Introduction

Learning Goals

We are learning to:

  • explain the connections between adolescent development and literacy learning needs in adolescence so that we can understand the implications for teaching adolescent learners
  • recognize how the ALG can support our work to ensure that we continue to meet the needs of our students.
This is an image of two students collaborating in order to complete a graphic organizer.

Vision: Going Deeper

This learning module Part Two: Going Deeper is designed to help you, as a professional learning facilitator, work with your teacher and administrator learning teams to support adolescent literacy learning, using the Adolescent Literacy Guide.

One way to frame Part Two is to consider the following approach as a Minds On to contextualize your learning:


Investigating Student Literacy Needs
Get a picture of the literacy learning in the school, and the relationship of the current status to past improvement efforts in literacy.

Developing a Plan
Develop a goal and a plan that is aimed at improving an aspect of student literacy learning.

Activating the Plan
Put a plan into action that is directed at the literacy learning goal identified.

Monitoring Progress
Gauge the effectiveness of actions responding to student learning and on the process of improvement.

Evaluating The Process
Determine the effectiveness of the overall plan and use to set direction for the next improvement cycle.

(Source: Leaders Connect: How do school leaders use a process of improvement planning for adolescent literacy learning?)

Protocol

Review the

Use the individually to capture your thinking

  • Identify three important points or ideas from the text.
  • Make notes about why each point/idea was chosen.
  • Reflect: How does the information in the text support the work you are doing?

With a Group:

  • Identify three important points or ideas from the text.
  • Make notes about why each point/idea was chosen.
  • Share your points in rounds.
  • Discuss: How does the information in the text support the work you are doing?

Consider:

  1. How did the use of the Pick Three protocol help you to go deeper with your thinking?
  2. How might you use this protocol in your own work?

The Adolescent

The Adolescent

Protocol

What does it mean to keep the adolescent learner at the centre of our work?

Use the if you are working with others.

  • Write your responses to the question on sticky notes (one response per sticky note).
  • Organize the stickies into natural categories.
  • Label the categories.

Consider:

  1. How did the use of the Affinity Mapping protocol help you to go deeper with your thinking?
  2. How might you use this protocol in your own work?

If you are working on your own, record your thoughts and observations in your portfolio / journal / notepad.

Adolescent Development

Protocol

Read.

Use (from Making Thinking Visible by Ritchhart, Church, Morrison p. 140)

Consider:

  1. How did the use of the 4C’s protocol help you to go deeper with your thinking?
  2. How might you use this protocol in your own work?

Learning Environment

Notes

How do we as educators create the conditions to ensure the adolescent learner is at the centre of our work? Consider the elements of the described in the ALG.

Sample guiding questions:

  • What are some immediate actions we can take in the classroom to create an environment conducive to literacy learning?
  • With continued and responsive planning, how might we use our physical classroom space and time constructively to create a rich learning environment to support literacy learning?
  • Where in our curriculum can we plan lessons that will provide opportunities for more student power and autonomy?
  • Changes: What changes in attitudes, thinking, or action are suggested by the text, either by you, or others?

The resource also provides considerations for creating a supportive literacy learning environment.

Components of Adolescent Literacy

Download

Embedded in the abilities to think, express, and reflect is a range of indicators which form evidence of student learning and a basis for a comprehensive approach to literacy.

These literacy indicators are organized around five components:

  • Critical Literacy
  • Metacognition
  • Questioning
  • Strategy
  • Voice and Identity

Click on a component in the graphic below to continue your learning.



Next Steps

WATCH

Refer to Subject Specific Collaborative Inquiry Team guide from the ALG.

Watch this video from a collaborative inquiry team.

Notes

In the video, what adolescent literacy learning needs did the teachers consider in their collaborative work? How does this relate to your work?

Protocol

Skim and scan the

Which section informs the work that you are presently engaged in with a learning team?

  • Subject-Specific Collaborative Inquiry team
  • Interdisciplinary Collaborative Inquiry Team
  • School Improvement Planning Team
  • Coaches working with Teachers

Use the protocol to consider the ways in which the ALG can support your work with this learning team.

Appendices

Notes

Skim and scan the Appendices of the ALG.

How might the Appendices support and extend your work with adolescent literacy?

Resources

We appreciate your feedback!

This learning module Part Two: Going Deeper has been designed to help you, as a professional learning facilitator, work with your teacher and administrator learning teams to support adolescent literacy learning, using the Adolescent Literacy Guide.

To what extent does this professional learning module assist you in your work?

Please take a moment to provide us with feedback by completing this brief survey. Alternatively, you could email literacy712@gmail.com, using ALG PLM feedback in the subject line.

Thank you!

Stop!

Have your remembered to copy your notes to your device's clipboard?