PowerPoint Presentation - differentiating literacy instruction to increase student success
1. In order to develop an effective affective approach to
differentiate literacy instruction to increase student
success for literacy learners, we need to ensure the
A PowerPoint Presentation by Marion Piper
2. Our Rationale
To enable quality learning every day in every experience for the EAL/D learner for life,
our focus needs to be:
Creativity and Innovation
Excellence and Achievement
Thriving and Belonging
Cultivating a Passion for literacy
The Melbourne Declaration on Educational Goals for Young Australians (2008)
identifies two goals to improve the educational outcomes for all young Australians
to enable them to live fulfilling, productive and responsible lives.
These educational goals include:
Goal 1: Australian schooling promotes equity and excellence
Goal 2: all young Australians become:
Confident and creative individuals
Active and informed citizens
3. English aims to ensure that students:
learn to listen to, read, view, speak, write, create and reflect on
increasingly complex and sophisticated spoken, written and multimodal
texts across a growing range of contexts with accuracy, fluency and
appreciate, enjoy and use the English language in all its variations and
develop a sense of its richness and power to evoke feelings, convey
information, form ideas, facilitate interaction with others, entertain,
persuade and argue
understand how Standard Australian English works in its spoken and
written forms and in combination with non-linguistic forms of
communication to create meaning
develop interest and skills in inquiring using ICT to support teaching and
4. Teachers of the EAL/D students would be encouraged
What am I required to teach?
What should EAL/D students have the opportunity to learn?
What are the expected and valued qualities of
How will I assess in order to measure our success
in improving student outcomes?
This would have been achieved through collaborative
team work and planning through inquiry, term planners,
yearly overviews and work programmes.
5. A Plan: Quality Teaching
If we combine the research to align with the Australian Curriculum Outcomes for English through differentiating the curriculum,
then collectively we can ensure we can improve the educational outcomes and thus increase student success for EAL/D
A Plan: Quality Learning
English is of fundamental importance in all years of schooling.
Staff need to have a commitment to action.
Relevant professional learning reflected in professional practice and application needs to guide whole school English
curriculum and assessment planning.
What are our outcomes for English Teaching and Learning?
We want EAL/D students at our school to be confident communicators, imaginative thinkers and informed citizens.
In order to achieve this, we need our students to have knowledge and skills to enable them to engage imaginatively and
critically with literature.
This means teachers need to have a mix of innovation with skills being taught through a comprehensive literacy programme.
A Plan: Quality Resourcing
In order to make decisions about teaching and learning English to EAL/D students, consideration needs to be:
What do we need to prioritise within the next term and beyond?
What do we need to address for these learners within this time frame?
6. how the teaching and learning of English supports EAL/D student needs
how learning was sequenced and developed within and across the other year levels in English
how teaching, learning, assessment and reporting for English were aligned
how data and evidence about student achievement and progress in English informed decisions about the way in
which we need to teach and learn with our EAL/D students in order for student learning outcomes to be
Planning the Differentiated Year 6 (EAL/D) English Learning Area:
This would have been achieved by planning the curriculum and assessment using the Australian Curriculum content
descriptions and achievement standards:
Identify curriculum – reflect on current practice (explicit teaching of skills
and knowledge in phonics and grammar, with relevant ICT experiences to support
Develop assessment (consistent across all year levels, yet differentiated where necessary
for the EAL/D student)
Sequence teaching and learning (to constantly improve learning outcomes and meet EAL/D needs)
Make judgments (differentiation embedded in documentation, pedagogy and evidence)
Use feedback (NAPLAN, ICT skills and capabilities, collaboration and formal/informal observation of data to
improve EAL/D student outcomes)
7. How will I sequence teaching strategies and learning experiences to cover the curriculum content, ensure depth of learning
and support children’s success in the assessment?
Build on concepts, skills and knowledge developed in earlier years.
How do I include opportunities for the EAL/D students to learn?
Integrate Language, Literature and Literacy across all curriculum areas through differentiation.
Make Judgments - Reporting Standards
The key purpose of reporting student achievement and progress is to improve learning.
Over the next term, and beyond, it is essential to have alignment of teaching, learning, assessment and reporting across: what
is taught (curriculum) must inform how it is taught (pedagogy), how the EAL/D students are assessed (assessment) and how
the learning is reported.
Use Feedback: to inform planning and work towards improving student outcomes for the EAL/D learner
improves student learning by ensuring that the required knowledge, skills and understandings are included in the
learning programs; that there is depth of learning; and increased learning as students progress
establishes, for a range of audiences (administrators, teachers, students and parents), a clear and shared understanding of
the intentions for learning and achievement for the EAL/D student
promotes decisions that support students’ learning
demonstrates how each year plan and unit overview contributes to the learning EAL/D culture through high expectations,
engaged learning and focused teaching with teachers reflecting on best practice
identifies opportunities for professional conversations and professional development
8. Assessment (formal, informal, anecdotal and ongoing) is an integral part of teaching and
learning. Its most important use is in supporting learning.
When developing assessment, we will have considered:
What evidence of learning do I need to collect?
How and when will I collect the evidence of learning?
Provides opportunities to use assessment to determine the nature of children’s learning as a basis for providing
feedback or intervention, e.g. literacy and numeracy indicators
Assessment for learning Enables teachers to use information about children’s progress to inform their
teaching, e.g. using feedback from a previous unit to inform learning in the current unit
Focuses on monitoring to improve children’s learning, e.g. practising an assessment technique
Assessment as learning Enables children to reflect on and monitor their own progress to inform their future
learning goals, e.g. opportunities to reflect on an inquiry process
Indicates standards achieved at particular points for reporting purposes, e.g. an assessment that contributes to a
Assessment of learning Assists teachers to use evidence of learning to assess children’s achievement against
standards, e.g. the assessments contained in the targeted folio for reporting
Sufficient and suitable evidence would have been collected to enable fair judgments to be made about learning.
Once the evidence had been collected and analysed, it would have been summarised and presented in ways that are
meaningful and useful to:
• help the EAL/D students achieve the highest standards they can
• promote, assist and improve teaching and learning
• build a shared understanding of the qualities of students’ work and communicate meaningful
information about the EAL/D students' progress and achievements to relevant stakeholders
9. Through working as a team, mentoring, coaching, identifying and conducting Professional Development – the EAL/D
students are able to be provided with:
a solid foundation of understanding, skills and values on which further learning for the EAL/D student could be
built through sequencing teaching and learning
deep knowledge, understanding, skills and values that enabled advanced learning and an ability to
create new ideas, translating them into practical applications for the EAL/D student
general capabilities that underpin flexible and analytical thinking, a capacity to work with others and an ability
to develop these skills of the EAL/D student through integration across the curriculum
Teachers are responsible for planning for ALL students, including
EAL/D learners by:
Building a positive and collaborative culture of leading and learning
Mentoring and role modelling exemplary practice
Active involvement in collaborative planning
Active engagement in professional conversations
Strategic use of data to improve all student outcomes
Strategic use of data to improve all teachers’ pedagogy and practice
Holding team members accountable for the professional behaviour and practice
Monitoring the management of resources
10. Visionary teaching
(knowledge of what to teach and how to teach it in order to improve student outcomes)
(facilitate and document meetings that engage and monitor appropriate stakeholders)
(development and enhancement of differentiation of teaching and learning EAD/L students
through pedagogy and best practice,
Creating a rich learning environment appropriately resourced to include ICT as a way of engaging,
motivating and enhancing student learning,
with relevant Professional Development for teachers )