We're putting together a TeachMeet. It's scheduled for 18th November in Horncastle, Lincolnshire. Really trying to promote and gather publicity at the moment.
If you want some free CPD, friendly conversation, and short, sharp presentations, please visit this link to register your interest.
http://teachmeet.pbworks.com/w/page/86466493/Lincolnshire%20TeachMeet
This is the same link to use if you want to attend to deliver a presentation
If you're not available, please share this link with your teaching colleagues.
Thank you!
Tuesday, 30 September 2014
Tuesday, 26 August 2014
A problem with literacy
This is not going to be the most eloquent of arguments, but it is an issue which is annoying me more and more. So, this is my little whinge about literacy (or attitudes towards it).
At a recent Literacy conference, I was asked to draw a picture representing my hopes for 'Literacy across the curriculum' in my school. I drew something like this:
The black dots are teachers. The red dots are students. The arrows are literacy knowledge.
The idea behind this doodle is that the teaching of literacy should not all come from one source (granted, it may do to begin with), but methods of teaching and addressing literacy issues should come from all aspects of school. Approaches to literacy should be a two-way process between staff and students.
My role as whole school literacy co-ordinator begins properly this academic year, and I am very conscious that I am based in the English department. I think one of my biggest challenges will be to change the mindset that literacy is solely an 'English' concern, instead to promote it as an area that is relevant and important to every subject. I don't think this problem is exclusive to my school. Just this morning I saw a promotional advert on Twitter where history, geography and PE were listed as discrete subjects and areas of discussion; however, English was "Literacy/English". Surely the promotion of Literacy as a sub-section of English is an attitude which needs to be addressed within education and educational discussion. If we don't distinguish between the two, to ensure that literacy becomes a whole-school concern, how can we expect pupils to see literacy as something which is important in all aspects of their studies, not just in English?
Personally, I think my starting point must be a "What is Literacy?" type question. There seems to be a lot of confusion as to what constitutes literacy: is it just SPaG? Is it just technical accuracy? Is it just knowing subject-specific terminology? Is it being able to read? Is it being to talk about what's been read? I think the broadness of 'Literacy' needs to be highlighted before asking people to promote it within their subject.
I think, also, there is some great literacy practice out there: within other departments in my own school and across the country. Despite this moan, I am really looking forward to having the literacy discussion with people.
At a recent Literacy conference, I was asked to draw a picture representing my hopes for 'Literacy across the curriculum' in my school. I drew something like this:
The black dots are teachers. The red dots are students. The arrows are literacy knowledge.
The idea behind this doodle is that the teaching of literacy should not all come from one source (granted, it may do to begin with), but methods of teaching and addressing literacy issues should come from all aspects of school. Approaches to literacy should be a two-way process between staff and students.
My role as whole school literacy co-ordinator begins properly this academic year, and I am very conscious that I am based in the English department. I think one of my biggest challenges will be to change the mindset that literacy is solely an 'English' concern, instead to promote it as an area that is relevant and important to every subject. I don't think this problem is exclusive to my school. Just this morning I saw a promotional advert on Twitter where history, geography and PE were listed as discrete subjects and areas of discussion; however, English was "Literacy/English". Surely the promotion of Literacy as a sub-section of English is an attitude which needs to be addressed within education and educational discussion. If we don't distinguish between the two, to ensure that literacy becomes a whole-school concern, how can we expect pupils to see literacy as something which is important in all aspects of their studies, not just in English?
Personally, I think my starting point must be a "What is Literacy?" type question. There seems to be a lot of confusion as to what constitutes literacy: is it just SPaG? Is it just technical accuracy? Is it just knowing subject-specific terminology? Is it being able to read? Is it being to talk about what's been read? I think the broadness of 'Literacy' needs to be highlighted before asking people to promote it within their subject.
I think, also, there is some great literacy practice out there: within other departments in my own school and across the country. Despite this moan, I am really looking forward to having the literacy discussion with people.
Sunday, 15 June 2014
Whole school literacy
This post is a bit of a request for links and ideas, really.
I recently been appointed Whole school Literacy co-ordinator (or Literacy Lady, as I'm calling myself - I'm working on the cape!) Anyway, I'm in the process of establishing routines, expectations and approaches within school.
I've got some initial ideas to get me started; however, I was wondering if anyone could point me in the direction of some good conversations about whole school literacy (for 11-18); or if you'd like to share some ideas which you've trialled, or considered.
I promise I'm not out to rob all the ideas, but it would be great to see what other schools are doing. Being based in the deepest, darkest countryside means I don't get to talk literacy with other people that often.
Thanks.
I recently been appointed Whole school Literacy co-ordinator (or Literacy Lady, as I'm calling myself - I'm working on the cape!) Anyway, I'm in the process of establishing routines, expectations and approaches within school.
I've got some initial ideas to get me started; however, I was wondering if anyone could point me in the direction of some good conversations about whole school literacy (for 11-18); or if you'd like to share some ideas which you've trialled, or considered.
I promise I'm not out to rob all the ideas, but it would be great to see what other schools are doing. Being based in the deepest, darkest countryside means I don't get to talk literacy with other people that often.
Thanks.
Sunday, 27 April 2014
Moral and spiritual
Recently I've been wondering how to evidence moral and spiritual development within English.
When initially asked this question, I thought 'easy! Look at the range of texts I teach/ encourage my students to read.'
Wrong.
Apparently demonstrating that I expose my students to a range of texts, from a variety of eras and cultures and exploring many issues, isn't enough.
Group discussions are ok, but they only suffice as evidence if someone happens to be in the room, observing a group discussion.
I do try to place my students in 'real' situations for their assessments, for example, discussing global (or local) issues for Speaking & Listening, or writing to a local MP or the Headteacher in written assessments; however, this also doesn't seem to be enough.
After a quick tweet, the idea of a concept or opinion line arose, which is something that I'll try with our study of texts from other cultures. But that can't be everything.
Whether you teach English or another subject, how do you go about demonstrating moral and spiritual development?
When initially asked this question, I thought 'easy! Look at the range of texts I teach/ encourage my students to read.'
Wrong.
Apparently demonstrating that I expose my students to a range of texts, from a variety of eras and cultures and exploring many issues, isn't enough.
Group discussions are ok, but they only suffice as evidence if someone happens to be in the room, observing a group discussion.
I do try to place my students in 'real' situations for their assessments, for example, discussing global (or local) issues for Speaking & Listening, or writing to a local MP or the Headteacher in written assessments; however, this also doesn't seem to be enough.
After a quick tweet, the idea of a concept or opinion line arose, which is something that I'll try with our study of texts from other cultures. But that can't be everything.
Whether you teach English or another subject, how do you go about demonstrating moral and spiritual development?
Friday, 21 March 2014
Calling all readers...
... (and English teachers)
Over Easter I'm going to ask my students to pick a book to read. However, I'm also going to be encouraging them to use the school's library. Our library is fairly well stocked, which is good as I have a lot of kids. However, while I know of quite a few books, and our lovely librarian has pointed me in the direction of a good few more, my lists are still comparatively short.
This is where I'd like your help.
Basically I'm looking for suggestions for one or more of my three sections on the list.
A) Books for students who's reading age is below their actual age
B) Books for reluctant readers
C) Books for keen readers
I'll be asking my classes in y7, 8, 9 and 10 to pick some books. So, if you do offer a suggestion could you a) indicate which section and b) which year group. I'll then check to see if it's in the library (or if it can be ordered in) and then add it to the list.
I will, of course, also be asking for recommendations from the students themselves.
Please leave me some suggestions, either on Twitter or in the comments.
Thanks!
Lotte.
Over Easter I'm going to ask my students to pick a book to read. However, I'm also going to be encouraging them to use the school's library. Our library is fairly well stocked, which is good as I have a lot of kids. However, while I know of quite a few books, and our lovely librarian has pointed me in the direction of a good few more, my lists are still comparatively short.
This is where I'd like your help.
Basically I'm looking for suggestions for one or more of my three sections on the list.
A) Books for students who's reading age is below their actual age
B) Books for reluctant readers
C) Books for keen readers
I'll be asking my classes in y7, 8, 9 and 10 to pick some books. So, if you do offer a suggestion could you a) indicate which section and b) which year group. I'll then check to see if it's in the library (or if it can be ordered in) and then add it to the list.
I will, of course, also be asking for recommendations from the students themselves.
Please leave me some suggestions, either on Twitter or in the comments.
Thanks!
Lotte.
Thursday, 30 January 2014
A little bit of history
So, just dropped in to Twitter's #ukedchat tonight, which is focused on history. As a joint honours (Eng/Hist) graduate and history geek, I thought it'd be worth a mooch.
Good choice.
Twitterer @jivespin (or John Mitchell) posted a link to his blog which is absolutely fantastic! It's full of resources both self created and borrowed (with all credit given). And I intend to also borrow a few of these for my English classroom.
Head in a hole looks like a brilliant example of engagement, sharing and collaborating.
Meanwhile, I'm already slightly hooked on the shaped wordclouds.
Anyway, just wanted to recommend both John's blog and ukedchat. Have a browse.
Good choice.
Twitterer @jivespin (or John Mitchell) posted a link to his blog which is absolutely fantastic! It's full of resources both self created and borrowed (with all credit given). And I intend to also borrow a few of these for my English classroom.
Head in a hole looks like a brilliant example of engagement, sharing and collaborating.
Meanwhile, I'm already slightly hooked on the shaped wordclouds.
Anyway, just wanted to recommend both John's blog and ukedchat. Have a browse.
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