TASK DESIGN 2 PD for teachers to support SACE students in use of formal language.

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Presentation transcript:

TASK DESIGN 2 PD for teachers to support SACE students in use of formal language

What we will cover today  Reflection – last Task Design session  Task Genre (Purpose and Structure) Literacy for Learning (LfL) Module 4 (p. 78–89)  Scaffolding Genre & Assessment Tasks  Key sentences  Foregrounding key ideas  Nominalisation LfL Module 5 (p )

ASSESSMENT TASKS TERM 1 We looked at Assessment Tasks Use of task verbs – describe, discuss, evaluate, analyse etc. Evidence of the Assessment Design Criteria and the Performance Standard/ Achievement Standard

ASSESSMENT TASK TODAY Genre (Literacy for Learning Module 4 (78- 89) Purpose Structure

EXTENDED RESPONSE

ESSAY

INVESTIGATION REPORT

PSYCHOLOGY INVESTIGATION REPORT

ACTIVITY  For an assessment task that you use:  Create a visual scaffold for your students  Draw boxes for the different structural components for the task that you want students to complete  Work individually or in groups

PSYCHOLOGY INVESTIGATION REPORT

TASK EXEMPLARS

Key Sentences

NOMINALISATION  SEE POSTERS – useful tool to help students to write in a more formal manner.

SCAFFOLDING  ACTIVITY  Write the first sentence of each section/ paragraph/ task  Purpose – to foreground to readers what they can expect to read about – in the whole text, a paragraph or a sentence  Identify the key idea for the paragraph. – foreground the idea so that it is in the opening sentence of a paragraph.  Can you nominalise the key idea and/ or other words in the sentence?  Nominalisation – Module 5 of LfL p

Summary  Be clear about genre  Scaffold genre and task requirements  Use key sentences  Foreground ideas  Nominalise key concepts as much as possible