Course outline

This course is designed to lead participants through the process of designing lessons with a focus on reading academic texts, with the intention of integrating the teaching of academic reading skills with the teaching of content knowledge.

This course aims to guide participants in
  1. assisting learners in developing awareness of the importance of reading proficiency in their craft,
  2. selecting/adapting authentic texts to teach both content knowledge and reading skills,
  3. creating assessment tasks, assessment rubrics and assessment feedback appropriate to English for the Arts,
  4. incorporating elements of language teaching in their pedagogy, and
  5. preparing a syllabus, a lesson plan, learning outcomes and an assessment plan that reflect content and language skill developments. 
In this course, the facilitator will model some of the possible activities that teachers can use to scaffold the academic reading process for learners, and promote understanding and criticality in them when approaching a text. Participants are guided by the facilitator in designing similar activities using discipline-specific texts that their students are required to read. This is expected to build up to a complete reading lesson plan, and eventually a syllabus for a 14-week course, aligned with its learning objectives and assessment.

Participants are expected to bring 5 readings they have selected for the course they are teaching in the first week. They should also have their laptop/tablet with them every session.

This course is supported by the use of ICT, including platforms and tools that participants can adopt for their own teaching purposes.

Learning outcomes
By the end of the course, participants should be
  • equipped with a basic understanding of the skill of reading in general, specifically the nature of academic and critical reading,
  • able to demonstrate how the teaching of relevant sub-skills and strategies can be incorporated into a content course, and
  • able to plan reading lessons that are aligned with course learning objectives and assessment.
Week Topics
1 Housekeeping (online platforms, communication channels, assignments, etc.)
What current research says about reading
Planning a reading lesson
Bring: 5 readings (essays, articles, or chapters from books) you plan to assign to your students, laptop
Task: Explain your choice of readings (e.g. how they are aligned with your course learning outcomes and assessment) and how you intend to sequence them
2 Designing pre-reading activities:
- activating prior knowledge - prediction - pre-teaching key vocabulary - identifying main themes [See reading attached below]
Bring: One of the 5 readings from week 1, laptop
Task: Design pre-reading activities that can be used to teach this text
3 Designing during-reading activities:
- skimming and scanning
- distinguishing between facts and opinions, relevant and irrelevant information, explicit and implicit information, ideas and supporting information
- drawing inferences and conclusions
- deducing unknown words and using strategies for vocabulary expansion
- understanding text organisation
Bring: Same reading from week 1, laptop
Task: Design during-reading activities that can be used to teach this text
4 Designing post-reading activities:
- 3S6Q (Google form and spreadsheet) - examining claims and evidence
- identifying bias
- evaluating arguments
- other critical reading skills
Bring: Same reading from week 1, laptop
Task: Design post-reading activities that can be used to teach this text
5 Individual/group tutorials
Bring: All 5 readings, laptop
Tasks: Refine completed lesson plan and outline other reading lessons to align with course learning objectives and assessment  

Hsiao-yun Chan,
14 Mar 2012, 11:28