This document discusses teaching strategies for a workshop on literacy, numeracy, and differentiation strategies for middle school students. It provides examples of direct instruction strategies in woodworking and using literacy and numeracy activities involving measuring screws. It also discusses differentiation strategies for students with different literacy abilities.

1. A Hands-On Tutorial for teaching strategies
including literacy and numeracy specific
pedagogy with differentiation to the syllabus
for a middle phase cohort of students within
a INTAD work shop and Graphics
environment.
David SunderlandDavid Sunderland
Harvey FlynnHarvey Flynn
Stacey HendersonStacey Henderson
Industrial Technology and Design
Woodwork/MetalworkWoodwork/Metalwork
GraphicsGraphics

2. TeachingTeaching
StrategiesStrategies
Pedagogical
Workshop
Numeracy
Literacy
Differentiation
INTAD WorkshopINTAD Workshop

3. Pedagogical Strategy
The emphasis for Direct Instruction is “Teaching in small steps,The emphasis for Direct Instruction is “Teaching in small steps,
providing for student practice after each step, and guiding studentsproviding for student practice after each step, and guiding students
during the initial practice” Rosenshine, (1987). This involves teachersduring the initial practice” Rosenshine, (1987). This involves teachers
entering the classroom with carefully designed lesson plans thatentering the classroom with carefully designed lesson plans that
focus on small tasks and objectives with content relevant andfocus on small tasks and objectives with content relevant and
engaging. It can be suggested that students with poor literacy andengaging. It can be suggested that students with poor literacy and
numeracy skills best benefit from Direct Instructionnumeracy skills best benefit from Direct Instruction
teachingRosenshine, (1987).teachingRosenshine, (1987).

4. Workshop Strategy
A suggested activity could be a year seven woodwork class using aA suggested activity could be a year seven woodwork class using a
Philips head screwdriver for the first time in completing a class task.Philips head screwdriver for the first time in completing a class task.
Direct Instruction would consist of the teacher explaining the safeDirect Instruction would consist of the teacher explaining the safe
handling procedures and the outcomes expected to the whole classhandling procedures and the outcomes expected to the whole class
clearly and directly. The teacher would then demonstrating how twoclearly and directly. The teacher would then demonstrating how two
pieces of wood can be joined using a Philips head screw driver andpieces of wood can be joined using a Philips head screw driver and
screw. The next step would be the teacher guiding students in usingscrew. The next step would be the teacher guiding students in using
the screw driver for the first time in a step by step process boththe screw driver for the first time in a step by step process both
verbally and with reference to written instruction on the white boardverbally and with reference to written instruction on the white board..

5. Numeracy Strategy
Targeting and reporting numeracy specific could be: studentsTargeting and reporting numeracy specific could be: students
identifying the different size screw driver blades and screws with inidentifying the different size screw driver blades and screws with in
the work shop and recording these differences as measured by thethe work shop and recording these differences as measured by the
student in millimetre increments on a work sheet supplied by thestudent in millimetre increments on a work sheet supplied by the
teacher.teacher.

6. Literacy Strategy
Furthermore on the work sheet could be additional tasks that helpFurthermore on the work sheet could be additional tasks that help
support literacy and reporting by having students name and identifysupport literacy and reporting by having students name and identify
the different characteristics and types of screw drivers located in thethe different characteristics and types of screw drivers located in the
work shop.work shop.

7. Differentiation Strategy
One example of differentiation could be for identified students withOne example of differentiation could be for identified students with
poor literacy skills: screw drivers placed alongside pictures matchingpoor literacy skills: screw drivers placed alongside pictures matching
the actual screw drivers to be reported on. This form of differentiationthe actual screw drivers to be reported on. This form of differentiation
helps students identify objects with word recognition and thehelps students identify objects with word recognition and the
characteristics associated with the picture matching the object or forcharacteristics associated with the picture matching the object or for
this exercise a screwdriverthis exercise a screwdriver

8. TeachingTeaching
StrategiesStrategies
forfor
GraphicsGraphics
Literacy
Pedagogical
Numeracy
Collaboration
References

9. Literacy
Graphical organisers such as a PMI chart can be used to extendGraphical organisers such as a PMI chart can be used to extend
literacy skills and promote higher order thinking in a graphics class.literacy skills and promote higher order thinking in a graphics class.
For example, students could be asked to research and evaluateFor example, students could be asked to research and evaluate
selected relevant product designs and then record their analysisselected relevant product designs and then record their analysis
using complete sentences into a PMI chart. This approach creates ausing complete sentences into a PMI chart. This approach creates a
platform that encourages student literacy’s skills and implementsplatform that encourages student literacy’s skills and implements
industry language. PMI organisers facilitate a thought provokingindustry language. PMI organisers facilitate a thought provoking
situation where students compare and contrast existing designs andsituation where students compare and contrast existing designs and
concepts. Furthermore, to provide an authentic learning experience,concepts. Furthermore, to provide an authentic learning experience,
students could be asked to present their PMI using different forms ofstudents could be asked to present their PMI using different forms of
media.media.

10. Pedagogical Strategy
Right is right is a teaching strategy taken from Lemov (2010), thisRight is right is a teaching strategy taken from Lemov (2010), this
strategy targets the difference between a student being partially rightstrategy targets the difference between a student being partially right
and 100% right when answering a question or completing a task. Anand 100% right when answering a question or completing a task. An
example of how this strategy could be used in graphics is when aexample of how this strategy could be used in graphics is when a
student comes to present a drawing to the teacher and has drawnstudent comes to present a drawing to the teacher and has drawn
the drawing perfect, all lines meet, it is the correct size andthe drawing perfect, all lines meet, it is the correct size and
representation however, the student has not labeled the drawingrepresentation however, the student has not labeled the drawing
correctly. If the teacher says, “great job, this is perfect however oncorrectly. If the teacher says, “great job, this is perfect however on
your next job I want you to label it correctly”, the teacher is telling theyour next job I want you to label it correctly”, the teacher is telling the
student that their job is perfect, yet they ‘could’ not ‘must’ change astudent that their job is perfect, yet they ‘could’ not ‘must’ change a
few things. The teacher should instead say, “I like what you havefew things. The teacher should instead say, “I like what you have
done but in order for it to be perfect, go back and correct yourdone but in order for it to be perfect, go back and correct your
labeling”. Letting the student know that they are on the right track butlabeling”. Letting the student know that they are on the right track but
in order to be 100% right, they must make a few changesin order to be 100% right, they must make a few changes..

11. Numeracy Strategy
On any given drawing there will be dimensions labeling how long,On any given drawing there will be dimensions labeling how long,
wide, deep or the diameter of an object is. Student’s knowledge andwide, deep or the diameter of an object is. Student’s knowledge and
understanding of numeracy will be challenged, as they may have tounderstanding of numeracy will be challenged, as they may have to
redraw the drawing to a different scale. Also drawings drawn toredraw the drawing to a different scale. Also drawings drawn to
Australian Standards will not have redundant dimensions, meaningAustralian Standards will not have redundant dimensions, meaning
that students will have to use numeracy skills to determine somethat students will have to use numeracy skills to determine some
measurements.measurements.

12. Peer Teaching
Teaching a complicated computer-based program such as AutoCadTeaching a complicated computer-based program such as AutoCad
in a Technology class requires patience and pedagogy that allow forin a Technology class requires patience and pedagogy that allow for
diversity in student abilities. Facilitated thoughtfully, peer teachingdiversity in student abilities. Facilitated thoughtfully, peer teaching
and working collaboratively would benefit students learning this typeand working collaboratively would benefit students learning this type
of software. This approach allows student to share thoughts, justify orof software. This approach allows student to share thoughts, justify or
build upon existing ideas and concepts. Students that collaboratebuild upon existing ideas and concepts. Students that collaborate
and mediate their ongoing enquiries are able to grasp ideas andand mediate their ongoing enquiries are able to grasp ideas and
concepts and a new understanding may become visible. Oftenconcepts and a new understanding may become visible. Often
students crossing a common ground in learning can explain softwarestudents crossing a common ground in learning can explain software
methods and concepts to fellow students on an entirely different levelmethods and concepts to fellow students on an entirely different level
than an educator.than an educator.

13. References
Bahr, N., Pendergast, D. (2010). Teaching Middle Years:Bahr, N., Pendergast, D. (2010). Teaching Middle Years: Rethinking curriculum,Rethinking curriculum,
pedagogy and assessment.pedagogy and assessment. (2(2ndnd
ed.). Crows Nest, N.S.W: Allen & Unwin.ed.). Crows Nest, N.S.W: Allen & Unwin.
Creative Education, Practical Teaching Advice, Ideas andCreative Education, Practical Teaching Advice, Ideas and
OpinionOpinionhttp://www.creativeeducation.co.uk/blog/index.php/2011/06/learning-outside-http://www.creativeeducation.co.uk/blog/index.php/2011/06/learning-outside-
the-classroom/the-classroom/
Effective teaching strategies: lessons from research and practice / Roy Killen. EditionEffective teaching strategies: lessons from research and practice / Roy Killen. Edition
6th Ed. Publisher Details South Melbourne, Vic.: (2013).6th Ed. Publisher Details South Melbourne, Vic.: (2013).
Lemov, D (2010). Teach Like A Champion. San Francisco, CA: Jossey-BassLemov, D (2010). Teach Like A Champion. San Francisco, CA: Jossey-Bass
Standards Australia 1996, Australian Standard AS1100: Technical, Standards Australia,Standards Australia 1996, Australian Standard AS1100: Technical, Standards Australia,
Sydney.Sydney.
O'Donnell, A. M., Dobozy, E., Bartlett, B. J., & Bryer, F. (2012).O'Donnell, A. M., Dobozy, E., Bartlett, B. J., & Bryer, F. (2012). Educational psychologyEducational psychology..
(1st ed.). Milton, Qld: John Wiley &? Sons.(1st ed.). Milton, Qld: John Wiley &? Sons.