Literacy in Technology Education
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Each learning area has its own language. As students discover how to use them, they find they are able to think in different ways, access new areas of knowledge, and see their world from new perspectives (NZC, p.16)

Resources used at the HETTANZ presentation

June 2012


useful article on high pressure processing
The Bright,Hi-Tech Future of Food Preservation
article and literacy strategies


Word definitions from article





Jigsaw activity instructions in ppt above
compressing food.png


cha



Lifting Literacy Learning in Secondary School Classrooms
  • Teachers need to ensure their students develop the literacy expertise that will enable them to engage with the curriculum at increasing levels of complexity and with increasing independence.It cannot simply be assumed that because students can read and write all the teacher needs to do is deliver the content. As they progress through schooling, students need to be able to read and write increasingly complex texts and to engage with increasingly complex tasks. At the same time, the subject matter that they read and write about becomes more abstract and specialised.
  • Teachers need to ask at every stage what demands the curriculum is making on students in each learning area and what specific language-related knowledge and skills they need to be aware of, or to teach

Resources:

1. Power point presented at TENZ Conference 2011
2. Literacy prediction tool created by Aaron Wilson to use with students
when looking at say a Techlink case study or any other text.



Questioning

Structuring student learning through a series of questions.



Strategies for teaching and learning:
the definitions for:

describe, explain and discuss


Print off fold in four. Students in group
discuss their understanding of the words under
personal understandings. Then open up read the
official definitions. Now add in the column headed
bridging the gap what the differences are.


Resource created by Beth McCrystal to demonstrate the imperatives ( command words). Works well with a real chocolate cake!



TheWritingProcess.gif
Use an apple to describe, explain and discuss.
Firstly get students to describe the apple e.g.
red, green, large, small, smooth on the outside, rough on the inside,
sweet, tart, sour, juicy, crunchy, tasty, fragrant, fresh, ripe, succulent,
delicious, bursting with flavour, polished, ripe, fresh from the tree,
vitamin packed, healthy
Then explain the apple e.g.
it is fruit that grows on trees, harvested in autumn etc
The discuss an apple e.g.
The Greek and Roman mythology refer to apples as symbols of love
and beauty but apple fruit contains vitamins like vitamin C,
Beta-Carotene, iron and potassium etc. The vitamin C content may
not be as good as oranges but apples have high mineral contents,
pectin’s, malic acid which are good in normalising the intestines.
Apple fruit is good for the treatment of anaemia, dysentery,
heart disease, headache, and eye disorders, kidney stones and
promotes vigour and vitality.
Note: Discuss needs research.
Literacy sentence starters


Writing frames


Power Point from November 2012
Malcolm Howard


Link to Team Solutions Literacy in Technology wiki