Food for thought…

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

2

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…

3


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:

4


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?

5


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

6


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

7


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

8


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

9


Context: Constellation of Context: Constellation of LiteraciesLiteracies

10


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.

11


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

12


““Facing Pages” Facing Pages” TemplateTemplate

13


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

14


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

15


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

16


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

17


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

18


http://www.oabec.org/index.htm (main page)

http://www.oabec.org/resources.htm (resource page)

http://www.obea.ca (main page)

http://www.curriculum.org

(note: click to select course; then click to select file format)

Available Online At:Available Online At:

Food for thought…

Documents

Transcript of Food for thought…