Post on 31-Dec-2015
description
TL-CCA , Business StudiesTL-CCA , Business Studies
TL-CCA ResourceTL-CCA ResourceFor BTT & BBIFor BTT & BBI
April 2006April 2006
Judy David-Wilson, Judy David-Wilson, Laura Pinto & Marion Laura Pinto & Marion
SpinoSpino
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TL-CCA , Business Studies
A popular misconception exists that literacy is a nonpolitical, straightforward concept. As Michael W. Apple (2000:42) points out, “the process of both defining what counts as literacy and how it should be gained has always had links to particular regimes of morality.” In other words, literacy reflects the particular value positions of the individuals and groups who have the power to define it.
Food for thought…Food for thought…
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TL-CCA , Business Studies
Provide background and context of TL-CCA
Provide an overview of the structure of TL-CCA Resources for Business Studies
Walk participants though specific lessons
Provide an opportunity for participants to make modifications to lessons in the resource
This presentation will:This presentation will:
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TL-CCA , Business Studies
Without a doubt, literacy is a priority in all education systems. But why is it important? Reading, writing and communicating as components of literacy allow students, as they grow into adults, to:
Be informed citizens
Be vigilant consumers
Perform occupational tasks
Be exposed to new ideas and conceptions of “the good”
Be entertained and/or enriched by interacting with a variety of text and media forms
Why prioritize literacy?Why prioritize literacy?
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TL-CCA , Business Studies
Developed during Summer 2003 by a writing team, commissioned by the Expert Panel on Students at Risk (Literacy)
Purpose is to support teachers as they use reading, writing and oral communication approaches in their classrooms
Background: TL-CCABackground: TL-CCA
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TL-CCA , Business Studies
Developed during Summer 2004 by teams of subject experts
Purpose is to help teachers combine the teaching of reading, writing and oral communication skills with their subject content
Only content was added – strategies were not changed
Aimed at “classroom-ready” use
Background: Subject-Background: Subject-Specific Resources Specific Resources
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TL-CCA , Business Studies
Blend the teaching of subject content and literacy skill development.
Help students in grades 7 - 9 to further develop their communication skills, which, in turn, helps students be more successful in learning subject content.
Serve as a springboard for teachers to design additional classroom resources
Subject-Specific Subject-Specific Resource ObjectivesResource Objectives
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TL-CCA , Business Studies
Select an appropriate lesson to suit students’ background knowledge and current level of performance
Timelines will vary depending on the experience of students and complexity of the content.
The approaches are not intended to be sequential or interdependent
Resources have been carefully labeled for their intended use (teacher, student, both)
Resources may need to be adapted to meet student needs
Where sample student answers have been included, they may illustrate student misconceptions about a topic and thus become an opportunity for teaching
Considerations for TL-Considerations for TL-CCA UseCCA Use
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TL-CCA , Business Studies
Context: Constellation of Context: Constellation of LiteraciesLiteracies
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TL-CCA , Business Studies
Predominantly functional literacy
Arguably, some of the activities prepare students for critical literacy, but these activities do not constitute critical thinking
TL-CCA defines literacy as:
What’s the implicit What’s the implicit literacy form in TL-literacy form in TL-CCA?CCA?
Reading, writing and oral communication skills in all subject areas for the purpose of developing and applying critical thinking skills.
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TL-CCA , Business Studies
READING – in this document, reading is comprehending texts and reorganizing materials, drawing conclusions from a text, and making judgments from a text. Various forms (prose, informational, graphical, instructional) are covered
WRITING – in this document, writing includes organizing content and ideas, editing and proofreading, and using templates (information, business report, explanation).
ORAL COMMUNICATION – in this document, oral communication includes cooperative learning techniques, debate, and presentations.
““R,” “W” & “O” in TL-R,” “W” & “O” in TL-CCACCA
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TL-CCA , Business Studies
BBI LessonsBBI Lessons
BBI
Oral
Oral Com
m’n
Comm
’n Readi
ng
Readi
ng
Wri
tin
gW
riti
ng
ReadingOral Communication
Writing
Getting Ready to Read:
•Extending Vocabulary (Creating a Word Wall)
Engaging in Reading:
•Reading Between the Lines (Inferences)
•Sorting Ideas Using a Concept Map
Reacting to Reading:
•Drawing Conclusions
Reading in Different Text Forms:
•Reading Graphical Texts
Pair Work:•Think/Pair/ShareSmall-group Discussions
•Jigsaw•Discussion WebWhole-class Discussions:
•Four CornersPresentations:•Presentation Modelling
Generating Ideas: •Rapid WritingDeveloping and Organizing Ideas:
•Webbing, Mapping and More:
•Supporting the Main Idea
Revising and Editing:•Reorganizing IdeasWriting for a Purpose:•Using Templates: Business-Style Report
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TL-CCA , Business Studies
BTT LessonsBTT Lessons
BTT
Oral
Oral Com
m’n
Comm
’n Readi
ng
Readi
ng
Wri
tin
gW
riti
ng
ReadingOral Communication
Writing
Getting Ready to Read:
•Analyzing the Features of a Text
•Extending Vocabulary (Creating a Word Wall)
Engaging in Reading:
•Most/Least Important Idea(s) and Information
Reacting to Reading:
•Drawing Conclusions
•Making Judgements
Small-group Discussions:
•Group Roles•Place Mat•Jigsaw•Discussion Web
Developing and Organizing Ideas:
•Webbing, Mapping and More:
•Supporting the Main Idea
Revising and Editing:•Reorganizing IdeasWriting for a Purpose:•Using Templates
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TL-CCA , Business Studies
Note the lesson features on facing pages
Note the practical “classroom” approach of the handouts
Note the inclusion of IT (e.g., PowerPoint, etc.)
Guide for looking at the Guide for looking at the lessonslessons
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TL-CCA , Business Studies
Several studies have concluded that women with stronger literacy skills sometimes fare no better than men with weaker skills in the job market (Shalla & Schellenberg 1998, Krahn & Lowe 1998). The gender-segregated nature of the labour market and women’s responsibilities for unpaid household work, as well as differences in experience and educational attainment profiles, may account for these disparities. Krahn and Lowe (1998) found under-utilization of literacy skills in the workplace to be disproportionate among women and youth.
Gender & LiteracyGender & Literacy
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TL-CCA , Business Studies
Krahn and Lowe (1998) (note: these are not by occupational group)
the most common “literacy” requirement reported (over 50% of respondents) was reading letters and memos on a daily basis
about 30 to 40% engaged daily in various other reading, writing and mathematical activities
between 20% and 60% of workers rarely or never use literacy skills as defined in their study, and that women and youth were over-represented in job/literacy mismatches
a “literacy skills surplus” is expected to continue given dismal projections for Canada’s labour market options
Literacy in the Canadian Literacy in the Canadian WorkplaceWorkplace
Krahn, H. & Lowe, G.S. (1998). Literacy utilization in Canadian workplaces. Ottawa: Statistics Canada and HRDC
Literacy & The Skilled Trades: A Literacy & The Skilled Trades: A Different StoryDifferent Story Dagget (2005) found that literacy for the trades carpenter,
auto technican is equal or more than that of college entrance