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Pre-service Teachers - Planning for your first year and integrating e-learning

Page history last edited by clairevictoriaamos@... 8 years, 10 months ago


Part One: Planning for your first year




1) Using Teaching as Inquiry to Support Secondary English Programme Planning


Planning Using Inquiry  - English Online - an interactive tool created by MoE and English Online. Steps you through using a Teaching as Inquiry framework to guide your programme planning. Includes questions you should ask yourself before planning your programme, plus lots of supporting research, reading and viewing.


Using Teaching as Inquiry to improve student outcomes.docx -article from English in Aotearoa 2010

English in Aotearoa Editorial - what new curriculum.doc - editorial from English in Aoteroa 2010

Planning sheet2011.doc - blank planning sheet for 2011

English Unit Planner.doc - Tweaked Unit Planner, based on PPTA one. Have added a section on Teaching and Learning Sequence.


2) Considering standards alignment within your planning.


Getting ready for Level One NCEA 2011 - resources from 2010 workshop days run at Kohia Teachers Centre (Team Solutions)

Thematic Planning Unit Planner.doc - developed from material originally presented by Leanne Webb.

Thematic Planning sheet2011.doc - developed from material originally presented by Leanne Webb.

Thematic Planning sheet.doc - developed from material originally presented by Leanne Webb.

Year Planner Examples for 2011 - shared resources from workshop days


3) Useful Links and resources

English Online - one stop shop of resources, pedagogical advice and teaching and learning sequences.

NZQA English Resources page - English specific resources on NZQA, this links to Level 1, you can then access Level 2 and 3 from here.

Online workshops - just a few wiki workshops I have developed aimed at secondary teachers. Topics include how to set up a wiki, and differentiation workshops.

English Online listserves - join these! - great source of advice and support, you cn request resources and advice and get responses from over 700 English teachers across the country.

10 strategies for supporting the teaching of film - a page of resources, ideas and strategies orginally developed for a school workshop.

English Companion (American site) A place to ask questions and get help. A community dedicated to helping you enjoy your work. A cafe without walls or coffee: just friends.

Teachit - A free online library for English, media and drama teachers, offering quality worksheets, lesson plans, online lessons and links.

Web English Teacher - (American site) K-12 English Language Arts teaching resources: lesson plans for reading, writing, and speaking on all grade levels

Creative Writing and Essay Resource.doc - This is a creative writing and essay writing resource that was originally developed to support school based workshops.

Planning your programme and units.doc - A rather large and meandering document with lots of tips, advice resources. Some original, some borrowed, some tweaked. This is the one that has the "checklists" of what needs to be covered for each type of unit at each level. It's a bit huge so you may like top skim, copy and paste the bits you want.


Part Two: Integrating e-learning in the English (and Media) classroom



Why e-learning is important?


From the NZC:

E-learning and pedagogy

Information and communication technology (ICT) has a major impact on the world in which young people live. Similarly, e-learning (that is, learning supported by or facilitated by ICT) has considerable potential to support the teaching approaches outlined in the above section.

For instance, e-learning may:

  • assist the making of connections by enabling students to enter and explore new learning environments, overcoming barriers of distance and time

  • facilitate shared learning by enabling students to join or create communities of learners that extend well beyond the classroom

  • assist in the creation of supportive learning environments by offering resources that take account of individual, cultural, or developmental differences

  • enhance opportunities to learn by offering students virtual experiences and tools that save them time, allowing them to take their learning further.

Schools should explore not only how ICT can supplement traditional ways of teaching but also how it can open up new and different ways of learning.



Discussion Questions: How well is your present classroom providing for your students' future? With limited resources, how might we address this?



Discussion Questions: Do you agree? Why? Why not?


(Check out some of the responses online...or even add you own!)



Considering the evidence


e-Learning and implications for New Zealand schools: a literature review
Noeline Wright
Published: July 2010 



To summarise, benefits to school learners with access to e-Learning affordances, include:


Motivation and engagement: Stevenson’s (2008) thesis identified Web 2.0 affordances as being useful here. These same affordances involve the social networking practices common among girls, and being harnessed by boys as well. Connecting in groups is also a feature often attributed to Maori and Pasifika learners and so including social networking practices in classrooms may support their learning (Ako Aotearoa, 2008; Franken et al., 2005). The tools which support motivation and engagement, as well as co-constructive pedagogies can also be factors in powerful learning that meet students’ needs in a range of contexts and at a range of stages of learning, including ESL and physical disability.


Independence and personalised learning: personalising learning can mean students are more motivated to continue engaging in learning because they can more readily access support when it is needed. Some 2009 e-Learning fellows’ experiences through their blogs demonstrates this well (see http://elearningresearchnetwork.ning.com/page/efellows-1 ). Claire Amos’s blog, documenting using blogs for developing student writing, is a case in point. She commented that students regularly read each other’s postings as a means of developing their own work, and even when they lost notebooks, their online work was still available (http://mye-learningfellowshipjournal.blogspot.com/). Web 2.0 applications (such as blogs), mobile devices, IWBs and other equipment can be useful in supporting personalised learning, as well as students’ existing knowledge of online socialisation protocols which can help them successfully navigate online relationships (Lewin, Mavers & Somekh, 2003; Lewin, Somekh, & Steadman, 2008; Wan et al., 2008).


Critical thinking and multiliteracies: these features point to the importance of student-centred pedagogies that allow students to engage with multiple texts, collaborate with others and develop deep understanding. These pedagogies imply the development of metacognitive strategies that support students being able to access prior knowledge, interact with other people and various kinds of texts, create meaning and produce evidence of this new knowledge. The kinds of learning processes, contexts, literacies and media predicted by the New London Group (Cazden et al., 1996) are particularly important for e-Learning classrooms because they closely link to the kinds of co-constructive and socially mediated learning that technological tools appears to foster.


Access to information, resources and experts: this is one of the strengths of e-Learning affordances, because they make information and knowledge quickly and flexibly accessible. Students can manipulate and navigate such texts in various ways that suit how they might prefer to work. These texts (whether electronic, written or human) can be interpreted, analysed and reformed by learners, because the technologies exist which allow them to mash and mod the texts, creating new ones for real, but cyber audiences. In these ways, students can become producers and publishers of their own texts.


Collaboration in wide contexts, including international ones: Stevenson’s (2008) thesis discusses such arrangements. The ongoing production of student podcasts and integration of other e-Learning technologies at Pt England School, also point to the power of international collaboration and audiences in motivating students to learn. It appears that this kind of learning centres on the motivators of relevance, purpose, context, immediacy, audience, creativity, collaboration and pliability for students. In turn, such regular and integrated access to these technologies, enhance more traditional skill development such as literacy and numeracy (Burt, 2007). In these kinds of contexts, students are learning about, with and through technology. This has positive impact on their social, cognitive and affective domains (Falloon, 2004).


Some conditions which lead to positive outcomes include: the role of the teacher, the types of pedagogy used in technologically able classrooms, and the ubiquity of access to technology for everyone concerned. These presuppose effective leadership at a variety of levels within a school - teachers’ professional development and mentoring, technical support, provision of equipment, and a drive to support e-Learning as fundamental aspect of classroom learning. It may also affect the way timetables are constructed, especially in secondary schools.


Also worth a read!

Literacy Teaching and Learning in e –Learning Contexts
Author: Sue McDowall for CORE Education and New Zealand Council for Educational Research
Published: June 2010


Some ideas to get you started!


ICTPD YouTube Channel - lots of Moodle tutorials

Teaching and e-learning blog - lots of Google Tutorials

The Virtual Classroom - How to create a class wiki


1) Create an online classroom - If your school has Knowledgenet, Ultranet or Moodle use it to create an online classroom environment. This can be used for support, extension and differentiating to meet your students readiness, learning style and interests.


If you don't have a school Learning Management System, the look at creating a class website using wikispaces. pbworks, Google site or Weebly.


2) Get students to collaborate and co-construct using Google Docs or a wiki


3) Get students to publish their work using a shared class Google Site, student owned blogger accounts or MyPortfolio


4) Use the technology in their pockets - most phones have a still camera, video and voice recorder that can be used to support the teaching of visual and oral texts, presentation and speaking skills.

Example -Using your phone's voice recorder you will record a dramatic reading of 1-2 stanza's from the poem 'The Tree'.

Using your mobile phone you will then take still shots of (or film) a tree of your choice. Try to capture the feeling of the poem. Feel free to use your partner in the shots as well. Try to include a range of the following shot types: establishing shot, extreme close up, close up, low angle, high angle, long shot, extreme long shot.

NB. Unsure of the film terms? Check out this handy reference here


5) Using Social Networks -Working with Facebook, Twitter and Google+


Working with Facebook, Twitter and other social networking sites

  • What is your school's policy around Facebook use?

  • How might I use Facebook and what do I need to consider when using social networking sites?  

  • Ideas and strategies - create a closed group for your classes to communicate with one another, then use this to notify them of upcoming assessments and useful resources


Facebook in education - Facebook's own education page


Activity - Read this article about how Facebook was used to support teaching and learning in a history class. How do you think this could transfer to an English class?



A 100 ways to teach with Twitter - an interesting article!


Check out a recent internet debate aired  on TVNZ7 here.


6) Make an e-learning action plan



PLG E-learning Action Plan 2011.docx


Other great sites and software:



Useful Resources

Free Technology for Teachers - probably the single most useful blog recommending e-learning tools and strategies

Using ICTs in English  - resources from 2010 workshop day run at Kohia Teachers Centre (Team Solutions)

Teaching and e-learning blog - the blog that I have developed to support the ICT PD contract at Epsom Girls Grammar School. Resources and strategies to support using ICTs in and beyond the classroom.

ICTs in English blog - the blog that compliments the English online ICTs in English listserve



Need advice - feel free to email me at am@eggs.school.nz

or follow me on twitter @ClaireAmosNZ


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