##MAJOR HEAD INTRODUCTION AND BACKGROUND TO FRAMEWORKS: LITERACY AND LEARNING COURSE

##MAJOR HEAD INTRODUCTION AND BACKGROUND TO FRAMEWORKS: LITERACY AND LEARNING COURSE

This section serves as both background and an introduction to the Frameworks Literacy and Learning Course. It has been designed to inform facilitators as well as interested participants about:

what FRAMEWORKS is
the aims of the Course
the structure of the Course
the length of the Course and each of the sessions
the content of the sessions
the role and responsibilities of the Facilitator, and in particular the role and responsibilities of the participants, and
the research base of the Course

Any part of this introductory section of the Manual may be photocopied for the purpose of informing teachers, administrators and parents about the Course. More information can always be found on the Frameworks Web page: http://www.frameworks.org

WHAT IS FRAMEWORKS?

Frameworks:

is a long-term staff development Course for teachers of Grades K-8
espouses the philosophy of integrated learning in language education which is the basis of a balanced literacy approach
focuses on theory into practice
helps teachers explore their own philosophy and practice
draws on the latest research into language and learning and the relationship between language and learning
draws on the latest research in staff development
is run by a trained facilitator
is flexible and can be customized to fit the needs of your school district.

There are two foundation courses‒Literacy and Learning and Assessment and Evaluation‒focus more on theory, while the Modules‒Frameworks Spelling and Frameworks Phonics have a more practical orientation.

All the courses:

are designed to expose teachers at the primary, intermediate and middle grades to current theories of, and sound practice in, literacy and learning.
are based on the premise that:
• effective staff development should result in improved student learning
• improved student learning is the result of sound teaching practice
• sound teaching practice is grounded in research-based theories of learning, literacy and assessment
• lasting changes in teaching practice require teachers to examine research-based theories of learning, literacy and assessment, and change their practice accordingly.
aim to help teachers not only understand and implement the principles of these theories through its content base, but also through the demonstrations of these principles in action in the course design.
honor that practicing classroom teachers have a great deal to contribute to any staff development enterprise. Consequently, a ‘co-learning’ model is employed. This model allows everyone to contribute and shape the outcomes of the course. Active participation is required both in and between the formal sessions. While there is an appointed facilitator, their job is not to present or teach, but to truly facilitate the learning of their fellow teachers. They are not caste in the role of expert or the font of all knowledge. Their task is one of orchestrating the open-ended activities, ensuring equal opportunities for participation and helping the group to make connections between the theories and practices espoused in the courses and the teachers current beliefs and practices.

THE LITERACY AND LEARNING COURSE
The Literacy and Learning Course is a foundation course and consists of the following sessions:

The Nature of Learning
The Nature of Language
Language Processes 1 - Focus on Writing
Language Processes 2 - Focus on Spelling
Language Processes 3 - Focus on Reading
Assessment and Planning for a Balanced Literacy Program

AIMS OF FRAMEWORKS

The Literacy and Learning Course of Frameworks aims:

to sensitize participants to the processes they use as learners, as readers, as writers; to the role that language plays in their learning and everyday lives
to introduce key concepts, beliefs and understandings about language, language learning and the role that language plays in learning
to consider the implications for these understandings for classroom practice
to introduce instructional strategies which participants can use in their classrooms
to assist teachers in planning and organizing an integrated language curriculum which best suits the needs of their particular students
to support teachers as learners as they come to understand new theories about language and learning and try new classroom practices.

OUTCOMES FOR TEACHERS

The Literacy and Learning Course aims to produce teachers who:

understand the nature of learning
understand the nature of language
understand the theory of how children learn and in particular how they learn language
understand how learners acquire the skills and strategies in order to become effective readers, writers and spellers
are aware of the role that language plays in learning in all areas of the curriculum
can set up classroom conditions which support learning and language learning
have a range of instructional strategies which support the acquisition of learning to read, to write and to spell
can continually evaluate their learners' progress as well as their own performance
can plan a language program based on the observed needs of the learners.

ROLE AND RESPONSIBILITIES OF THE FACILITATOR

The role of the Facilitator is to:

support and guide participants as they work through the Course together. Although Facilitators will have had some background training, they are not considered experts. Facilitator and participants will be learning together
be responsible for the overall organization of the sessions, guiding the 10-12 participants in a group through each session, keeping them on task, directing the workshop sections, and guiding them through the readings and activities which make up a large part of the Course
read the readings and try the activities which all participants are expected to carry out
assist participants to make the connections between the philosophy espoused in the Course and the classroom practice
provide support for participants
be a co-learner rather than an expert.

ROLE OF PARTICIPANTS

Participants will be expected to:

attend all of the six sessions
participate in the discussions within the sessions
read all Between Session Readings
attempt all Between Session Activities
keep a reflective journal
be a supportive member of a community of learners.

RUNNING FRAMEWORKS

## SUBHEAD Format of the Frameworks Sessions

Each Session in the Literacy and Learning Course will have:

Group Reflection: Each Session begins with time for participants to share their insights, questions and thoughts on the readings and activities they were asked to complete in between sessions.

Input: Information and concepts relevant to the Course are introduced through various media: videotape, audiotape, discussions following group activities and scripted text set out for Facilitators to follow.

Workshop: The workshops give participants the opportunity to become aware of the processes they as language users go through. They aim to clarify understanding and to teach through involvement in the activity.

Making Connections: This section serves as a recap of the key points and 'connections' which the authors believe participants should take away from the session. Often these connections link back to key points in past sessions.

Implications for Evaluation: In each session implications for classroom assessment and evaluation are highlighted.

Personal Reflection: Participants are given the opportunity to reflect in writing in their Learning Journals on the knowledge and understandings introduced in each session. This personal response will serve as feedback information for the Facilitator also. Time is also allocated for participants to discuss what they think are the implications of such knowledge and understandings for their own classroom setting.

Instructional Strategies: Each session includes a strategy that can be used by teachers in their classrooms. Each is modeled as part of the session and a detailed reading is provided in Theory into Practice.

For the Next Session: Time is spent at the end of each session outlining the activities and readings which participants are expected to carry out between each session. These readings are found in the Theory of Others.

##SUBHEAD Handy Hints

The following recommendations or 'hints' are offered by the other Facilitators. It is suggested that you read them carefully and take on board those 'hints' that best suit your needs and the needs of your group.

##SUBSUBHEAD Time
Frameworks is a spaced-learning Course. It is designed to run over a minimum of six weeks, with each session running for two and a half hours. The spacing between the sessions and the time allocation for each session allow for some flexibility. However we advice facilitators who are running the Course for the first time to try to keep the suggested times in the Manual. With more experience facilitators are able to be more flexible with time.

Generally the time allocation for each section is:

Group Reflection 30 minutes
Input/Workshop 80 minutes
Making Connections 5 minutes
Implications for Evaluation 5 minutes
Personal Reflection 10 minutes
Instructional Strategy 15 minutes
For the Next Session 5 minutes

For the Course to be most effective it is important that this amount of time is given to each session. The time spent on Group Reflection in the first part of each session and then in the closing section is crucial to the learning of participants.

It is possible for the sessions to run for three hours or, if necessary for two hours. If Facilitators choose to deviate from the suggested time allocation, they must consider carefully how they will change the timing parameters. This is particularly important if the choice is to run sessions in two-hour slots. Facilitators will have to consider carefully where time can be cut from the session so that the key points are not lost, and the integrity of the overall Course is maintained.

It is also possible to run the sessions over a longer period than six weeks. One option is to run the sessions on alternate weeks, giving participants more time for carrying out the Between Session Readings and Activities. Another is to consider breaks between weeks during the middle sessions. These decisions need to be considered before the Course begins so that participants are fully aware of the time commitment.

##SUBSUBHEAD Establishing a Climate for Learning

From the onset, it is important to establish conditions which are conducive for optimal learning. Participants need the same rights as learners as they afford their students. The following are some suggestions for you to consider.

If possible make sure that before the first session all participants have some knowledge of what Frameworks is and the commitment they need to make to the Course. For instance it is important that participants have some background information about the Course, a timeline of the sessions and when they will be run.

Establish a co-researcher relationship from the very beginning, constantly pointing out to your group that you and they are 'co-learners' and together you form a 'community of learners.' Remind them that their willingness to share in groups, to take risks and 'have a go' in workshops will contribute to the success of everyone's learning.

Choose a comfortable location for the sessions: a place where the participants can sit on adult chairs with adult tables, where they can easily move in and out of groups, where they can see the overhead projector clearly, and with enough space for you to move easily around the groups. Be sure to have refreshments available and schedule a short break in the middle of the session.

Start on time and always finish on time.

Move participants around in their groups by directing them to work with ‘new people’. This is important for the dissemination of new ideas and the cohesiveness of the whole group. It also avoids small ‘cliques’ developing. If you have a mix of Middle School and Elementary teachers mix the groups so that sharing can occur. However, there may be times when it is important for the Middle School participants to be together to share and consider issues pertaining to their particular setting. Be sure to move around these groups. Your role should be to listen, to keep the groups on task, to comment but not to get involved in lengthy debate.

Have a questions/concerns chart. Write on the chart any question/concern that comes up in a session which is difficult to respond to at that point in the session so it can be addressed at a later time.

Encourage participants to bring along students' work samples and display these during each session.

Keep groups to recommended sizes set of approx 15 participants per facilitator. The recommended size allows for the tasks to be completed in the given time and for all in the group to have a chance to get involved in the discussion.

Arrange furniture in ways that participants can work in small groups and still have eye contact with you. This enables interaction to occur more readily and it becomes difficult for someone to ‘hide’.

##SUBSUBHEAD General Preparation

Read, review and reread all your materials before each session.

Read the Instructional Strategy Readings carefully and if possible try each of these before the sessions. If you can bring along samples of students' work, or charts you developed with students. These are great demonstrations for your group. If you have tried the Instructional Strategy before the session, you will also be able to help the group with resources they may need or warn them of pitfalls they may face.

If you have not had experience teaching in either the Middle School or Elementary School, elicit the help of one (or more) of the teachers from that area, asking him/her (or them) to try the strategy before the session. This will provide additional resources for the session.

Read through the manual before each session carefully; anticipate questions and problems which your group may raise in the session. You do not have to feel that you have all the answers but it is important that you are able to acknowledge the problems. Seek help from your group, 'the community of learners', to solve these problems.

Be prepared to share with your group the main features of each reading.

Make notes to yourself to guide you through each session. You may want to rewrite the main points of the session onto note cards or charts. You may prefer to use flip charts instead of overheads, or develop some of your own overheads. It may be useful to write the time frames into your manual to help keep you on time.

Include, wherever you feel it is appropriate, children's books, articles you may have found useful, resource books and so on.

You may also wish to develop a bibliography listing resources which are available to your group.

Expect that teachers will go through 'intellectual unrest’ particularly around the middle of the Course. Reassure them that this is part of the process of learning and that as they work through the activities, workshops and readings in the Course things will become clearer. Reassure yourself that the insecurity your participants may be feeling is not (necessarily) your fault.

##SUBSUBHEADSpecial Features of the Manual

Preparation Each session begins with a preparation section. Within this, there is a list of the overheads and handouts needed for the session and the time allocation for each section in the session.

Background notes In the Preparation section there are some Background Notes. These are points which emerged from the evaluation and piloting of Frameworks and are pertinent to the running of that session.

##NOTE THIS NEXT PIECE WILL CHANGE IF WE DECIDE TO USE A LOGO - THE LOGOS WILL NEED TO BE LIST HERE AND THEIR MEANINGS]
Italics The words appearing in italics are a suggested script which you may choose to read to the group. Don't feel that you must stick rigidly to these words. Adapt them to suit your style but be careful to maintain the same message.

Purpose It is important to communicate the purpose for each section within the sessions to the participants. Although the purpose is sometimes stated in your scripted notes, they should be clearly shown to participants, either on OH or chart paper.

Notes Occasionally in the session notes there will appear a specific instruction to help you with the next section. This appears in smaller print, and is labeled 'NOTE.' ## PUT LOGO IN HERE

##MAJOR HEAD RESEARCH BASE OF FRAMEWORKS

Frameworks: Literacy and Learning Course was first written in 1990. A five month in-depth ‘responsive evaluation’ (Guba & Lincoln, 1989) of the Course was carried out in thirty school districts across the state of New York in order to customize it to US conditions in the latter part of that year. The aim of this evaluation was twofold. First it aimed to examine what seemed to ‘work’ and what did not and thus to change the Course accordingly. Second it aimed to examine and understand the staff development model that underpinned the Course (Turbill, 1994, 1996).

Ongoing research has continued over the ensuring eight years. Trained facilitators have been surveyed on the completion of their training and then some six months later. Reflective Journals have been collected and there have been many interviews and schools visits. Overall a huge amount of data have been collected and analysed. These data have confirmed early findings, have highlighted the areas of changing need in the Course and have identified interesting findings about teacher learning and practice and student learning outcomes. (See www.????? For detailed Report.)

This current revision of the Course is grounded in these data.

Frameworks therefore has and continues to draw from both a carefully researched theory of teacher development and theories of language and learning and thus aims to help teachers not only understand and implement the principles of these theories through its content base, but also through the demonstrations of these principles in action in the Course design.

It is based on the following staff development model (Turbill 1994):

INSERT SD MODEL COPYA

This view of staff development argues that teachers learn best when they have the opportunity to:

make explicit their own personal beliefs about learning and teaching
explore the beliefs and theories of others
compare and contrast their personal beliefs with those of others
consider the implications of these beliefs for classroom teaching in general
have opportunities to try 'new' practices in their own classrooms and reflect on these with a supportive peer group.

See p ** in Course Notebook for a more indepth explanation of this staff development model and its implications for changes in teacher learning and practices and student learning outcomes.

#SUBHEAD References

Guba, E. and Lincoln, Y. (1989) Fourth Generation Evaluation, California, Sage Publications

Turbill, J (1994) From a Personal Theory to a Grounded Theory in Staff Development, unpublished Doctoral Thesis, University of Wollongong, Australia.

Turbill, J. (1996) Changing the learning culture at the school level, Nebraska Association for Supervision and Curriculum Development (NASCD) Nebraska City, NE NASCD Fall, pp3 - 8