Embedded Files
Driving Question- What actions are required to improve the health of young people?
Linking question- How can statistics help us to create more effective prevention and health promotion strategies for young people.
Read the article "Prevention and health promotion - Australia's Health 2018 written by The Australian Institute of Health and Welfare (AIHW).
Read the article "Prevention and health promotion - Australia's Health 2018 written by The Australian Institute of Health and Welfare (AIHW).
Step One: Read the article. Use the reading strategies to assist, particularly if encountering words that you have not used or seen before.
Step Two: Construct a summary using the scaffold attached, "On the lines, between the lines and beyond the lines". The information below provides an outline of how to use the scaffold.
Level One: On the lines
Level One: On the lines
After reading the article, develop a list of statements that represent what the article is suggesting. This is the literal level, so the facts and ideas that form part of your list should be present in the article or "on the lines".
Level Two: Between the lines
Level Two: Between the lines
After reading the article, develop a list of statements that represent your interpretation of the article's content. This is the inferential level, which means you are inferring or drawing conclusions based on the evidence presented. You are searching for clues in the article and interpreting the information to find the answer. You are reading "between the lines".
To do this effectively, you need to:
• anticipate endings and consequences
• state reasons for events or actions
• make some generalisations
Level Three: Beyond the lines
Level Three: Beyond the lines
After reading the article, you need to develop a list of statements that represent the bigger picture. How does the information in this article relate to the broader topic area, in this case health promotion. In this area, you are thinking "Beyond the lines", so the answers are not in the article itself. You need to think outside of the article and make relationships to health promotion.
Accountable Talk
Accountable Talk
Accountable Talk is the opportunity for you to discuss and argue your ideas about the article in your small group.
FIRSTLY: You will need to be prepared and think of your own response first based on your summary (previous activity!). You will then explain it to the group and support your ideas with evidence. Each person takes a turn to share their ideas. Be prepared to answer questions from the group.
THEN: You will have an opportunity to ask questions about what other members of your group have said.
How?
How?
read the article and compile your summary to discuss
think about your response and why you believe it to be so
find evidence to support your ideas (you have already done this with your summary!)
gather in your small group
one person begins with their ideas.
Each member of the group offers a comment or question using the prompts
repeat the process until each member of the group has had a turn to offer an idea and ask questions.
What can I say?
What can I say?
When I agree with a fellow student:
I agree with _____, because ____ .
This reminds me of _____ .
I understand __________ .
‘I like what ______ said because_________’
When I disagree with a fellow student
I disagree with that, because ____ .
‘I agree with _______; but on the other hand ___’
‘I am not sure I agree with that, because_____’
When I need more explanation:
I still have questions about ____ .
I don’t know what you mean by ___ .
A question I have is _______ .
‘What do you mean when you say_________?’
When I want to add to what has been said:
I want to add to what _(name)__ said about___.
Based on my evidence, I think ___ .
An example of ____ is _______ .
To expand on what ____ said __________ .
‘Now I am wondering if_____________”
‘I would like to add that with ____________’
Report abuse