http://www.youtube.com/watch?v=v5qPg_MntvY&feature=player_embedded
Sunday, 4 November 2012
ETL402
The Role
of Children’s Fiction Enhancing the Curriculum through Literary Learning
Literary learning could be
defined as a set of skills allowing enriched engagement in society. This includes the many language forms that
assist in making meaning of literature types and the acceptance and value of
this role in society. Thinking and emotions are connected with expression of
language, which is itself a key aspect of our heritage. Students learn and become involved in their
individual learning once they become aware of this relevance to their own
learning. So, all teachers need to
promote the importance of literacy as being fundamental to all areas of the
curriculum (Todd 2010) and the future of learning (Loertscher 2012).
It is the development of competence that strengthens skills as
associated grammar, and spelling fundamentals add to growth and life long
learning skills gained by the student.
ETL504 
Preparing for
Change
CBAM
A personal
approach (Roach 2009; Hall 2011; Khoboli 2012)as provided by the CBAM model
will assist all learners involved in the development and integration of the new
program into the current curriculum.
The CBAM model is
based on many years of research considered to be robust and empirically
grounded (Anderson 1997) and has been used extensively in school environments
and is reported that new practices alone are not often incorporated as part of
the classroom structure (Hall 2011). Having this knowledge provides
essential knowledge for planning new programs into a school. Thus this
will be a part of the total process when staff involved in the change process
are introduced to the CBAM model and used in the implementation and setting up
of (AR)
As there will be a
range of teacher abilities within the group the decision was made to start at
the very bottom of the learning tree and introduce the CBAM approach as to why
literacy could be a great addition to our current literacy programs.
Included here will be reference to the research that strongly supports the fact
that boys are visual learners and are very competitive in their modus
operandi. Being a visual based program as well as allowing quick escalation
of points within the structure are both components of the program.
Underpinning CBAM
model are several assumptions as discussed in the literature (Anderson 1997;
Newhouse 2001; Christou 2004; Hollingshead 2009).
These assumptions
deal with change as being:
·
Is a process, not just an event
·
Can
be accomplished by individuals
·
Is
a highly personal process
·
Involves
a growth in feelings and skills
·
Can be facilitated buy direct
interventions to the individual.
Interesting article by:
Work by Fullan Essential Read
Introduction
Planning, implementing and evaluation are the key
points that require consideration when change is being considered. Change knowledge is vital to best facilitate educational
reform. Sharing processes of change with
all members of staff involved allows ownership of the desired reform. A leader is required to facilitate change and
a leader who is not visionary will not be able to manage effectively the future
of schools.
Discussion
of the Fullan Article
The eight points of consideration
in the Fullan article (Fullan, 2005) provide simple explicit guidelines, while
realistically reminding us of the complexity of the change processes.
· engaging
people’s moral purpose,
· building
capacity,
· understanding
the change process,
· developing
cultures for learning,
· developing
cultures of evaluation,
· focusing
on leadership for change,
· fostering
coherence making, and
· cultivating
tri-level development.
Understanding the core concepts as
they are articulated provides structure and process. As Fullan states, “only knowing-by-doing, reflecting,and re-doing will move us forward”.
Fullan and his colleagues point out that change, while
a work in progress, will always be an ongoing process. Schools are constantly changing environments
and are subject to many changes for a variety of reasons. Importantly, then increasing awareness of the
core concepts responsible for modelling change greatly improves the chances of
success.
Leaders at any level need to have a well defined style of
management and should articulate clearly their expectations of others involved
in change, and should inspire others to follow (Fullan 2010; Allison 2011; Hall 2011). Meaningful change processes need involvement
and interaction at many differing levels and all stakeholders need to take on
responsibility. This is engagement – or the ‘buy-in’. From the viewpoint of a middle level leader
the following points for consideration need to be addressed in regard to
educational change.
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