We are learning to:
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.
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?)
Use theindividually to capture your thinking
With a Group:
What does it mean to keep the adolescent learner at the centre of our work?
Use theif you are working with others.
If you are working on your own, record your thoughts and observations in your portfolio / journal / notepad.
Use(from Making Thinking Visible by Ritchhart, Church, Morrison p. 140)
How do we as educators create the conditions to ensure the adolescent learner is at the centre of our work? Consider the elements of thedescribed in the ALG.
Sample guiding questions:
The resourcealso provides considerations for creating a supportive literacy learning environment.
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:
Click on a component in the graphic below to continue your learning.
Refer to Subject Specific Collaborative Inquiry Team guide from the ALG.
Watch this video from a collaborative inquiry team.
In the video, what adolescent literacy learning needs did the teachers consider in their collaborative work? How does this relate to your work?
Skim and scan the
Which section informs the work that you are presently engaged in with a learning team?
Use the protocolto consider the ways in which the ALG can support your work with this learning team.
Skim and scan the Appendices of the ALG.
How might the Appendices support and extend your work with adolescent literacy?
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 firstname.lastname@example.org, using ALG PLM feedback in the subject line.
Have your remembered to copy your notes to your device's clipboard?