Curriculum: Learning, Teaching and Assessment > Literacy and Numeracy > Year 2 Diagnostic Net > Year 2 Diagnostic Net Training > Session 2: Concept of a continum >

Session 2 - Structure of the session

Introduction
Part A: Concept of a continuum
Part B: Factors that shape early literacy and numeracy development
Part C: Underlying assumptions
Part D: Structure of a continuum
Part E: Professional reflection and action

Introduction

Share the overall purpose of the session (OHT 2.1 (new window) 10k ).
Identify outcomes of the session (OHT 2.1 (new window) 10k ).

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Part A: Concept of a continuum

Purpose

The purpose of Part A is to help teachers develop an understanding of the concept of a continuum.

Procedure

Arrange prepared cards (from Handout 2.1 (new window) 31k ) depicting stages of drawing development in random order on the board. Use Blu Tack to attach the cards to the board.

Distribute a copy of Handout 2.1 (new window) 31k to each participant.

Explain to participants that the illustrations depict stages of development in learning to draw.

Ask participants to order the illustrations on Handout 2.1 (new window) 31k from stage 1 to stage 5.

Ask participants for their responses and arrange the cards accordingly.

Encourage discussion among the participants if opinions on the correct order differ.

Ask participants to identify where they consider themselves to be on the drawing continuum.

Acknowledge that each participant is somewhere on the continuum and, although we are all adults, we are not all at the same stage.

Acknowledge that all skill development can be mapped on a continuum - for example, learning to drive a car, cook, sew or play golf.

Reinforce the idea that learners in any group can be at various stages along any learning continuum.

Key messages

A continuum is a framework for monitoring development.
Individuals develop at their own rate.

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Part B: Factors that shape early literacy and numeracy development

Purpose

The purpose of Part B is to identify factors that shape early literacy and numeracy development.

Procedure

Refer participants to cards on the board.

Ask participants to identify factors that could influence an individual 's position on the drawing developmental continuum.

Discuss these factors - for example:

Are both the person's parents artists?
Has the person had art lessons since he or she was young?
Has the person had a lot of experience with drawing?
Has the person had drawing materials readily available?
Does the person have a natural talent for drawing?

Show OHT 2.2 (new window) 11k and discuss factors listed.

Distribute Handout 2.2 (new window) 69k and explain to participants that the illustrations show young children in everyday situations.

Ask participants to write under each illustration what learning may be occurring that could influence early literacy and numeracy development.

Discuss participants' ideas.

Refer participants to pages 1-2 of Number Developmental Continuum.

Ask participants to read the pages starting at the paragraph which begins 'The wide variation...'

Expand on the text and discuss the importance of play prior to schooling.

Highlight the need for the continued use of play as a means of developing concepts.

Read to participants the section on factors shaping early literacy development from English Syllabus for Years 1 to 10 (pages14-16) and confirm participants' ideas.

Key message

There are a number of factors that shape early literacy and numeracy development. These factors will greatly influence a child's development in literacy and numeracy.

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Part C: Underlying assumptions

Purpose

The purpose of Part C is to identify and challenge underlying assumptions about learning.

Procedure

Ask participants to reflect on an occasion when they have made assumptions about a student and have been incorrect. For example, teachers may have made assumptions about a child 's access to books, preschool attendance, bedtime or home routines.

Discuss these situations.

Show OHT 2.3 (new window) 10k to emphasise the key message.

Key message

A teacher's assumptions regarding early literacy and numeracy learning can influence program planning and learning outcomes.

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Part D: Structure of a continuum

Purpose

The purpose of Part D is to describe how a developmental continuum is structured.

Procedure

Reiterate that a continuum is a framework for monitoring development.

Explain to participants that the literacy and numeracy continua follow a particular structure.

Show OHT 2.4 (new window) 9k and explain the terminology of the continua. Discuss the following terms:

phase
organiser
key indicator
indicators

Direct participants to the Individual Student Profile (Indicators for Number Developmental Continuum) found in the fold-out pages at the front of Number Developmental Continuum.

Examine how phases, organisers, key indicators and indicators are presented.

Direct participants to the Individual Student Profiles (Indicators for Reading Developmental Continuum and Indicators for Writing Developmental Continuum) found in the fold-out pages at the front of Reading Developmental Continuum and Writing Developmental Continuum.

Ask participants to find a phase, organiser, key indicator and indicator in these profiles.

Key message

The continua share a common structure and terminology.

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Part E: Professional reflection and action

Purpose

The purpose of Part E is to encourage a commitment to learning and professional reflection.

Procedure

Select one of the following options for participants.

Notes:

Options A and B are offered in the final part of most sessions of this training and professional development program. Participants should complete Option A at some stage of the program. Option B can be repeated as often as desired.
The handout for Option B is included in Session 1 materials.

Option A

Display the diagram of the teaching �learning cycle on OHT 2.5 (new window) 11k .

Give participants copies of the diagram (Handout 2.3 (new window) 11k ).

Encourage discussion about the diagram and the statement below it.

Ask participants to form pairs and to indicate on Handout 2.3 (new window) 11k where they see the continua fitting into the teaching �learning cycle.

Ask participants to share their ideas with the group.

Option B

Ask participants to complete one of the Reflective Journal sheets in Handout 1.4. (new window) 21k Participants may like to compile their notes and observations in journal form.

A cover sheet is provided for this purpose.

Option C

Select questions from the list below (or add alternatives) and ask participants to answer in view of the new information presented during the session.

What would I like to know more about?
How does the information presented in this session apply to my classroom
practice?
What personnel and resources are available to support me in my new learning?

Option D

Ask participants to undertake a between-session activity that incorporates or reflects the purpose of this session - for example, choose a group of students involved in a classroom activity and note the literacy or numeracy learning that is occurring; or design a developmental continuum for an area of interest.

Key messages

Some of the most powerful professional learning takes place when teachers identify interests or concerns and strategically plan to investigate and improve their teaching practice.
Teacher learning may take many forms, including:
- action research;
- teacher research;
- professional journal;
- peer coaching;
- professional networks.

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Facilitator's reflection

Which participants require further support?
What form could this take?

Comments:

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