Persuasion

1. Persuasion Planning for Learning Karen Yager – Knox Grammar School & ETA

2. “We have to know where we want to end up before we start out – and plan how to get there …” (1999, Tomlinson).

3. The Research • Inclusivity and positivity • Plan for Deep knowledge & Deep understanding • Integrate problematic knowledge and student direction • Process first then product • Provide opportunities for creativity • Coyle and Colvin (1999): The brain is phenomenally plastic, and that we construct ourselves through behaviour – “It’s not who you are, it’s what you do and where you do it.” • Hattie (2003) & Dinham (2008): The significance of deep knowledge, direct instruction and scaffolding the learning. • Westwell (2009): Creativity flourishes when connected to what is already known. • NSW Quality Teaching model based on best practice and effective research

4. Australian Curriculum Goals • Goal 1: • Australian schooling promotes equity and excellence: promote personalised learning that aims to fulfill the diverse capabilities of each young Australian. • Goal 2: • All young Australians become: • successful learners • confident and creative individuals • active and informed citizens

5. Australian Curriculum Expectations • A solid foundation in skills and knowledge on which further learning and adult life can be built. • Deep knowledge and skills enabling advanced learning, ability to create new ideas & translate them into practical applications. • General capabilities that underpin flexible thinking, a capacity to work with others, an ability to move across subject disciplines

6. NSW Syllabus & the Australian Curriculum • NSW Education Act – outcomes based assessment • Mapping by ETA – most outcomes connected • Curriculum a framework; the syllabus a document for a course • Continuum of learning still identified as an issue for the current draft. • Conceptual approach to programming facilitates integration of the syllabus and the framework.

7. Planning for Learning “The first thing that teachers will need to do is select and organise the essential knowledge, understandings, skills and values from the syllabus around central concepts or ideas…” Quality teaching in NSW Public Schools

8. Planning for Learning “Intellectual work that is challenging, centred on significant concepts and ideas, and requires substantial cognitive and academic engagement with deep knowledge” Quality teaching Discussion Paper

9. Planning for Learning “Without designing around provocative questions and big ideas, teaching easily succumbs into an activity - or coverage - orientation without clear priorities.” Understanding by Design McTigh and Wiggins ASCD 1999

10. Planning for Learning • Holistic and conceptual model connecting learning with syllabus content, knowledge and skills and the explicit teaching strategies • Driven by the concepts and key learning ideas • Integrated assessment of, for and through learning – backward mapping • Distillation from concept to key learning ideas to assessment to explicit teaching and learning strategies • Facilitates integration of programs and/or assessment across KLAs, higher-order thinking & problematic knowledge • Technology for learning

12. Focus on learning • What do I want my students to learn? • Why does it matter? • What do they already know? • How will they demonstrate learning? • How will they get there?

13. The Model Focus Outcomes Concept + Key Question or Essential Learning Statement Overarching idea of the unit grounded in the syllabus (Deep knowledge) Key Ideas + Question What students will learn by the end of the unit (Deep knowledge) Key Ideas + Question Reflect intent of the outcomes and concept (Deep knowledge) Key Ideas + Question Grounded in the syllabus (Deep knowledge) Assessment for, of, as and through learning (Deep understanding, Problematic knowledge, Higher-order thinking, Explicit quality criteria) Demonstration of key learning ideas Pre-testing/Pre-assessment (Background knowledge - connections to prior learning) Brainstorming, Graphic organisers – KWL, mind mapping, Y chart, Lotus diagram. Quiz Teaching Strategies Learning Activities Explicit Literacy & Numeracy Strategies Teaching Strategies Learning Activities Integrated ICT Teaching Strategies Learning Activities Explicit / Systematic Building the Field Teaching Strategies Learning Activities Connected & Scaffolded Teaching Strategies Learning Activities Scaffolds / Models – annotated Resources

14. A Concept • Blend of abstraction and concreteness • Multidimensional • “A concept is not an isolated, ossified, and changeless formation, but an active part of the intellectual process” Vygotsky. • A concept is idea that has been turned, examined, polished and carries resiliency. • A synthesis of the key ideas • Represents depth rather than breadth

15. Deep knowledge • Knowledge is deep when it concerns the central ideas or concepts of the KLA/s and when the knowledge is judged to be crucial to the topic or subject being taught.

16. The overarching question or learning statement • Pose an overarching key question or essential learning statement that encapsulates what students need to learn by the end of the unit • Differentiates the learning

17. What do they already know? • Unless new knowledge becomes integrated with the learner's prior knowledge and understanding, this new knowledge remains isolated, cannot be used effectively in new tasks, and does not transfer readily to new situations.

18. Assessment for Deepunderstanding Biggs [1999], p78 UCLAN http://www.uclan.ac.uk/ldu/resources/toolkit/lrg_groups/index.htm • Accurate outcomes • Key learning ideas • Nature of the task in a clear and precise rubric • The verbs! • Explicit quality criteria • Marking guidelines reflecting the outcomes being assessed

19. Persuasion • Stage 4 Year 7 Term 1 • Students will learn about how words and images can be used persuasively to manipulate and position others. • Cross curriculum perspective of Sustainability • Naplan 2011

20. Persuasion • Key learning ideas: • The features of a persuasive text • The purpose of persuasive texts • How language features and form can be used to persuasively promote points of view and position a responder. • Overarching question: How and why do composers craft texts that promote persuasively points of view?

21. Outcomes & Content Descriptors NSW Syllabus • 4. A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts. • 5. A student makes informed language choices to shape meaning with accuracy, clarity and coherence. • 7. A student thinks critically and interpretively about information, ideas and arguments to respond to and compose texts. Australian Curriculum • Literacy: Interpreting, analysing, evaluating: • Purpose and audience: use growing knowledge of text features to explain how texts make an impact on different audiences • Comprehension processes: Interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources • Literacy: Creating texts • Plan, draft and publish persuasive texts selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas with authority • Language: Expressing and developing ideas • Understand that persuasive texts communicate through combinations of sound, image movement, verbal elements and layout.

22. Assessment for and of Learning • Nature of Task: The Australian Federal government has decided to be proactive in targeting these vulnerable locations. They have devised an Australia wide competition that invites proactive citizens to identify an environmentally significant and vulnerable location, and present a persuasive argument as to why the Federal Government should provide funding to ensure that this location is protected for the future. You have been selected to represent your school to identify the special location, predict a possible disaster and argue persuasively why the special place you have chosen should be protected. Your presentation must include: • A description of the unique place • A prediction of one or more possible man-made or natural disasters. • A persuasive case for why the place is special, and should be protected and preserved for future generations. • You can present your case using any medium of production such as: • A power point, slide show or prezi with images and footage • A podcast • A print document such as: a poster, pamphlet or letter. • Use your imagination and decide what medium would be the most effective and persuasive vehicle for your argument!

23. Weeks 1-2 • Focus: What are the key features of persuasive texts? • Introduction to Persuasion • Students view and analyse: • Severn Suzuki’s speech delivered at UN Earth Summit 1992 focusing on the ideas and the purpose of the speech: http://www.youtube.com/watch?v=uZsDliXzyAY • The Green’s television advertisement election campaign: http://www.youtube.com/watch?v=2gQVnIKDoOA • EDF Energy Advertisements: http://www.youtube.com/watch?v=Xx3Y5RV9YR4&feature=related ; http://www.youtube.com/watch?v=z7JMBa6h7Eo&feature=related

24. Weeks 1-2 • Features of Persuasive Texts • Students visit for Persuasion 101: http://prezi.com/62290/ • Power of Verbs and the Imperative Voice • Persuasion in 30 seconds • Students deliver a 30 second speech presenting their point of view on the merits of one vs. the other from the following list: • Solar power vs. electricity • Cars vs. walking • Book vs. Kindle • Plastic bags vs. green bags • Clothes dryer vs. Clothesline • Polarised debates • Class blog created as a platform or Voicethread - http://voicethread.com/

25. Weeks 3 -4 • Focus: What is the purpose of persuasive texts? • Al Gore’s speech to Smith School World Forum on Climate Change: http://oxforddigital.tv/streaming/algore0709.php • ‘There will come Soft Rains’: Short Story – Ray Bradbury & poem by http://www.youtube.com/watch?v=KBtE4jS8J24&feature=related • Bruce Dawe’s Poem ‘In the New Landscape’ • Blog or Voicethread to discuss the issue: ‘Global warming is a myth.’ • Persuasion map: http://www.eduplace.com/graphicorganizer/pdf/persuasion.pdf

26. Weeks 3 -4 • To enhance vocabulary, students use the online thesaurus: Visuword: http://www.visuwords.com/ • The Naplan marking criteria is to be used to assess the exposition – self and peer marking - http://www.naplan.edu.au/writing_2011_-_domains.html • Impact of Emotive language and Modality • Cyber Grammar: http://www.cybergrammar.co.uk/index.php

27. Weeks 4-5 • Focus: How can language features and form be used to persuasively promote points of view and position a responder? • The Power of Rhetoric • Point of view: The line of argument and the supporting evidence • Use of persuasive techniques • Notes and discussion on the features of effective rhetorical speeches. Students could visit http://en.wikipedia.org/wiki/Rhetoric • Assessment Task – ongoing • http://prezi.com/bnvpgr4u8pnh/cape-byron-symposium/

28. Conviction • Stage 5 Year 9 Term 1 • Students will learn about how the convictions of composers reflect their times and context , and shape meaning in texts. • Question: • How significant is our context in the formation of our convictions and the meaning we convey in our texts? • Key Ideas • How context shapes convictions, perspectives and ideas. • How conviction shapes the use of language, form and features.

29. Conviction • Suggested texts: • To Kill a Mocking Bird, 1984, Ender’s Game, Night… • Websites such as: • Surfaid: http://schools.surfaidinternational.org/ • Amnesty International: http://www.amnesty.org.au/refugees/ • Protest poetry and songs: http://www.ppu.org.uk/learn/poetry/poetry_against.html

30. Outcomes & Content Descriptors NSW Syllabus • 1. responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure. • 4: A student selects and uses language forms and features, and structures of texts according • to different purposes, audiences and contexts, and describes and explains their effects on meaning. • 7: A student thinks critically and interpretively using information, ideas and increasingly • complex arguments to respond to and compose texts in a range of contexts. • 9. demonstrates understanding of the ways texts reflect personal and public worlds. • Australian Curriculum • Literature and context • Interpret and compare representations of people and culture in literature drawn from different historical, social and cultural contexts • Discussing literature • Discuss and determine criteria for the value of literary texts and arrive at judgements about the merits of particular texts • Exploring Literature • Analyse the use and effect of extended metaphor, metonymy, allegory and symbolism in epic, love poetry and protest poetry

31. Weeks 1 - 2 • Significance of context and convictions: • 12 word exposition on a burning issue • 50-word narrative • Extracts from a range of texts • Modality, imperative voice and emotive language • Persuasive text - Naplan

32. Assessment • Assessment for Learning • 60 second presentation on a burning issue • Blog post or editorial • Assessment of and as learning: • Imaginative text • Critical analysis focused on how context and convictions shaped meaning and language choices

33. Weeks 3-6 • Close study of a text or CTD a range of texts • Focus on how meaning is shaped by context and convictions • Imagery through figurative devices • Gaps and silences • Assessmenttask: student choice

34. It was funny, he mused, how hard it was to see what he was fighting for. He could not even define it himself, really, more that he seemed to know, instinctively, that his life should have some innate value, that some days, the sky should show blue through the smog, and that marriage was for more than producing three more workers for the economy. Claus had once spoken of liberty and freedom, but Löew merely wanted more than what he had - a life that meant something. And so they had finally come to their present arrangement; Claus dealt with bigger issues, liaising with other members of the resistance, while Löew dealt with the little obstacles that occasionally arose. It was a system that had worked well for a time, but lately Löew was becoming increasingly frustrated and Claus increasingly distant. And that was why Löew was out in the pouring rain, stalking through the narrow alleys that twisted their way through the dingy concrete forest that was every city in or, presumably, off the world. He had been slightly surprised when he heard his targets name that night; it was, in fact, the man who had introduced them to the resistance. It wasn’t unheard of for someone to turn back, but Löew had seen the devotion in the man’s eyes when they first met and had been sure that he would never abandon the cause. It was done. The small portion of his mind that rose in protest was ruthlessly quashed, and as Löew walked he was, as always, busy encasing his cumulative guilt in layers of false assurances. It was easy, to kill. But to take a life, that was something, and the fact that there wasn’t a human on the planet who had anything more than a facsimile of one wasn’t quite enough for his troubled conscience.

35. When I began the process of crafting my narrative I found it hard to think of a societal issue that I was sufficiently worried by to justify writing about; luckily the recent federal election brought to my mind the issue of social stagnation, which is essentially the reason for the government of my dystopia. Particularly in the last 50-100 or so years, society has come to heavily rely on technology such as radio, film, television, and the internet. These media sources, while excellent at disseminating information, are very poor at promoting free-thinking individuals who have the ability to challenge the societal norms; instead, they encourage people to rely on those with the loudest voice (generally the press and associated media) to form their social opinions for them. This has led to what is an almost permeable social stagnation and lack of prominent intellectuals, philosophers, and statesmen among the population. We see examples of this in Australian politics today; the ALP and L/NP are incredibly similar on matters of policy, the main difference being due to their non-swinging voters (for the most part because of stereotypical views of the two parties)… I wrote my narrative in the 3rd person for several reasons: It allowed me to deal with multiple characters more easily, it allowed me to show the setting in an objective light, and it meant I didn’t have to deal with the psychological ramifications of my created world on my protagonist. I found that 3rd person enabled me to look objectively at my characters, as if I had been in 1st person I would have had to deal with the limitations of perspective, and would lose the general mood and tone generated by my objective view of the setting. For example, at the very end of the narrative, there is markedly little mention of Löew’s thoughts on the matter - like the rest of the narrative - just a general feeling of betrayal, but I am able to expand on the theme of darkness and the continual use of rain as a metaphor, something that would be marred by subjectivity if I did it in first person.

36. “It is about learning to learn, about becoming independent thinkers and learners. It is about problem solving, team-work, knowledge of the world, adaptability, and comfort in a global system of technologies, conflict and complexity. It is about the joy of learning and the pleasure of productivity of using one’s learning in all facets of work and life pursuits” (2006, Fullan, Hill and Crevola, Breakthrough).