Planning for literacies learning: using backward design for an inquiry project

Exley, Beryl and Henderson, Robyn (2019) Planning for literacies learning: using backward design for an inquiry project. In: Teaching literacies: pedagogies and diversity, 2nd ed. Oxford University Press, Melbourne, Australia, pp. 37-69. ISBN 9780-1903-06380

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Abstract

Effective planning is an important part of meeting the learning needs of students through all years of schooling. Yet, planning is inherently complex. Teachers have to bring the demands of curriculum, pedagogy and assessment together, while considering short- and long-term goals, the diverse needs of students, and relevant contextual factors. This chapter builds on the foundations for planning discussed in Chapter 2, then uses an inquiry project focused on three learning areas—the Humanities and Social Sciences, Science, and English—to demonstrate aspects of planning. These include backward mapping, resource selection and planning at the macro and micro levels.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: No
Item Status: Live Archive
Additional Information: Accepted version embargoed until 1 January 2012 (2 years), in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre: Historic - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood (1 July 2013 - 30 June 2019)
Faculty/School / Institute/Centre: Historic - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood (1 July 2013 - 30 June 2019)
Date Deposited: 28 Oct 2019 04:42
Last Modified: 28 Oct 2019 04:42
Uncontrolled Keywords: backward design, contextualisation activity, describers and classifiers, language features, process drama, teachable moments, textual analysis, visualisation activity
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
URI: http://eprints.usq.edu.au/id/eprint/35731

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