South Western Sydney Institute TAFE NSW – South Western Sydney Institute Walk the Line WELL

THE TEACHING/LEARNING CYCLE: WRITTEN TEXTS 1. Building the context field purpose of text 2. Modelling the text - Text structure - Language and text features 5. Linking related texts - Spoken - Written 3. Joint construction of the text - strategies 4. Independent construction of the text Teaching/Learning Cycle, adapted from Callaghan and Rothery 1988:39

Learning is emergent and, hence, highly context specific (Doolittle, 2000) and unpredictable. Learners are active participants in constructing their own learning through interaction with others and their environment (Jorg 2000). Learning cannot be caused by teaching (Sumara & Davis 1997), rather the teacher can only provide a rich environment. The curriculum becomes a developmental process rather than something closely defined to begin with (Doll 1989). The teacher enables a level of acceptable disequilibrium that the learner then needs to fill (Doll 1989). Education needs to be seen as a metacognitive process in which the participant learns to learn. Dr Stewart Hase - “Developing Learner Capability Through Action Research: From Pedagogy to Heutagogy in the Workplace” AVETRA Conference 2006

Capability Competence Unknown Context Known Context Known Unknown Problem Problem Dr Stewart Hase - “Developing Learner Capability Through Action Research: From Pedagogy to Heutagogy in the Workplace” - AVETRA Conference 2006