BACKGROUND NOTES TO SESSION 6
    TOWARDS A BALANCED LITERACY PROGRAM
     
     
    GENERAL
     
    This session aims to pull together the key concepts that have been identified and discussed in the course thus far. It pulls together the points made in the Implications for Evaluation sections in each of the five previous session as well as the implications for classroom practice overall.
     
    The focus on assessment and evaluation is broad and can only provide participants with an overview or framework for thinking about their assessment and evaluation practices. Participants need to know that if and when they would like to ‘dig deeper’ into this area, that they can participate in the Frameworks: Assessment and Evaluation Module. This module will provide a far more in depth study of assessment and evaluation theory and practices as well as support in understanding and using Standards for assessment and planning.
     
    The article Assessment in Evaluation at the Classroom Level (BSR 5:2) should have been read prior to this session to provide background information for the workshop.
     
    The second focus of this session is is on classroom practices and how these are a reflection of teachers’ beliefs about literacy teaching. We observe a video of a teacher’s literacy balanced program in action as ask participants to reflect on why the teacher does what she does. Finally participants are asked to consider what is happening in their classrooms now and to draw up an action plan of what they are going to change in the future.
     
    More detailed information of the other Courses that your teachers can particpate in after this; namely
    Assessment and Evalution Module
    Spelling Module
    Phonics Module
    can be gained from the Frameworks office 1800 935 2623.
     
    Participants often feel a need to celebrate at the end of this session so you may need to build in some extra time for that.
     
    Input/Workshop I
    Four criteria of ‘effective assessment and evaluation’ are used to guide the discussion. You may want to have these Criteria written up on a chart before the session. Be sure to have read the article ‘Assessment and Evaluation at the Classroom Level’ by Jan Turbill and Brian Cambourne on page?? in Framework Readings so that you can offer guidance as the groups move through the reflective tasks. Be sure to keep groups to time and on task. There are no ‘correct’ answers in this workshop. The important things is for participants to discuss the issues and begin to develop a ‘framework’ for thinking about assessment and evaluation.
     
    Workshop 2.
    The video forms the key input here. You may choose to show the Grade 1 or Grade 6 video depending on your group’s needs. If you have a K-6 group you may need to have two videos set up so that the primary participants can view the Grade 1 teacher and the others can view the Grade 6 teachers. It is important that participants understand that these teachers are not being presented to them as ‘The video forms the key input here. You may choose to show the Grade 1 or Grade 6 video depending on your group’s needs. If you have a K-6 group you may need to have two videos set up so that the primary participants can view the Grade 1 teacher and the others can view the Grade 6 teachers. It is important that participants understand that these teachers are not being presented to them as ‘this is what you should do’. The teachers have been brave enough to share with others what they do in their classrooms and why they do it. Participants need to view the classrooms as one teacher’s attempt to teach a balanced literacy program, considering as they view the video what they do and what they would like to do. In other words the videos need to be seen as a resource for discussion and ideas.
     
    ACTION PLAN
     
    It is important to stress that everything in Frameworks cannot be accomplished immediately. However, it is important to get started and align practices with beliefs. Encourage participants to be realistic and to design an individual plan that will meet their needs and their learners' needs. Stress the importance of both short term and long term planning. Get them started quickly into the process. Encourage them to continue to reflect on their practice in their learning journals.
     
    Participants often feel a need to keep the community of learners going as they want the support of their colleagues. You may find it useful to develop a group plan to meet this need. You will have to tailor this plan according to participants' needs and district resources/policies/plans. It is important that the responsibility for the goals be shared.
     
     
     

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