Teaching English - Planning http://wwwfp.education.tas.gov.au/english/planning.

htm

Especially for Teachers - Teaching English

Planning

Essential elements of planning

Whole school planning
Selecting topics
Organising content
Planning frameworks
How to plan a unit
Links to units on this site
Continuity and Cumulative Literacy Learning
For more information

Teachers have become far more focused in their teaching and learning programs in recent
years. Beliefs in constructivist views of learning, knowledge of Brian Cambourne's Conditions of
Learning and requirements to report upon specific outcomes have encouraged teachers to
become more intentional in their planning and more explicit in their teaching.

Much has been written about planning in recent years. Many units for students from
kindergarten to year 12 have been developed, trialled and published. Most have focused upon
integrating some of learning areas to provide meaningful connections for student learning.
While integration is not the focus of this section, the methods developed for integrated units
are useful for all teachers' planning.

Many frameworks have been developed to reflect the emphases of teachers' beliefs about
teaching and learning. Some teachers prefer to use only one method of planning, while others
modify proformas to suit particular purposes.

Essential elements of planning include:

engaging students
refining student's questions, ideas and teacher's intentions
extending students' ideas
reflecting on what we have learned

Robert Phillips and Richard Romaszko (1994) developed a Planning Guide which has been used
widely throughout Tasmania. The circular model reflects the continuous spiral of life long
learning:

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They ask teachers to consider these questions when developing key ideas for units:

TEACHER'S EDUCATIONAL TEACHER'S PEDAGOGICAL

INTENTIONS
What key ideas/concepts do I
wish students to develop?
What information do I need to
help me clarify these key
ideas?
What skills / processes /
techniques / procedures do I
want students to develop /
practise / consolidate?
Which focus / unit topic will
help me to provide a context
meaningful to my students?
INTENTIONS
How will I introduce this area
to students?
How will I find out what their
existing ideas are?
Which ways of working
together will I introduce?
How can I cater for all learning
styles?
Have I incorporated a range of
learning approaches?
How will I form students into
groups?

(Adapted from the 1994

version.)

For further details see planning frameworks below.

Whole School Planning

Kath Murdoch and David Hornsby suggest that

while some of the best teaching arises from spontaneous moments or events in the
classroom, these...are most effective within the context of a well-planned, long-term
framework.

They outline purposes and principles for effective planning on pages 26 and 27 of Planning
Curriculum Connections (1998). These are important considerations for all English teachers and
coordinators:

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Planning for individual classes is more effective when it is informed by a whole-school

plan and a set of shared beliefs about teaching and learning.
Externally produced curriculum documents are useful to guide and inform planning, but
ultimately planning must respond to the needs of the students within each school.
Effective planning is a shared enterprise involving teachers, students, parents and the
community. ù Whole school planning provides a sequential and balanced set of learning
experiences for students and avoids unnecessary repetition.
Long term planning creates greater balance, richer learning opportunities, better use of
resources and, Murdoch and Hornsby also suggest, sanity!
Team planning increases creativity, rigor and enrichment.
Collaborative planning provides support for new teachers or those with little experience of
English teaching.
Planning takes time. Blocks of sustained time are needed for developing units
collaboratively.
Planning is informed by and evaluated against the knowledge of individual students'
interests, needs and learning preferences.
Educational purposes are revisited regularly. Ask: Why am I doing this?
The planning process is facilitated by the use of record keeping guides, proformas and
checklists and the development of a framework of outcomes.
Teachers are able to plan for the systematic accumulation of resources because they know
the areas that will be required in the future.

Selecting topics

The kinds of topics chosen depend upon the teaching situation. Teachers who work in primary
or in middle school settings have greater flexibility in programming and have opportunities to
integrate learning areas. Other teachers might find their options for units of work are restricted
by the constraints of working with students for short periods of time or the requirements set by
particular syllabuses.

Reasons for selecting topics

Topics develop from a wide range of sources and for a wide range of reasons such as:

Students and teacher negotiate to find a topic that interests most class members. A
jigsaw cooperative learning strategy could be followed by a class meeting.
A teacher chooses a topic as a context in which to improve particular skills or aspects of
learning processes.
A teacher decides to have students consider an issue which relates to a perceived concern
or problem e.g. If a teacher observes a bullying problem within the class, he /she might
set up a unit based on contemporary picture books which deal with the issue of
relationships between peers.
The scope and sequence developed by the school might decide the major focuses for
students in each year.

Practical considerations for selecting topics

Additional factors impact upon the decision-making process. These include:

links to other units across the scope and sequence of the school program
the availability of resources
the accessibility of planned events such as excursions, field trips, visiting speakers
local or world events e.g. the Olympics, local environmental issues
(See Murdoch and Hornsby)

Organising content of the English learning program

There are several ways of organising the content of English programs. Most teachers
incorporate a variety of approaches according to the ages, abilities, needs and interests of their
students. They plan:

for the development of skills and language processes across all of the language modes
for students to engage in the key learning processes
ongoing learning activities
particular learning sequences or units of work

The development of skills and language processes

Teachers plan for the explicit teaching of skills and strategies for reading and viewing, listening

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and speaking, and writing, including spelling. While the contexts for these activities are
embedded within units, a sequential developmental program is planned for.

Key learning processes

Another aspect of the planning process is the extent to which each of the learning processes is
included in each teaching and learning segment. Students become active, responsible learners
able to interact with others as they develop increasing competence in the processes of:

negotiation
reflection
collaboration

Ongoing learning activities

As students progress through our educational system, they are encouraged to become life-long
learners. Aspects of English (often integrated into specific units) address individual needs and
develop the autonomy that students need to become successful language users.

These involve opportunities for students to engage in:

an individual reading program

a personal writing program
strategies for spelling and language use
activities that develop confidence in speaking and listening
reflective thinking
activities that develop skills in organising and managing work, study and time
activities that develop research skills
the selection and use of appropriate technology
cooperative learning activities

(Adapted from the TASSAB 11B English syllabus)

Units

The planning for contexts in which students learn might be based primarily on the selection of
particular texts or aspects of language. Or, they might be based upon a significant issue or
aspect of life experience that teachers and students consider is both appropriate and important
to explore.

The possibilities are many and varied. Contexts should be selected because of their connections
with the needs, interests and learning preferences of the group of students for whom they are
designed. They should also link to the school's scope and sequence of English teaching.

In planning a year's course, teachers create a balance from all of the areas of experience:

The kinds of experience that students draw on in using language include their
experience of literature, mass media and every day texts as well as their own life
experience
(From the TASSAB 10 EN417/416/415 B English syllabuses (1998)

Ideas for units are located elsewhere on this site:

An issues approach to English

Integrating English
Links to teaching units

Planning frameworks

All of the recent planning models incorporate the essential elements of engaging, refining,
extending and reflecting on learning. Much has been written about the benefits of organising
learning into integrated units and similar benefits might be gained by organising English units
of work in a structured, sequenced manner.

Pigdon and Woolley in their book, The Big Picture (1992), developed a planning model which is
particularly suited to English units because it has a shared experience as its central learning
activity. Shared spoken written or visual texts also form the basis of many English units. It has
become apparent after trialling the model, that several sections that were presented as
separate ones in the original concept work best if they are embedded within other sections.

THE BIG PICTURE

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(1992)
THE FOCUS
LEARNING INTENTIONS
TUNING IN
SHARED EXPERIENCE
SORTING THE SHARED EXPERIENCE
RELATED EXPERIENCES
SORTING THE RELATED EXPERIENCES
VALUES CLARIFICATION
REFLECTION & ACTION
RECORD KEEPING & EVALUATION

Julie Hamston and Kath Murdoch (1996) developed an inquiry approach to learning. Teaching
and learning are viewed as a joint venture where teachers and students engage in shared
investigations.

INTEGRATING SOCIALLY
(1996)
TUNING IN
PREPARING TO FIND OUT
FINDING OUT
SORTING OUT
GOING FURTHER
MAKING CONNECTIONS
TAKING ACTION

Julia Atkins' work on the nature of learning and understanding learning styles in Learning by
Design (1996) produced a planning proforma similar to Bob Phillips' Planning Guide.

Rational, fact, information, Conceptual, 'big picture,

theory based view.
Clarifying, establishing
theories, procedures, rules...
Structured, ordered,
detailed, safekeeping view.
Planning, gathering
information, 'doing',
applying, following rules,
practising...
metaphorical view. 'What
if...?', design, connect,
explore...
Interpersonal, emotional,
'people' view. Sharing,
discussing, experiencing,
expressing...

The TASSAB Creative Writing syllabuses published a framework to support the planning of
units.

CREATIVE WRITING 9/10

EN261/260 B
(1996)
ORGANISING IDEA
TEXT TYPES AND FORMATS
LANGUAGE PROCESSES
TEACHING POINTS
SUGGESTED ACTIVITIES
REFLECTION

Kath Murdoch's recent work (1998) includes a section entitled Making Conclusions. This seems a
logical and helpful addition.

CLASSROOM CONNECTIONS
(1998)
Explains strategies for
TUNING IN
FINDING OUT
SORTING OUT
GOING FURTHER
MAKING CONCLUSIONS
TAKING ACTION
SHARING, DISCUSSION & REFLECTION

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The choice of framework is a personal one. Teachers use and adapt the elements to suit the
particular content and type of unit, the purpose and the situation. Nevertheless, each section
mentioned in the diagram shown below should be considered by teachers of all classes across all
sectors.

Some of the elements are best embedded within other sections of work rather than presented
in isolation to students. Activities that ask students to clarify their attitudes and values, for
instance, often occur during the Tuning In or Sorting Out sections.

ELEMENTS OF PLANNING
THE FOCUS
This should be rich in context and add to the students'
understandings.
LEARNING INTENTIONS
Use generalised statements of the learning outcomes the
students might gain from the work.
ENGAGING or TUNING IN
Activities aimed at finding out what students know
already, capturing their interest, and generating students'
own questions, predictions and statements.
REFINING or FINDING OUT
Activities which allow students to access experiences and
resources that will provide them with new information.
SHARED EXPERIENCE
A planned activity in which the whole class participates.
SORTING OUT
Provide opportunities for students to interpret and develop
their understandings. Cater for individual choice, different
learning outcomes, and varied ways of student response.
Review and modify students' predictions, statements and
questions.
EXTENDING or RELATED EXPERIENCES
Students negotiate individual, group or class areas of
interest to challenge and extend the knowledge base.
MAKING CONCLUSIONS
Assist students to make conclusions and generalisations
about the topic. Assess and demonstrate students'
progress towards the planned understandings, skills and
values throughout the unit.
VALUES CLARIFICATION
Look at ideas from different perspectives to clarify
students' own attitudes and values. Accept that meanings
are different for different people. Provide opportunities for
people's feelings to be recognised, articulated, recorded
and valued.
REFLECTING
Students devise ways to monitor and evaluate the success
of their learning.
TAKING ACTION
Students consider what could be done about the situations
they have encountered during the learning process
RECORD KEEPING
Use the statements generated throughout the unit as part
of this. Students keep concrete records of their
achievements.
EVALUATION
Students and teacher reflect upon the learning outcomes.
Plan future learning.

When teachers use a framework for planning, they find that units become explicit and
intentional and students' work is focused upon known learning outcomes. Planning prevents
teachers from presenting a thematic approach to students. While themes might include
interesting, imaginative activities, the conceptual framework is often contrived and superficially
based on apparent rather than real similarities. (Jenni Connor DECCD 1996.)

How to plan a unit

This chart has been designed to unpack the ideas behind each planning element and at the

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Teaching English - Planning
same time show teachers some of the possible strategies that might be used. It draws upon the
works of Hamston and Murdoch (1996), Murdoch (1998), Murdoch and Hornsby (1998) and
Pigdon and Woolley. (1992).
It might assist teachers to explore ways of developing units which share the intentions,
processes and outcomes with students and help them to gain ownership over their own
learning.
ELEMENTS OF PLANNING
THE FOCUS
Questions to ask while
planning
Why is this
worthwhile learning
for this class?
Have I chosen a topic
which provides rich
concepts for students
learning?
Has this focus been
taught to these
students before?
Is the focus one
which is part of a
future syllabus?
Have I considered the
interests, needs and
abilities of my
students?
Are there sufficient
resources available?
LEARNING INTENTIONS
Questions to ask while
planning
Which concepts/ideas
/issues do I intend
students to explore?
Which skills/processes
do I intend students
to develop? ù Which
learning outcomes
will I focus on?
Have I negotiated the
learning intentions
with the students?
Have I made the
intentions clear to the
students?
ENGAGING or TUNING IN
Questions to ask while
planning
How can I match my
curriculum intentions
with the students'
capabilities?
What do students
know already and
how will I find out?
What do they want to
know about this
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Comments Strategies to use with
Our goal is to take
students beyond their
current
understandings of the
world.
Sometimes it is
necessary to choose a
focus that is not
chosen by the
students. Students
can't express interest
in things they don't
know about. Once the
unit has begun,
students' questions
can refine planning.
Comments Strategies to use with
Share learning Combinations of:
intentions with
students. Write them
on class charts so
that students know
what work is
required.
Use student friendly
language rather than
educational terms or
jargon.
Keep the learning
intentions
manageable. If the
context is a rich one,
there is a temptation
to include many
issues, techniques or
skills.
Focus on a narrow
area of specific
outcomes rather than
broad general ones.
Comments Strategies to use with
This section allows
students to share
their personal
experience about the
topic.
It can reveal
individual and group
misconceptions,
attitudes. beliefs and
values that might be
http://wwwfp.education.tas.gov.au/english/planning.htm
students
A teaching strategy
describes teaching
procedures, learning
experiences and
activities for students.
The term strategy
also suggests a
thoughtful, planned
process designed to
achieve a desired,
meaningful outcome.
(Murdoch 1998)
Teachers have used
the negotiation
process to provide the
focus for units in
English.
students
individual brainstorm
jigsaw
class meeting
consensus 1-3-6
students
The teacher's role is
to stimulate, observe,
listen, analyse and
record.
To reveal students
understandings use
writing, mind maps,
value lines,
bundling,* discussion
groups, finish the
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Teaching English - Planning http://wwwfp.education.tas.gov.au/english/planning.htm

topic? different from the sentence,* graffiti

ideas held by the sheets, think-
teacher or other pair-share
groups within the Have students
class. generate their own
It can be used to questions through
develop a class list of brainstorming, paired
shared interviews, post a
understandings about question*
the topic which will Have students
develop as the unit visualise, predict,
progresses make statements and
observations

* See Murdoch's Classroom

Connections for further
details.
REFINING or FINDING OUT
Questions to ask while Comments Strategies to use with
planning students
How can I give Students are taught Activities include:
students to apply specific skills
opportunities to to gather and record invite an expert
access information in data. engage with a CD
a range of ways and The selection and ROM
from a range of management of the have an excursion
sources? texts and resources conduct an
How can I challenge provide the keys to experiment
students' prior increasing students' watch a play, film,
knowledge, beliefs understandings.
video, TV
and values? This section leads into
conduct a survey
Which activities will the shared experience
write letters
students undertake as section
read newspapers,
individuals, small
groups or as a whole magazines
class? read picture books,
novels, poems
view paintings,
photos, drawings
access the Internet

SHARED EXPERIENCE
Questions to ask while Comments Strategies to use with
planning students
Which texts shall I Shared experiences: See Finding Out for a
use as sources for our list of activities.
shared experiences build a sense of The teacher's role is
What strategies and classroom to challenge and
processes am I going community. extend student
to use in conjunction provide new understandings
with the shared text? information which Ask key questions
Have I considered the might answer some of Have students
relationship between the students' earlier
observe particular
text and task: questions. processes, structures
- Match a familiar provide common and features or
text with a new or reference points for sequences of events
difficult task. the discussion and Demonstrate, model
- Match a familiar understanding of
and explain to link
task with a new or ideas, issues,
new experiences with
difficult text. processes and skills. previous predictions
provide opportunities and questions.
for the interaction
between individuals
that is often critical to
interpreting and
processing
information.
help students make
sense of further
activities and
experiences that have
been planned for

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Teaching English - Planning
them.
give students
opportunities to
construct concepts
and understandings
that we, as adults,
take for granted
SORTING THE SHARED EXPERIENCE
Questions to ask while Comments
planning
In which order am I Plan activities that allow
going to do things? students to:
What do I have to
explicitly teach them talk and think about
to do and what can the shared experience
they do interpret and
independently? organise the
Which activities will information they have
gathered
we do as a class focus
explore some of the
and which ones will
students choose to feelings, values and
do? attitudes associated
In what ways will I with the topic
allow for a range of represent and test
different activities, their developing
groups and understandings.
outcomes?
In what ways can I Consider which ways of
provide opportunities sorting information are
for students to appropriate for the unit and
explore attitudes, the students in the class.
values and feelings?
Do I involve specialist Cater for difference using:
teachers - art, music,
a range of grouping
technology - to work
strategies to suit
with small groups or
various tasks
the class as a whole?
a variety of ways for
students to express
their ideas
different choices of
activities
different outcomes for
students
See also Values Clarification
section
RELATED EXPERIENCES
Questions to ask while Comments
planning
In what directions Review initial
might I extend the questions, predictions
unit to build upon our and understandings
shared For some students
understandings? this section provides
What opportunities opportunities to
will I provide for revisit texts and
students to take an experiences which
individual, pair or have not been
small group focus on sufficiently
the topic and explore understood
it further?
SORTING OUT RELATED EXPERIENCES
As for sorting the shared experience.
MAKING CONCLUSIONS
Questions to ask while Comments
planning
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http://wwwfp.education.tas.gov.au/english/planning.htm
Strategies to use with
students
Provide ways for
students to sort
information through -
expressing ideas
visually in art and
construction work. -
drama, role play,
movement and dance.
- mathematical
processing of
information, which
involves estimating,
hypothesising,
justifying, describing
and explaining.
Patterns and
relationships are
shown using graphs,
tables or diagrams. -
written language
including reports,
explanations,
arguments, recipes
descriptions,
instructions, diaries
recounts, directions,
manuals, reviews,
stories, charts,
poems, letters,
scripts, banners, etc,
etc. The list of
possibilities is huge. ù
Set up learning
centres
Strategies to use with
students
The use of individual
or small group
contracts
Learning centres
Jigsaws
Concept maps
Strategies to use with
students
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Teaching English - Planning
How will I know what
they have learnt?
How will they know
what they have
learnt?
Have they gone
beyond the activities
to think about what
they now understand?
Which strategies can I
find for them to
transfer their new
knowledge into
another context?
VALUES CLARIFICATION
Questions to ask while
planning
Have I made time for
us all to talk about
our feelings and those
of others?
Have I made sure
that everyone's
feelings are valued?
Have I made time for
students to consider
the ideas from other
perspectives?
Have I provided
opportunities for
students to reflect,
reconsider and
perhaps change their
opinions?
See also CRITICAL
LITERACY
REFLECTION
Questions to ask while
planning
Am I providing
opportunities for
students to realise
and recognise their
learning progress
along the way?
Have I included a
variety of ways for
self assessment?
Have the students
reached their
individual learning
goals?
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http://wwwfp.education.tas.gov.au/english/planning.htm
Refocus on the big Making board games
ideas that have to teach others
underpinned the unit. something about the
Revisit the topic. *
predictions, questions Bloom's box*
and generalisations Concept maps*
that have developed Consensus 1-3-6
during the unit Effects wheels*
Help students to Value lines
establish connections, PMI
and identify patterns Venn diagrams
and relationships.
Word grid
* See Murdoch (1998) for
further details.
Comments Strategies to use with
students
See also Sorting Out Group and class
and Reflection. discussion of issues
Students consider the Value lines
social and cultural Value corners -
implications of issues. Academic controversy
Opportunities are Six thinking hats
provided for students Role play
to view ideas from Whose View is that?
positions other than Deconstructing and
their own. E.g.
reconstructing texts
multicultural, gender,
global, Aboriginal
perspectives
Students clarify their
own attitudes and
values through
exposure to and
discussion of a range
of beliefs held by
different people..
Comments Strategies to use with
students
See also Values Group and class
Clarification and discussions
Making Conclusions. Class diary*
Revisit the learning Learning journals (
intentions and may be structured in
students' predictions, a variety of ways. To
questions and maintain student
statements. interest vary
Students are helped approaches:
to synthesise the Graphic organisers
cognitive and social Concept maps
aspects of their Charts
learning. Photo journals
Ask:
What have I learned?
How do I feel about
what I have learned?
How have my ideas
changed?
Why have my ideas
changed?
Where do I go from
here?
What did I learn from
working with others?
What did I learn
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about working with

others?

TAKING ACTION
Questions to ask while Comments Strategies to use with
planning students
Are there possibilities This section develops links Writing letters to
for action built into between home, school and newspapers and
this topic? the wider community and people with the power
Will students form encourages students to to make change
strong opinions about consider ways in which they Create an advertising
the topic? Do you can make a difference. campaign around the
think they will want school*
to take some action? Ask:
Exhibit work to
Is it appropriate for inform others in the
What are we
them to take some school or local
concerned about?
kind of action - as community
individuals, as small Why are we
Develop an action
groups, as a class? concerned?
plan to implement
Will they see a real What do we think and maintain
outcome from their needs to be done? changes*
action? What jobs need to be Make a personal
done and who will do pledge*
them? Work with the
What resources will student
we need? representative council
Who do we talk to? to raise and discuss
Do we need changes
permission?
What difficulties
might arise?
What can we do to
prevent these?
How will we know
whether our action
has been effective?

RECORD KEEPING
Questions to ask while Comments Strategies to use with
planning students
Which items will be Students collect Records include
useful for students' concrete records of individual, class and
records of their learning. These group
development? act as reference files & lists
Which records will the points for later charts, tables &
students organise and questions, graphs
keep for themselves? comparisons or for
mind & concept maps
Which records will I synthesising ideas.
statements of
need to keep track generalisation
of? summaries & answers
What is compulsory to questions
and what is writing samples &
negotiable?
portfolios
tape recordings
photo journals &
videos

EVALUATION
Questions to ask while Comments Strategies to use with
planning students
Did I cater for a range Evaluation is an Methods selected will
of thinking or ongoing and integral depend upon the purposes
learning styles? part of the planning of the activities, the nature
Did my questions process. and content of the shared
encourage a range of Evaluation of understandings. They
responses? teaching strategies include:
Did everyone have and use of resources.
observation &
opportunities to Invite colleagues,
anecdotal notes
experience success? students, parents to

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Did my resources assist in this process. files of student work

provide sufficient student self & peer
clarification of issues Evaluation of the students' assessment
and values? development according to journals
Did my resources specific learning outcomes:
products &
demonstrate performances
sufficient diversity, Profile outcomes
check lists &
points of view and TLOs & KINOs
conferences
perspectives? TASSAB criteria
Did I make the School criteria &
purposes of the check lists
activities clear to the Capabilities
students? Social skills
Did I allow time for
student talk? Evaluation informs future
Did I encourage risk planning. It enables
taking and teachers to:
exploration of ideas?
reconsider aspects of
Did I provide time for
student reflection and the unit
self assessment? decide upon
appropriate feedback
for students choose
future contexts,
learning processes,
skill development and
social outcomes.

Examples of teaching units

Tasmanian teachers have adapted the planning elements and frameworks to create units to suit
the available time, resources and the abilities, needs and interests of their students. It is
interesting to note that most teachers modify published units and even ones they have written
previously to cater for the composition of their current classes. Below are links to some of the
units that can be found on this site:

Charisma or Conformity?
- a study of the film Dead Poet's Society designed with grade 10 students in mind.

Continuity and Cumulative Literacy Learning

For more information

For details of reference texts cited, look in Book and Software Information.

The url for this page is http://wwwfp.education.tas.gov.au/english/planning.htm

Authorised by: Executive Director (Curriculum Standards and Support)
Produced by: Department of Education, Tasmania, School Education Division
Queries: eCentre.Help@education.tas.gov.au
Modified: 11/09/2007
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