On not seeing the wood for the trees – HSC Advanced 2009-12 Module C

People, I really have had a problem interpreting the rubric for Module C Elective 1.

This module requires students to explore various representations of events, personalities or situations. They evaluate how medium of production, textual form, perspective and choice of language influence meaning. The study develops students’ understanding of the relationships between representation and meaning…

In their responding and composing, students consider the ways in which conflicting perspectives on events, personalities or situations are represented in their prescribed text and other related texts of their own choosing. Students analyse and evaluate how acts of representation, such as the choice of textual forms, features and language, shape meaning and influence responses.

I even emailed an ex-student who is now a young (and thus up-to-date) English teacher in Sydney’s south-west.

A serious question, which I hope you respond to. I am at the moment tutoring 3 Advanced students and we have reached Module C, and I am having a problem getting my head around the implications of the rubric for "Changing Perspectives". I did not have a problem with the previous options on "Telling the Truth" and "Powerplay" — which are clearly thematic, making relevant issues and possiblities for supplementary texts straightforward enough . My life is further complicated by the fact each student has a different text: "Julius Caesar"; "Snow Falling on Cedars"; Ted Hughes.

I have seen what HSC Online offers. I have also in mind Janne Schill’s "Deconstructing Perspectives" (Sydney, Sapientia 2003) which is excellent in many ways but goes very deep into theory. (She is or was a teacher at Sydney Girls; maybe the text is in your school resources.)

Now in practice I will try to zero in on whatever approach my coachees’ teachers are taking…

But it helps if I have a clear view myself, and at the moment I don’t — at least not to my own satisfaction. (Secretly, or not so secretly, I curse the whole enterprise and wish we were just studying the texts for their own sakes; I would quite happily pursue all manner of contextual, thematic, structural and language issues then.)

Do you have any ideas? Are you doing this option? I would really like to know…

Unfortunately he isn’t currently doing this option, so I asked other practitioners and now I think I have my answer.

Two issues perplexed me:

1. How deeply to go into the theory behind the concept of perspectives?
2. Should “related texts of their own choosing” relate directly to the set text, or only to the concept of “conflicting perspectives”?

One Head of English saw the same problem and consulted the Board of Studies. The answer to (1) is to judge what elements of theory actually help students discuss “conflicting perspectives” but to beware of being led too far from specific, concrete discussion of text and how it works. The answer to (2) is that the additional texts do not have to relate directly to the set text.

I was also helped by the material on Mel McGuinness’s blog. Mel is “presently employed in Catholic Education as an English co-ordinator.”

Someone has posted on Ted Hughes (HSC Module C)

And I am very grateful, for one. See Fulbright Scholars some notes. Thanks to Mel McGuinness, who has in turn kindly referred students to this blog for Frankenstein and Blade Runner.

I propose to say something about Module C myself shortly.

Update 24 June

Some references I have found.

• Sylvia Plath Info – a blog. See especially posts tagged Birthday Letters.
• More on Ted Hughes and Sylvia Plath  — From the Archives of The New York Times.
• Ted Hughes: A Talented Murderer by Nadeem Azam – a Tripod site, so beware pop-ups!
• Jeanette Winterson is still moved, ten years on, by Ted Hughes’s Birthday Letters – The Times 11 January 2008.
• And a sad fact from March 2009: Nicholas Hughes, Sylvia Plath’s son commits suicide.

For many kids Civics is arid, deadly dull and is thus hard to teach

That, I suspect, is part of the problem behind the story in today’s Australian — Students do badly in study of civics. I really don’t think results would have been much better fifty years ago when I was fifteen.

STUDENTS’ knowledge of Australia’s system of government is lower than expected, with only one in three Year 10 students knowing what the Constitution is.

The national assessment of civics and citizenship in Years 6 and 10 found about 54 per cent of primary students and 41 per cent of high school students met the proficiency standards for their year. But about one in five Year 10 students failed to meet the Year 6 standard.

"This was especially the case in relation to information about the constitutional structure of Australian democracy," the report says. "Lacking such fundamental information will restrict the capacity of students to make sense of many other aspects of Australian democratic forms and processes, and they may, therefore, be disadvantaged in their capacity to engage in meaningful ways in many other levels of civic action or discourse."

At Year 6, students are expected to recognise the division of governmental responsibilities in a federation, identify a link between a change in Australia’s identity and a change in the national anthem, recognise the benefit of different political parties and the federal budget.

By Year 10, students are expected to recognise key functions and features of parliament, analyse the common good as a motivation for becoming a whistleblower, explain the importance of a secret ballot, and recognise how the independence of the judiciary is protected. On the Constitution, Year 10 students were asked "what is the Australian Constitution?" and given four possible answers: the rules about how the major Australian political parties are run; the policies of the Australian federal government; the framework for the ways Australia is governed; all the laws that Australian citizens must obey…

Look at the last paragraph there! Did I know all that fifty years ago? Answer: NO! What do we expect then? Why, aside from pious hopes, should we expect 100% of kids to have mastered all that arcane matter?

On the other hand, kids today do have advantages. In the web world there are some marvellous sources of information. Even the Book of Answers from the last government’s ill-conceived citizenship tests is not a bad resource on these and other matters. But then there are sites such as Australian Politics and Oz Politics. Certainly it isn’t hard to find out these days; in my day it was less easy.

There is a big role here too in well organised excursions to parliaments and courts, as many schools do. The information people there are often brilliant, and the whole thing becomes more concrete. On the other hand bureaucratic responses to child safety issues have made organising any excursion a logistic nightmare, so I suspect there has probably been some reduction in such activities. A shame. Mock courts and parliaments are another approach that can bring these matters to life.

Coincidentally, yesterday I found myself with a 15-16 year old from China, a recent arrival whose English is developing, trying to help him with a Legal Studies task on the rule of law – and a whole host of other key terms all crowded into one or two of his school lessons. A challenge. We did our best.

Yes, there is a problem!

I received an email the other day; naturally the first part I find very pleasing.

I thought about creating an ESL blog for my students, but now conclude that this is not necessary as your site does it all. I passionately support all your ideas on this site and applaud your remarkable work. I am an ESL/English teacher in a … non-selective independent high school. Even though I graduated with HD from my uni ESL program five years ago, I have been using my scales and teaching ESL for only the last year and I am overwhelmed with the learning needs of my students. I am from a NESB [myself], but I do not speak the first language of the students.

My school is currently going through a learning support review and I would like to seek your wisdom. The school has found that students entering from language colleges cannot cope with the demands of our curriculum. Some students have learning difficulties as well as a language barrier. What type of ESL delivery has worked best at SBHS?

Well, I doubt how much wisdom I might have, but I am glad this site has met a need.

To take the last part first: SBHS no longer has an ESL teacher, and I am retired aside from the odd job here or there, and some tuition work, but even when I was ESL teacher as SBHS we didn’t confront problems of the kind the writer mentions, as there were no overseas fee-paying students at the school and only very occasionally did someone come from an Intensive English school to us. Mostly they had already been a few years at least in an English-speaking educational setting. There were some students who had been speaking English for three years or less, however, who fell well within the five to eight years normally required to attain adequate levels of cognitive academic language proficiency.

The writer is correct in saying that some “students entering from language colleges cannot cope with the demands of our curriculum”. I base this on my tuition work rather than on my work at SBHS. It does seem that there is a mismatch between the levels students from some private language colleges attain and the basic level needed even to function in a mainstream school environment, which I would say has to be at least Australian ESL Scales 4; 5 or 6 in some subjects, even in HSC English ESL, if a decent result is to be gained. I should add that many private colleges do an excellent job, and the NSW Intensive English schools for state school students are particularly good.

Some schools have good ESL support structures; one that I know of actually runs its own ELICOS classes for newly arrived overseas students, affording limited or phased participation in mainstream classes until the right level is reached. Others have sufficient numbers of overseas students to allow targeted classes in mainstream curriculum designed for those students in many subjects, while others rely on traditional forms of ESL support such as regular presence of one or more ESL teachers in various curriculum areas, and cooperative planning of work units with the students’ language needs consciously addressed.

There is an ESL strategy document available from the NSW Department of Education that gives many good pointers, but how effective a particular school can be depends on the human and other resources it can afford. You probably know it but here it is: English as a Second Language: Guidelines for Schools (PDF).

One thing is for sure. Some schools may have, I believe, gone into the overseas student business, which is very profitable, without being fully aware of the social, logistical and educational issues involved.

When I was at SBHS I tested all new students, gathered information about them, and assessed their needs from an ESL viewpoint. This material was shared with classroom teachers. Particular cases were discussed with teachers. Some students were interviewed and given some additional tuition in some cases. With some classes I visited in various subject areas, participating in some lessons. Sometimes teachers would refer certain issues to me. This blog in its original form was a way of reaching more students than I could personally.

School’s back!

Here in NSW teachers went back today. I called in at the local and said to the Head of English: “Guess I should start seeing what we can do about the 2009 HSC!” Guess I should…

This is what is on offer: NSW Higher School Certificate English Prescriptions 2009-2012 (PDF). Do check the NSW Board of Studies Site for possible updates or modifications.

Legitimate concerns about writing rubrics

There is no doubt that some criterion-referenced assessment procedures and related documents such as the Australian ESL Scales can be extremely useful; one example of the latter in use comes from The New England (NSW) Girls School. A “cut-down” form I use myself is here, and it has proven very accurate.

However, there are legitimate concerns about the use of writing rubrics. See for example The Trouble with Rubrics by Alfie Kohn (ENGLISH JOURNAL March 2006 — vol. 95, no. 4).

Once upon a time I vaguely thought of assessment in dichotomous terms: The old approach, which consisted mostly of letter grades, was crude and uninformative, while the new approach, which included things like portfolios and rubrics, was detailed and authentic. Only much later did I look more carefully at the individual floats rolling by in the alternative assessment parade — and stop cheering…

Consistent and uniform standards are admirable, and maybe even workable, when we’re talking about, say, the manufacture of DVD players. The process of trying to gauge children’s understanding of ideas is a very different matter, however. It necessarily entails the exercise of human judgment, which is an imprecise, subjective affair. Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they’re doing is exact and objective. Frankly, I’m amazed by the number of educators whose opposition to standardized tests and standardized curricula mysteriously fails to extend to standardized in-class assessments.

The appeal of rubrics is supposed to be their high interrater reliability, finally delivered to language arts. A list of criteria for what should be awarded the highest possible score when evaluating an essay is supposed to reflect near-unanimity on the part of the people who designed the rubric and is supposed to assist all those who use it to figure out (that is, to discover rather than to decide) which essays meet those criteria…

I worry more about the success of rubrics than their failure. Just as it’s possible to raise standardized test scores as long as you’re willing to gut the curriculum and turn the school into a test-preparation factory, so it’s possible to get a bunch of people to agree on what rating to give an assignment as long as they’re willing to accept and apply someone else’s narrow criteria for what merits that rating. Once we check our judgment at the door, we can all learn to give a 4 to exactly the same things.

This attempt to deny the subjectivity of human judgment is objectionable in its own right. But it’s also harmful in a very practical sense. In an important article published in 1999, Linda Mabry, now at Washington State University, pointed out that rubrics “are designed to function as scoring guidelines, but they also serve as arbiters of quality and agents of control” over what is taught and valued. Because “agreement among scorers is more easily achieved with regard to such matters as spelling and organization,” these are the characteristics that will likely find favor in a rubricized classroom. Mabry cites research showing that “compliance with the rubric tended to yield higher scores but produced ‘vacuous’ writing.”…

Maja Wilson has written a book on the subject: Rethinking Rubrics in Writing Assessment . The fact it won a NCTE James Britton Research Award attracts me, and the chapter I downloaded looks very promising indeed. The gist of her argument may be seen here:

So if you really do want to think about what rubrics, for all their uses, might miss, and whether what they miss could after all be very important, I suggest you follow these ideas and keep thinking…

See Maja Wilson (PDF) Chapter One

RELATED

Right-wing education critique is historically inaccurate and perpetuates myths on my personal site quarrels about some relevant issues. It was written around the same time as this post. Teachers may be interested. As the title indicates, it is a bit of a rant…

Literacy controversies

When you have been teaching as long as I have, and all up that’s over forty years, you should become immune to recurrent panics, usually political, media-driven, or coming from “educationists” with an axe to grind. But you don’t…

The latest tea-leaf reading and teeth-gnashing has followed the publication of the PISA Report 2007 (PDF). I posted on that here. Recently too we’ve had the Australian Adult Literacy and Life Skills Survey 2.

However, there are, as always, many reasons to think about how we teachers could do better. Young People Seen Losing Love of Reading by Kathleen Kennedy Manzo appeared in the November 19 edition of the US online magazine Teacher Week.

American youths are reading less in their free time than a generation ago, a statistic that bodes poorly for their academic performance, job prospects, civic participation, and even social well-being, a report by the National Endowment for the Arts says.

Increasing use of electronic media is largely to blame for a decline in pleasure reading among young people, says the report, released today. But the failure of schools to instill a love of reading is also a contributing factor, according to endowment Chairman Dana Gioia.

“The study shows that reading is endangered at the moment in the United States, especially among younger Americans … and not merely the frequency of reading, but the ability to read as well,” Mr. Gioia said in a telephone conference call with reporters before the report’s release. The emphasis in many schools on bolstering reading skills and preparing students for tests, he added, is insufficient for nurturing an appreciation of reading.

“This functional approach to reading,” he said, “is not adequate to instill a lifelong love of the subject.”

In a subsequent online ideas exchange a number of US teachers made suggestions, many of them similar to ideas you might hear in staff rooms or at conferences here in Australia. (By the way, in all those international comparisons, whatever it is they measure, Australia still outperforms the USA in literacy.) For example:

Claudia, a secondary teacher:

I have watched this conversation with interest, because for the past several years I’ve taught nothing but an elective, “Reading for Pleasure,” at my high school. We started small, one section per semester. Now, we run 12 sections, and could fill others if we had the teachers. In my school, there is a strong culture of reading—our media center is active and kids talk about their books. For the first nine weeks of this semester, 131 students in my classes read a total of 269,157 pages. (This includes books for English classes, not necessarily for pleasure.)

My class is designed to share books with students, and to give them a place and time to read, uninterrupted by other demands. Then, everyone writes about what they’ve read. I read with my students every day (tough gig, I know), and I respond to every entry, as a fellow reader.

I’ve noticed the same ‘dip’ in interest among our students that others have noticed. Over and over in their literacy autobiographies students tell me how much they loved reading in elementary, and then “something” happened. They can’t even articulate what it was. I wonder how much can be attributed to new demands on kids’ time, new interests, or peer groups that may not value reading. I spend lots of time in class talking about books, fiction and nonfiction, young adult, classics, popular adult fiction. Once kids learn (relearn?) what they like, they DO read for pleasure, because they have the power to choose what they read.

I want to throw one more idea into the mix. Nowhere in all these articles do I see a serious acknowledgement of the reading kids do the most: online. I would argue kids are interacting with text much more often than the “experts” think when we factor in computer use.

What do you think of this whole question? How do you encourage reading? How widely do your students read?

If you are a student, what is your attitude to reading? Do you think you are “good enough”? What do you read? How often?

Email about the Educational Testing Service

This arrived this morning.

Hello,

Because you write about ESL and learning the English language, I thought you and your readers might be interested in the Educational Testing Service’s [link] new TOEFL Tips & News feed [link]. TOEFL Tips and News is a free way for students to keep updated on the latest TOEFL developments, share English learning tips, and receive helpful insights from ETS on how to pass their exam.

Here are some recent headlines from TOEFL’s Tips & News:
• What Should You Read to Build Your Reading Skills?
• How To Recognize a Pronoun Instantly
• By 2008, seats for TOEFL iBT will increase by 80% in China

You can subscribe to TOEFL Tips & News by visiting the ETS website. Please help us tell students about ETS’ newest educational tool by copying and pasting this code to your blog: Subscribe to TOEFL Tips and News from ETS.

We appreciate any help you can offer to spread the word!

On ETS see Wikipedia.

The Educational Testing Service (or ETS) is the world’s largest private educational testing and measurement organization, operating on an annual budget of approximately $1.1 billion on a proforma basis in 2007. ETS develops various standardized tests primarily in the United States for K-12 and higher education, but they also administer tests such as TOEFL and GRE internationally. Many of the assessments they develop are associated with entry to US tertiary (undergraduate) and quaternary education (graduate) institutions…

ETS has been criticized for being a “highly competitive business operation that is as much multinational monopoly as nonprofit institution”.

Due to its legal status as non-profit organization, ETS is exempt from paying federal income tax. Furthermore, it does not need to report financial information to the Securities and Exchange Commission…

It is worth looking at their free magazine Innovations.

See also Fairtest.org.

The National Center for Fair & Open Testing (FairTest) Works to end the misuses and flaws of standardized testing and to ensure that evaluation of students, teachers and schools is fair, open, valid and educationally beneficial.

Australian connection

According to the Summer 2007 issue of Innovations, ETS produced the Adult Literacy and Life Skills survey used in Australia. I have a post on that here.

The literacy we need but many don’t want…

I wrote a careful essay on the nature of literacy in 1998; you may read an updated version here. At one level literacy involves just learning to read and write, using whatever teaching methods work — and that is always a combination of methods. (The whole-language VERSUS phonics myth is just that, a myth; it is rather whole-language AND phonics.) Conservative critics always focus on one end of this, and berate schools if 100% of students have not mastered basic literacy by, say, the end of primary school — a great aim, but an unrealistic one.

There are ALWAYS, whatever you do, going to be those who do not master reading and writing as well as we would like them to, just as there are those who achieve literacy even before going to school. Of course we all want an outcome that allows all those who can be literate to be literate; no quarrel there, but let’s stop nonsense such as bleating about 25% of students being "below average" and let’s stop imposing standardised tests, or at least let’s stop tying too much to them, or regarding them as anything other than potentially useful diagnostic tools.

A bit less time spent on testing and bean-counting and a bit more time, funding, and effort dedicated to actual teaching and teaching environments might do a lot more good.

But there is a type of literacy conservatives not only do not talk about but positively discourage: critical literacy. My belief is that this is so important that a democracy cannot function without it.

Here is someone who knows why.

Vanessa Andreotti is a Brazilian teacher/trainer who is currently a research fellow and education coordinator at the Centre for the Study of Social and Global Justice at Nottingham University.

Recycle 5: from January 20, 2004 — Values in NSW schools

This one is deep in my archives! In its original context it is very political too, being an angry response to Prime Minister John Howard’s unjustified attack on public education. You may see a leading non-government educator’s reply here.

I posted the “Values We Teach” document, since superseded but essentially the same. See Core Values on the NSW Department of Education site — unless they move it again! Terrible, that way, the NSW government. Always fiddling… However, here is the version I posted back in 2004.

Love of learning

NSW public schools aim to create young Australians who value learning and knowledge and who relish the effort and possess the confidence needed to resolve problems, or to master a skill, topic or subject; who can compose clear and precise prose and construct well-founded arguments; who have mastered the art of talking with others as a route to better understanding; who are deeply interested in finding common ground with other people, other ways of life and ways of thinking and believing; and who are interested in imaginative and new ideas, and in seeking out truth.

NSW public schools teach the value of:

scholarship, accurate and extensive knowledge, wide reading and understanding of traditional and new fields of study, including information technology

rational inquiry and logical, well-founded argument

clarity, confidence and coherence in thinking, writing and speaking

curiosity and imagination as the basis for pleasure in learning

communicating with others as a way of establishing agreement and arriving at truth.

Aiming for high standards

NSW public school students are encouraged to achieve their personal best and to aim for excellence in everything they do.

They are encouraged to participate in sport and creative performances and to learn ways of winning and losing graciously.

NSW public schools teach the value of:

aiming for the best in academic, creative and sporting achievement and in all public performances.

Care and respect for ourselves and others

In partnership with parents and carers, NSW public school students are taught how to respect and care for themselves and others, in order to achieve self-discipline and physical and mental well being. They learn respect and care for others through the codes and practice of good manners, the give and take of friendship, the routines of companionship and the management of friendly rivalry. They learn respect for expertise, legitimate authorities, and leadership through acceptance of responsibility. They are taught ways of recognising right from wrong.

NSW public schools teach the value of:

recognising right over wrong

honesty and courtesy

health, fitness and well being

discipline, punctuality, reliability

experience, expertise and authority

friendship, companionship and friendly rivalry

self-discipline, independence and responsibility

Care and respect for families and communities

NSW public school students are encouraged to feel and demonstrate empathy and respect for those who are vulnerable and dependent. They learn to demonstrate the values of generosity and compassion and the principles of fairness. In turn they earn the right to expect to be treated by others with respect and fairness. As members of families and communities they learn how to treat others with consideration.

NSW public schools teach the value of:

kindness and helpfulness towards those who are vulnerable, or who are less able than others

the rights of individuals and groups to a fair go

sharing and equity as principles of personal and social relationships

different histories, customs, cultures and outlooks within home and school communities and in the Australian community

Respect for work

NSW public school students learn the need to grasp opportunities, the rewards of effort, and the value of work. They learn to see how work is changing and how new forms of work encourage experiment and resilience. They learn with new and evolving technologies and are taught to welcome innovation. Public school students learn to work well together with different kinds of people.

NSW public schools teach the value of:

paid, unpaid and voluntary work

opportunity, aspiration and enterprise

creativity, experiment and resilience

working together and in competition

skilled workmanship

productive habits and methods.

Proud Australians and citizens of the world

As young Australians, NSW public school students learn to understand and appreciate the beauty and uniqueness of their land.

They learn about Australia’s creative arts, literature, and history, and the insights to be gained for the future good of Australia. They learn to appreciate the significance of Australia’s Indigenous people and of immigration to Australian identity.

NSW public school students are taught to respect the rule of law and Australia’s democratic institutions and procedures. They are taught their own rights and responsibilities, and those of groups and governments under the code of law and systems of justice.

NSW public schools teach the value of:

Australia’s democratic institutions and procedures

the rights and obligations of governments, individuals and groups under the rule of law

the contributions of Indigenous people to Australia, and their history and struggles as our country’s first custodians

the beauty and uniqueness of Australia’s landscapes and environments

the histories and cultures of all Australians

the role of migration in building Australia’s place in the world

the interdependence of human beings with each other and with the natural world

Values for Australia’s future

These values help each NSW public school student to take full advantage of new ideas and knowledge which characterise the social and economic environment emerging in Australia, and in the world community.

In conjunction with an excellent general and vocational education, this code of values enables young Australians educated in NSW public schools to freely choose and enjoy their paths through adult life, to master the complexity and variety of the contemporary world, and to contribute as citizens to making Australia a better, more prosperous and happier place.

Perhaps the PM regards some of these as “excessive political correctness”? There are probably some values there the PM would have a problem with — but that is his problem, and ours in having a neanderthal for a Prime Minister. I can understand someone who hasn’t had an original or really broad-minded thought in the past forty years thinking that way, just as I can find it quite remarkable that a man whose prime value is how to hang onto power, stifle debate, and lie to the Australian people whenever it seems necessary to achieve his goals is suddenly the mouthpiece for “Australian values.” Am I being disrespectful? Bloody oath I am.

With a taste there of the original context, you will note. But this present blog is of course a rant-free zone.