Maths Teacher's Poetic
Inspiration
A country Maths teacher has been moved to
write poetry after attending a workshop for Maths, Science and Technology
teachers on improving student literacy skills. Riverton and District
High's Trevor Durdin used verse to write up his "participant notes" and
express his appreciation for workshop leader Nanette Smibert, SSABSA's
Literacies Project Officer.
The 2½-hour Supporting Student Writing
workshops, offered by SSABSA under its quality assurance program,
are arranged on request for individual schools or cluster groups
with half day TRT funding available for participants.
SSABSA Chief Executive Dr Jan Keightley
says the workshops are one more way in which SSABSA supports students
to complete their SACE: "Most of the teachers who attend these workshops have
students in Group Two subjects - Mathematics, Science and Technology
- but there have also been workshops tailored for teachers of arts/humanities/social
and cultural subjects".
"Feedback has been very, very good."
Nanette Smibert says the sessions included a definition of literacy,
identifying the structure of different written text types in maths,
science and technology, and examining common language features in
these types of writing.
"A major part is looking at the difference between spoken
and written language because too often students put spoken language
on paper when a more formal style of writing is required," she
says.
"We give teachers skills to help students
improve their written literacy skills in general, as well as more
specific advice on the requirements of individual subjects."
Successfully Introduced in 2001, the workshops have attracted
a total of 685 teachers from 49 schools this year.
SSABSA officers are available to conduct the workshops in schools.
Further information and bookings can be made though Alvan Roman via
email - alvan@ssabsa.sa.gov.au or
telephone 8372 7422.
Ode to Literacy!
No need, I s'pose to reiterate
That we've come here to get sort of literate,
Or at least help our students,
However it's prudent,
And thereby reducing their bitter-rate.
Quite early we made a decision
With never a hint of derision
Of our final position
Of a clear definition
With several degrees of precision.
Then, as the ev'ning progressed.
In considering the merits of text,
We looked at some "genres"
And passed them with "honres"
- Nobody seemed at all vexed.
We were urged to give special thought
To that over-used wording "report"
"Procedure", "explanation",
"Argue", "information"
And how these things could be well-taught.
Language and how it is used,
(And sometimes, alas, it's abused)
The whys and the wherefores,
Concluding with therefores,
And how our poor kids get confused.
Then came the soundest advice
Of setting tasks, clear and concise,
The story got messy
When asked "What's an essay?"
And then we broke - supper was nice!
After supper as big as some luncheons,
We battles with other big functions,
For showing contrast
We learned at long last
The intelligent use of conjunctions.
We very soon looked at some schemes
For working out what were the themes,
And then we were blessed
Cause all of the rest
Turned out to be what they called "rhemes".
Our foreheads furrowed with frowns,
As we fought to turn verbs into nouns,
So we know that we get
Expansion when wet -
Nominalisation abounds!
The more you put in, so I'll bet
The more of the output you'll get.
It's been a delight
To be here tonight,
So thank you and thankyou Nanette.
Trevor Durdin. |
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