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Dr. Oliver Meyer The Graz GroupWarsaw, Sep 20, 2016

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Mentoring deeper learning

Pluriliteracies Teaching for Learning

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_______________________________________________________________Do Coyle, Ana Halbach, Oliver Meyer, Kevin Schuck & Teresa Ting

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The Graz Group: theory meets practice

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CLIL Teachers & CLIL Teacher Trainers

CLIL Researchers:Teresa Ting, Helmut Vollmer, Christiane Dalton-Puffer, Ian-Gerrit Koopman, Rachel Whittaker, Irina Hawker, Ana Halbach, David Lasagabaster, Ana Llinares, Do Coyle, Roy Lyster, Kevin Schuck, Yolanda Ruiz Zarobe & Oliver Meyer

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Classifying literacies

Disciplinary Literacies

Intermediate Literacies

Basic Literacies

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“In 21st century plurilingual societies,languages are not compartmentalized in a diglossic situation, but rather they overlap, intersect, and interconnect. A fusion of languages, dialects, scripts, registers, and semiotic systems characterize how people communicate today. As political and economic alliances are shaped and technology advances,literacy practices and literacy identities are variable and integrated.”(Sridhair in Garcia et al.)

(Shanahan & Shanahan)

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Deeper Learning

“Deeper learning is the ability

to take what was learned in one situation and apply it to another situation.

Through deeper learning (which often involves shared learning and interactions with others in a community),

our students develop expertisein a particular subject and

they master the unique ways of the subject.”

(Pellegrino & Hilton 2012)

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Deeper Learning: internalization of conceptual knowledge

1. Material Phase

2. Verbal Phase

3. Mental Phase

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Subject Specific Literacies

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Dimensions of Subject-Specific Literacies (Vollmer 2015)

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Social-Scientific Participation

Interdisciplinary Transfer

Intradisciplinary Transfer

Reflecting on learning process and outcomes

Communicating & negotiating knowledge

Under-standing

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Knowledge Pathways: building meaning making potential

procedures & strategies

facts

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Doing Science

Organizing Scientific

Information

Explaining Science

Arguing Science

Knowledge and Activity Domains in School Science

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CONCEPTUALISING

Mapping Pluriliteracies Development (Graz Group 2016)

S E L F -

A C T U A L I S A T I O N

WELL BEING

SELF-EFFICACY

AUTONOMY

CREATIVITY

C O M M U N I C A T I N G PURPOSE MODE GENRE STYLE

Intermediate Novice

DOINGORGANISINGEXPLAINING

ARGUINGDOING

ORGANISINGEXPLAINING

ARGUING

Expert

FACTS

CONCEPTS

PROCEDURES

STRATEGIES DOINGORGANISINGEXPLAINING

ARGUING

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Modelling Meaning-Making Potential

Micro-Level(i.e. cause and effect)

Meso-Level(i.e. explanation)

Macro-Level(i.e. lab report)

Novice

Intermediate

Advanced

Genre LevelLiteracy

Level