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YOUR LOGOOliver Meyer KU Eichstätt
Dr. Oliver Meyer The Graz Group 2015
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Making deep learning happen
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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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
concepts
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Doing Science
Organizing Scientific
Information
Explaining Science
Arguing Science
Knowledge and Activity Domains in School Science
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Knowledge Pathways through Science
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C O M M U N I C A T I N G C O N T I N U U MPURPOSE
MODEGENRE
STYLE
CONCEPTUALISING CONTINUUM
Intermediate Novice
Mapping Pluriliteracies Development (Graz Group 2015)
DOINGORGANISINGEXPLAINING
ARGUING
DOINGORGANISINGEXPLAINING
ARGUING
DOINGORGANISINGEXPLAINING
ARGUING
Expert
FACTS
CONCEPTS
PROCEDURES
STRATEGIES
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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
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Reconceptualizing CLIL within a Pluriliteracies Approach
Project Website:http://www.ecml.at/F7/tabid/969/Default.aspx
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Deep 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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Deep Learning I: internalization of conceptual knowledge
1. Material Phase
2. Verbal Phase
3. Mental Phase
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Deep Learning II: Automatization of relevant skills
Rule-Based System Memory-Based System
Controlled-Practice Communicative-Practice
- Context-reduced- Cognitively undemanding
- Context-rich- Cognitively demanding
ReflectionAwareness
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Education at the crossroads
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labeling
describing
defining
explaining
reportingarguing
evaluating
simulating
modelling
Cognitive discourse functions: keys to knowledge construction
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Language revisited
SLF sees language as a means for learning about the world.It models learning as a process of making meaning, and language learning as building one‘s meaning making potential to make meaning in particular contexts.Knowledge is viewed as meaning, a resource for understanding and acting on the world. All knowledge is constituted in semiotic systems with language as the most central. (Mohan et al. 2010:221)
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Multimodality and Semiotic Translation: keys to Subject Specific Literacies
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Text type Social purpose
Chronicling history
Autobiographical recount
To retell the events of your own life
Biographical recount To retell the events of a person’s life
Historical recount To retell events in the past, not necessarily of a person
Reporting history
Descriptive report To give information about the way things are or were
Taxonomic report To organise knowledge into taxonomy
Historical account To account for why events happened in a particular sequence
Explaining history
Factorial explanation To explain the reasons or factors that contribute to a particular outcome
Consequential explanation
To explain the effects or consequences of a situation
Arguing history Analytical exposition To put forward a point of view Analytical discussion To argue the case from two or
more points of view Challenge To argue against a view
C. Coffin, 2006
Knowledge Pathway through History
YOUR LOGOD. Rose, R2L, 2006
Mapping Genre Relations in School
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Knowledge Pathways through Science
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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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The Pluriliterate Learner Repertoire (Coyle 2014)
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Subject/ Thematic / Content Learning in L2/L3
Subject Learning
in L1
Language Learning
Literacies inL1, L2, L3
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Modelling Meaning-Making Potential
Komplex-kausales Erklärungsmuster(Factorial, Consequential)
Bedingung 1
Bedingung 2
Bedingung 3
Folge 1
Folge 2
Folge 3
Einfaches-kausales Erklärungsmuster
Ursache Wirkung
Sequentielles Erklärungsmuster
Ursache Wirkung
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Working with images
1. Introduce
2. Describe
3. Explain
4. AssessBack
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Scaffolding Thinking Skills: Cause & Effect
Back
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Cause & Effect: Advanced
Back
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Operationalizing the concept
Macaro 2006: A Framework of Learning Strategies
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The 4Cs Revisited
CognitionCommunication
ContentCulture
Pluriliteracies
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Templates
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Creating Progressions
LEVEL III: discourse function/genre/mode/ depth of content information
LEVEL II: discourse function/genre/mode/depth of content information
LEVEL I: discourse function/genre/mode/depth of content information provided
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Education at the crossroads
YOUR LOGOThinking skills (Logotron 2010)
Thinking Skills
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PTL FAQ
1.
1. Why bother? How? 3 key strategies? 2. What are the practical implications of the model? 3. How does the concept of competences tie in with the
model?4. If we are asking subject teachers to address the literacy
demands in their subject in L1 [which they are often resistant to in the initial instance], how do we convince them to introduce L2 [particularly in a country where the L1 is English]?
5. How flexible, rigid is this model?
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Curriculum, Text Selection,
Planning & Evaluation
Preparing before Reading
Joint
Cons
tructi
on
Independent
Writing
DetailedReading
Joint
Rew
riting
Individual
Rewriting
Sentence Making
Sentence
Writing
Spell
ing
Reading to Learn Pedagogy Cycle (Rose 2012)
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Modelling Meaning-Making Potential II
Literacy-Level
Micro-Genre(cognitive discourse function)
Meso-Genre(i.e. explanation)
Macro-Genre(i.e. lab report)
Novice
Intermediate
Advanced
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Multimodality and Semiotic Translation: keys to Subject Specific Literacies
