I guess because of some of the limits on our time,
I guess because of some of the limits on our time,

EAL teachers here tend to prefer to work with staff
EAL teachers here tend to prefer to work with staff

in planning and in developing strategies
in planning and in developing strategies

for supporting EAL students
for supporting EAL students

as opposed to team-teaching or supporting students in class.
as opposed to team-teaching or supporting students in class.

So what's the current task that you're asking them to do?
So what's the current task that you're asking them to do?

We've got a fictitious ski trip to Mount Hotham.
We've got a fictitious ski trip to Mount Hotham.

A ski trip!
A ski trip!

This is a goal for the ski trip -
This is a goal for the ski trip -

to build an advertising brochure for Mount Hotham,
to build an advertising brochure for Mount Hotham,

but tailored towards the ski trip.
but tailored towards the ski trip.

In terms of where we can start to make modifications to the task,
In terms of where we can start to make modifications to the task,

you might be looking here with the idea of prior knowledge.
you might be looking here with the idea of prior knowledge.

And so what do students already know?
And so what do students already know?

How can they enter this task using the knowledge that they already have?
How can they enter this task using the knowledge that they already have?

Well, since these students are in year 10,
Well, since these students are in year 10,

they've already gone on school camps and school retreats
they've already gone on school camps and school retreats

so we could easily change the trip requirements list
so we could easily change the trip requirements list

to one about the school retreat or the school camp.
to one about the school retreat or the school camp.

So do they have to create the text in this case?
So do they have to create the text in this case?

On the second page here, we've got some sample text that they can use,
On the second page here, we've got some sample text that they can use,

although some of them will decide to change that and do different things.
although some of them will decide to change that and do different things.

We're going to work together
We're going to work together

and find ways to try and connect the content of that work
and find ways to try and connect the content of that work

to the students' understanding and prior knowledge
to the students' understanding and prior knowledge

and also different ways of supporting the language demands on the students.
and also different ways of supporting the language demands on the students.

One of the things that we're often saying to teachers
One of the things that we're often saying to teachers

is, "You know when you're at uni and stuff,
is, "You know when you're at uni and stuff,

"you don't actually have to go to the library
"you don't actually have to go to the library

"and choose all your own readings.
"and choose all your own readings.

"You often get a reading list."
"You often get a reading list."

So it's perfectly reasonable to provide students
So it's perfectly reasonable to provide students

with something like a text bank or an image bank.
with something like a text bank or an image bank.

EAL Teaching and Learning Cycle
EAL Teaching and Learning Cycle

is something that is a very useful tool for mainstream teachers,
is something that is a very useful tool for mainstream teachers,

particularly because most tasks
particularly because most tasks

require students to produce some kind of text
require students to produce some kind of text

and so we know that we can support students' learning of content
and so we know that we can support students' learning of content

through the building field phase.
through the building field phase.

We know that students learn well
We know that students learn well

when they understand what's being asked.
when they understand what's being asked.

So when they can see a model,
So when they can see a model,

they can start to break it down into parts
they can start to break it down into parts

and understand what they have to do.
and understand what they have to do.

You know, all of this stuff,
You know, all of this stuff,

the idea of an image bank and a text bank,
the idea of an image bank and a text bank,

will probably fit into building field -
will probably fit into building field -

that they're becoming familiar with ideas, images, words
that they're becoming familiar with ideas, images, words

around what they're working on.
around what they're working on.

And then, again, little group discussions
And then, again, little group discussions

would be a good way of tearing those apart
would be a good way of tearing those apart

and seeing what's going on.
and seeing what's going on.

Yeah, this idea of deconstruction -
Yeah, this idea of deconstruction -

so somehow you have to get
so somehow you have to get

from looking at the brochure as a single text
from looking at the brochure as a single text

to the parts of it - what are the parts?
to the parts of it - what are the parts?

I found that session with Mei really useful
I found that session with Mei really useful

to stop and think about what exactly is important in the task
to stop and think about what exactly is important in the task

and what we are expecting the students to know
and what we are expecting the students to know

and really go through that explicitly
and really go through that explicitly

because it's easy to just assume certain things
because it's easy to just assume certain things

and not really think about
and not really think about

what you're asking the students to already bring with them.
what you're asking the students to already bring with them.

So working through and explicitly doing all that
So working through and explicitly doing all that

is quite enlightening to clarify what it is that you're doing.
is quite enlightening to clarify what it is that you're doing.

In this session with Alistair,
In this session with Alistair,

we, I guess, developed a plan
we, I guess, developed a plan

to help build the field through image and text banks
to help build the field through image and text banks

to help with the modelling and deconstruction
to help with the modelling and deconstruction

through finding some examples that students can use
through finding some examples that students can use

and a plan for how students might construct something together
and a plan for how students might construct something together

and then individually produce their brochures.
and then individually produce their brochures.

But I think there's another layer to this
But I think there's another layer to this

and that's about the strategies
and that's about the strategies

that Alistair might use in his classroom along the way
that Alistair might use in his classroom along the way

as he's going through all these phases with the students.
as he's going through all these phases with the students.

So I would like to work with him next
So I would like to work with him next

to have a look at the EALD teacher resource,
to have a look at the EALD teacher resource,

which has been released by ACARA
which has been released by ACARA

to support mainstream teachers with EAL students in their classes
to support mainstream teachers with EAL students in their classes

and I think we can use that to find some particular...
and I think we can use that to find some particular...

Identify some needs of students
Identify some needs of students

and have a look at some of the strategies
and have a look at some of the strategies

that he can use in his classroom.
that he can use in his classroom.