E.+Resource+For+Lesson+4

= __RESOURCE 4 - Tables __ __Tables of religious and linguistic diversity in Parramatta __ =





Explanation of Resource:

The Western Sydney Regional Organisation of Councils has put together a website of information about communities in the greater Western Sydney Region based on census data. In this unit of work students are focusing on their local community - Parramatta. The website’s information is represented in tables, charts and graphs of statistical information and is often accompanied by written explanations comparing data between census dates (e.g. 2006 and 2001 census) and outlining major trends in the data.

Relevance to the Outcome:

This website is particularly useful for students and relevant to the unit as it showcases Parramatta as an extremely diverse community. It gives students the information necessary to work towards the unit outcome which requires them to describe languages and belief systems in a variety of communities (HSIE CUS2.4 Cultural Diversity outcome) (Board of Studies, 2006, p.29).

Aspect of literacy to be explored:

Smith (2002) states that one component of literacy is the ability to read documents other than plain text (p.38). Studies suggest that comprehension improves for those who are taught with graphics (ibid). Interpreting charts, tables, graphs and diagrams provides a powerful learning device that enables students to understand the world around them (DuPlass, 1996, p.32). In lesson 4, students will interpret the tables on the WSROC website, under careful guidance of the teacher, to gather information about linguistic and religious diversity within their local community. Information collected will be incorporated in their information reports to be used in their final rich multimodal task developed towards the end of the unit. In their information reports students will focus on including the correct structure of the text type and on appropriately using a wide range of well constructed noun groups.

Whilst highly useful and relevant in the teaching of this unit, the information represented in the graphics on this website can be challenging to interpret and may pose a number of unique problems for students. While a text provides its readers with facts, concepts and generalisations in a familiar, structured, and commonly practiced form, a graphic does not supply students with the verbs to connect the nouns that are the substance of charts, tables, graphs and diagrams (Smith, 2002, p. 33). To interpret graphic images viewers must intuitively supply the verbs, and not all, or even the best students have adequate intuition for that task (ibid). Thus it is important that, when using this resource, that the teacher provides a high level of support and effectively guides students through the process of interpreting and reading the tables.

DuPlass (1996) cites a model for teaching about charts and labels using 3 steps. The first is to read the outside of the chart so that the literal level of the data is determined. The second step is to make some meaning of the chart so that the interpretive level of the data is determined and the final step is to go beyond the chart. This involves applying the understandings gained in the first two steps by students making a connection to their lives. In lesson 4 these steps are followed to teach students the skills necessary in interpreting graphical images and provide the required level of support and guidance to ensure all learners are engaged.

References:

Board of Studies NSW. (1998). K-6 English Syllabus Document. Sydney: Author. DuPlass, J. A. (1996). Charts, tables, graphs, and diagrams: An approach for social studies teachers. The Social Studies, 87(1), 32-38. Smith, M. (2002). Reading Statistical Tables. School Libraries in Canada, 22(1), 38-39.