2012 Victorian Literacy and Numeracy Secretariat National Partnerships Schools’ Forum

 Approached to join SLIP.  Stats that matter.  Understanding our goal.  New idea’s.

 Improved Teaching.  Development of Leadership Skills.  Passing on Knowledge.  Improved confidence and motivation.

 As a teacher and a member of SLIP:  I could recognise idea’s delivered in the lectures and relate them to my teaching.  This information supported some of the changes I have attempted in the classroom.  By connecting this research with my teaching, it gave me confidence to continue to develop my techniques by taking risks with my teaching.

 I took a great deal of interest in the three presentations that discussed Semantic Waves.  Karl Maton is an expert on the topic, he discussed the theoretical research behind it before giving actual examples which relate to the classroom.

 Summary:  Basically, relating the theory learnt in the classroom and how it is used in the real world and vice versa.  What we need to know throughout our lives and then relating this to the curriculum in the classroom.  Going back and forth between the two gives students a healthy semantic range creating a wave. (Unpacking and repacking information).

 Let’s use the term Ratio.  Begin with the term.  ‘When do we use ratio’s?’  Use student examples.  Relate it to the real world.  Unpacking.  Gambling, Recipes, etc.  Discuss how it is used.

 Then we give the term ratio a clear and detailed meaning. (Teacher writes on the board for students) TermDefinitionExample RatioCompares two or more groups using values measured in the same unit. 3:1

SG-, SD+ SG+, SD- Conceptual term Unpacking of term using previously learnt terms, everyday language and body language, including an example from everyday life. Repacking of descriptions into table.

 Semantic waves are created using two measurements:  Semantic Gravity – degree to which the meaning relates to its context in the real world.  Semantic Density - degree of condensation of the meaning. (Refers to the number, clarity and detail of meanings).  Both may be stronger (+) or weaker (-) along a continuum of strengths.

 Detailed, clear, many meanings:  Weaker SG= the less meaning is dependent on its context.  Stronger SD= more meanings are condensed.  Relating to the real world:  Stronger SG= more closely meaning relates to its context.  Weaker SD= fewer meanings are condensed. Weaker SG Stronger SD Weaker SD Stronger SG

 Strengthening semantic gravity  e.g. moving down from an abstract concept to concrete examples of that concept.  Weakening semantic gravity  e.g. abstracting generalising principles from the concrete particulars of a specific context or case.

 Weakening semantic density.  e.g. ‘unpacking’ a dense concept into everyday language.  Strengthening semantic density.  e.g. Condensing a large range of meanings into a symbol or technical term