Literacy and language

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Literacy and language por Mind Map: Literacy and language

1. Functional

1.1. Transformed practice (functional) Applying: creatively: create own website and newspaper related to passion project appropriately: write a character description of a character in a book

1.2. Focused on the structure of the text

1.3. Focus on analysing functionally

1.4. How texts are structured to serve different processes

1.5. learning and critically applying the rules/structure to create meaning i.e. persuasive writing, narrative writing, metaphors etc

1.6. The four resources model for reading and viewing - text user - analysing the features of the genre of text

1.7. Engage as a text participant - to create meaning via that genre of text

1.8. Example: analysing the text structure of a persuasive text. Critically analysing the features and quality of application

1.9. with leaders in the field being Michael Halliday

1.10. Critical, analytical and creative thinking encouraged

1.11. Still rules to learn

2. Critical

2.1. Focus on analysing critically

2.2. Critical framing (critical) Analysing: critically: analyse the features of a website that make it more successful or effective than others. functionally: analyse themes in narrative

2.3. Engaging as a text analyst: interrogating the authors views, opinions, perspective, motivations - to create meaning

2.4. Critical and reflective

2.5. Use of criteria for objective analysis

2.6. Experiencing the known and applying critically (making innovative and new media text types)

2.7. Example: Critical analysis of texts, analyse features of a website that make it more successful

2.8. with leaders in the field being Paulo Friere and Michael Apple

3. Didactic (explicit)

3.1. Explicit teaching - I do, you do, we do

3.2. Visible teaching

3.3. Conceptualising: with theory: compared how people utilise and search for information on websites as opposed to newspapers by naming: describe the features and design elements of a website i.e. icons, links, headers

3.4. Experiencing the new

3.5. Gradual release of responsibility

3.6. Teacher centred and controlled - teacher is reservoir of all knowledge

3.7. Scripted instruction

3.8. Aligns with behaviourist learning theory information processing model

3.9. requires mastery of simpler skills before proceeding to more difficult skills.

3.10. Teacher uses modelling: describing and modelling concepts and processes clearly, using ‘think aloud’

3.11. Teacher talks a lot to provide instruction. Tell children what they need to know and show them how to do what they need to do

3.12. Differentiation used to scaffold students - lower groups supported explicitly by the teacher

3.13. Clear goals set for the students to achieve

3.14. Feedback given to students during the lesson

3.15. has been around since the 1500s. 19th Century, when mass printing and mass compulsory education came into play.

3.16. Comprehension of texts

3.17. Appreciation of literary canons - highly regarded and quality work

3.18. Right answers, following the textbook

3.19. Memorisation/reguritation of information/repetition

3.20. Transmission pedagogy

3.21. Doesn't allow for exploration - focused on procedure

3.22. Sometimes does not allow for misconceptions to be corrected in the moment (p. 95)

3.23. Performance orientation rather than mastery? Not always... But if used in the wrong setting, it may lead to this -p. 97

3.24. Teacher follows sequential learning program and may disregard the progress and level students are up to.

3.25. Little to no opportunity for constructivist approach where students create meaning through exploration and critical community of inquiry

3.26. Rigid and planned

3.27. There is a place for explicit instruction in Australian classrooms, particularly when background knowledge is low and the task is difficult. Explainer: what is explicit instruction and how does it help children learn?

3.28. Emphasis on rules and correctness

4. Authentic

4.1. building on prior knowledge

4.2. constructivist/student centred

4.3. Experiencing the known

4.4. Situated practice (authentic/emersion): Experiencing: New: experience new texts that are unfamiliar Known: bring in pieces of text that are familiar and represent your identity

4.5. Start with learner's existing knowledge and interests

4.6. Focus is on student self expression in writing and enjoyment of reading.

4.7. Example: creating storybooks of their own

4.8. with leaders in the field being John Dewey and Maria Montessori

4.9. Student centred

4.10. Naturalistic approach

4.11. 18th century

4.12. Encourages community of inquiry

4.13. Problem solving and creativity nurtured and encouraged

4.14. Open ended tasks

4.15. Inquiry based learning