Transcript Success with Genre

Claire Acevedo
Specialist in Language and Literacy Education
Success
with Genre-based
Pedagogy
International Consultant for Reading to Learn, Dr David Rose, University of Sydney, Australia
traditional
pedagogy
progressive
pedagogy
Hidden
Curriculum
Reading and
Writing
Reading (and writing) leave the classroom
classroom
teaching
Reading
(and writing)
independent
academic study
tertiary
gymnasium
secondary
independent reading
for homework
grundskola
upper primary
reading for pleasure,
homework begins
grundskola
junior primary
before school
beginning of
independent reading
parent-child reading
Genre pedagogy
Integrated
approach to
Literacy and
Learning
Learning:
understanding
skills,
knowledge &
concepts
Literacy:
reading and
writing in all
subjects
4
Integrating theories
Educational
linguistics
Social learning
theory
- Vygotsky
- Halliday
Genre
Pedagogy
Sociology of
education
- Bernstein
5
“Scaffolding”
Scaffolding refers to the temporary
framework used to support workers and
materials during the construction or repair
of a building.
The metaphor of “scaffolding” student
learning refers to the temporary and timely
support provided by an “expert” to
effectively assist students to complete a
task or develop new understandings, so
that they will later be able to complete
similar tasks alone.
Adapted from:
Hammond J. & Gibbons P. in Hammond J. (ed) 2001, Scaffolding Teaching and Learning
in Language and Literacy Education, PETA, Newtown, NSW
6
Zone of Proximal Development
(ZPD)
Vygotsky,1934,1986
7
Teacher Knowledge
skills
supported task
zone of proximal development
independent skill
time
Social learning model (after Vygotsky)
D. Rose, 2005
8
Scaffolding Learning in Context
Teacher regulated
Joint Practice
Student
Regulated
Joint
Practice/
Teacher
led/
modelled
teacher
Independent
student led
together
with
students
I do, you watch
I do, you help/
You do, I help
You do,
I watch
Adapted from:
Strategic Reading: Guiding Students to Lifelong Literacy by Jeffrey Wilhelm, Tanya Baker, and Julie Dube. Copyright © 2001
9
Framework of Learning Contexts
Challenge
Demands too
high;
Failure likely
Extension of
learning and
capability
Low
motivation;
Comfortable/Easy;
Boredom and
Behaviour
problems likely
Little learning
likely
Hammond
& Gibbons,
2001,
Scaffolding
p4,.
Adapted
from
Mariani, L,
(1997),
Support
10
Integrating theories
Educational
linguistics
Social learning
theory
- Vygotsky
- Halliday
Genre
Pedagogy
Sociology of
education
- Bernstein
11
Functional model of language in context
context
text
paragraph
patterns
within
the text
patterns
within the
sentence
sentence
word group
word
syllable
letter pattern
patterns
within
the word
D. Rose, 2005
12
Generations of genre based pedagogies
2000s reading across
the curriculum
Reading to Learn
1990s writing across the
secondary curriculum
Write it Right
1980s writing in the
primary school
Writing Project
Generation 1: writing in the primary school
Teaching-learning cycle
(from Rothery 1994)
15
Rose, 2005
Building Understandings in Literacy
and Teaching
Authors from
The University of Melbourne, Victoria
Australia:
Associate Professor, Kristina Love
K. Pigdon
G. Baker
J. Hamston
17
18
Dr David Rose, University of Sydney, Australia
www.readingtolearn.com.au
‘Closing the gap’
45
2008
Australian
(NSW)
results:
top and
bottom
student
cohorts
averaged
across all
classes,
Years K-9
A
40
growth = 21%
(B to A)
35
B
30
25
C
20
15
10
5
E
0
gap = 83%
gap = 47%
growth = 74%
(E to C)
Initiate-ResponseFeedback cycle
Reading to Learn
scaffolding cycle
Prepare
Initiate
Feedback
Respond
Elaborate
Task
‘eclectic approach’
Difficult for
struggling
students to
synthesise
these
different
approaches
Functional model of language in context
Integrated
systematic
approach
context
text
paragraph
patterns
within
the text
patterns
within the
sentence
sentence
word group
word
syllable
letter pattern
patterns
within
the word
D. Rose, 2005