009). Shape of the Australian Curriculum: English. //National Curriculum Board.// Retrieved February 27, 010, from [] De Lemos, M. (2002). //Closing the gap between research and practice: Foundations for the aquisition of literacy.// Retrieved February 27, 2010, from [] U.S. Department of Education. (2000). Teaching Children to Read. //Report of the National Reading Panel.// Retrieved March 10, 2010, from []
 * References: **

Collaboration - Thinking from different perspectives Kohn (2000) provides an alternative perspective on literacy teaching to that held by many educators, politicians, media commentators and other educational stakeholders. In this collaborative activity your group is to view this chapter from two different perspectives: You are to contribute to a small group discussion based on chapter 9 of Kohn's book //The schools our students deserve.// Your group must complete the following two tasks:
 * Perspective 1 - agree with Kohn's position
 * Perspective 2 - disagree with Kohn's position
 * Task**
 * 1) You (the group) are to write a statement in which you agree with Kohn. Imagine that you are an educator and at a Parent/Teacher Evening justify the school's stance on Literacy to the parents.

2. You (the group) are to write a statement in which you disagree with Kohn. Imagine that you are a media commentator arguing for a 'back to basics' approach to literacy in Australian schools.

This task will help to deepen your understanding of various perspectives on Literacy and as such will be useful for your first assessment task. The group work aspect will be useful for the final assessment task as you'll get used to working together. The content aspect of this task will be very useful for your first assessment task.