Success with Genre-based Pedagogy Claire Acevedo Specialist in Language and Literacy Education International Consultant for Reading to Learn, Dr David Rose, University of Sydney, Australia

progressive pedagogy traditional pedagogy

Reading (and writing) leave the classroom parent-child reading before school beginning of independent reading junior primary reading for pleasure, homework begins upper primary independent reading for homework secondary independent academic study tertiary classroom teaching Reading (and writing) grundskola gymnasium grundskola

Genre pedagogy 4 Learning: understanding skills, knowledge & concepts Literacy: reading and writing in all subjects Integrated approach to Literacy and Learning

5 Integrating theories Genre Pedagogy Social learning theory - Vygotsky Sociology of education - Bernstein Educational linguistics - Halliday

6 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 “Scaffolding”

7 Zone of Proximal Development (ZPD) Vygotsky,1934,1986

8 skills time independent skill supported task zone of proximal development Social learning model (after Vygotsky) D. Rose, 2005 Teacher Knowledge

9 Teacher led/ modelled Scaffolding Learning in Context Teacher regulated Joint Practice Student Regulated Joint Practice/ teacher together with students Independent student led 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

10 Framework of Learning Contexts Challenge Support Demands too high; Failure likely Extension of learning and capability Low motivation; Boredom and Behaviour problems likely Comfortable/Easy; Little learning likely Hammond & Gibbons, 2001, Scaffolding p4,. Adapted from Mariani, L, (1997),

11 Integrating theories Genre Pedagogy Social learning theory - Vygotsky Sociology of education - Bernstein Educational linguistics - Halliday

12 letter pattern syllable word word group sentence paragraph text context patterns within the sentence patterns within the text patterns within the word Functional model of language in context D. Rose, 2005

Generations of genre based pedagogies 1990s writing across the secondary curriculum Write it Right 2000s reading across the curriculum Reading to Learn 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 17 Authors from The University of Melbourne, Victoria Australia: Associate Professor, Kristina Love K. Pigdon G. Baker J. Hamston

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Dr David Rose, University of Sydney, Australia

‘Closing the gap’ growth = 21% (B to A) growth = 74% (E to C) gap = 83%gap = 47% E C B A 2008 Australian (NSW) results: top and bottom student cohorts averaged across all classes, Years K-9

Reading to Learn scaffolding cycle Feedback Respond Initiate Initiate-Response- Feedback cycle Elaborate Task Prepare

‘eclectic approach’ Difficult for struggling students to synthesise these different approaches

letter pattern syllable word word group sentence paragraph text context patterns within the sentence patterns within the text patterns within the word Functional model of language in context D. Rose, 2005 Integrated systematic approach