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C4E Literacy Initiative : Creating more effective HSC responses

C4E Literacy Initiative : Creating more effective HSC responses. My name is Amanda Stavert . The other academic involved is Judy Adnum , who has recently been the Literacy Consultant in the Hunter region.

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C4E Literacy Initiative : Creating more effective HSC responses

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  1. C4E Literacy Initiative: Creating more effective HSC responses • My name is Amanda Stavert. The other academic involved is Judy Adnum, who has recently been the Literacy Consultant in the Hunter region. • We propose to work with Head Teachers across KLAs to improve the quality of your students’ written responses in the HSC. • How often are teachers teaching writing in a HSC unit of work?

  2. Immature/mature writing • Scardamalia and Bereiter (1987): distinguish between knowledge telling (“immature writing”)and knowledge transforming (mature writing). • More successful HSC responses transform knowledge by evaluating and synthesizing what is known to create a thesis or line of argument supported by evidence. • We hope to assist teachers to develop this skill in their students.

  3. Characteristics of immature/mature writing • Immature writing takes place without planning or problem solving e.g. factual exposition (“info dump”) • Mature writing involves planning and problem solving to create an integrated response e.g. essay • A number of studies have confirmed the effectiveness of textual models/scaffolds and planning in improving the quality of students’ written composition (Graham & Perin, 2007,2008)

  4. Improving HSC responses • Backward mapping: teachers think about assessment before designing units and lessons • Identify the desired results • Consider relevant outcomes, syllabus content and and literacy issue: i.e. creating a successful written HSC response • Determine acceptable evidence of student achievement and the meeting of syllabus standards. • Plan instructional activities

  5. Strategies to improve the quality of students’ HSC written responses • CONTENT: teachers analyse HSC syllabus, rubrics, exam questions, marking guidelines and examiner’s comments to determine what to teach students • SKILLS: • teachers provide students with models of relevant Band 6 responses and analyse to identify features of successful writing • Teachers and students jointly construct a conceptual framework to scaffold students’ ideas when writing.

  6. The C4E Project • Involves Head Teachers from a variety of KLAs • Judy and I will work with Head Teachers to assist with backward mapping and strategies for successful writing • Timeline to be determined • ANY QUESTIONS?

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