Big Ideas, Key Concepts and the English Syllabus
Regardless of what type, texts need to be used in such a way as to encourage deep, contextualised learning to support the teaching of key concepts.
Multimodal texts where print and image work together provide the perfect platform for such learning.They provide for the development of critical analysis of visual/verbal codes and viewpoints, and importantly, they allow students to construct alternative views. In other words, we are moving away from the simple code breaking model to a process of interpreting, constructing, reconstructing and reflecting on knowledge and skills gained.
Jay McTighe argues that we should start with a 'big idea' or essential question -
"a conceptual lens through which to address specific content and standards". The curriculum should be framed and developed in terms of desired performances by the learner, not simply as a listing of content inputs (in other words start with a key concept or 'big idea' and map backwards).
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Using this model, how might teachers approach their planning to incorporate deep learning using literary/multimodal texts?
1. Start with a 'big idea'- this will be the mental template for students to build upon. For a definition of 'What is a big idea?' see Grant Wiggins' blog.
2.Choose a text that will support your teaching of key concepts. Look particularly at objectives C, D & E in the K-10 English syllabus (they represent deeper learning). Get to know the text with others in your PLCs.
3. Start planning learning activities. Think about how the text might be useful in your local context.What other multimodal texts might be useful in teaching and learning activities?
4.Link activities to syllabus outcomes, possible assessment tasks.
5.Reflect upon what you have learned in the planning process.
