Larry D. Yore Distinguished Professor Emeritus University of Victoria August 6, 2015

 Thank you for this opportunity.  We are fortunate to have such diverse disciplinary perspectives and practices represented in the conference.  We are doubly fortunate for the emerging perspectives and many new researchers. 2

 Dominant approaches and interesting outcomes: Learning Literacy Education Science and Mathematics Education 3

 Learning — Behaviorism — Conceptual schemes, drill and practice, learner deficits  Literacy Education — Bottom-up, text- driven skills approaches — Write to read  Science and Mathematics Education — Talking, reading with well-structured problems and demonstrations — Textbooks sequenced the concepts as teaching maps 4

 Learning — Cognitive development — Developmentally appropriate tasks, experiences, learning hierarchies  Literacy Education — Top-down, reader- driven approaches — Whole language experiences  Science and Mathematics Education — Learner-centered and hands-on — Activitymania, ‘tubing’ and processes 5

 Learning — Constructivism, cognitive psychology, and psycholinguistics — Prior knowledge, metacognition, language  Literacy Education — Interactive-constructive utilizing both top-down and bottom-up experiences — ‘As needed’ embedded explicit instruction, ‘just-in-time’ delivery  Science and Mathematics Education — Interactive, social or radical constructivism — Conceptual change, meaningful learning, and misconceptions 6

 Learning — Second-generation cognitive sciences, neurosciences, discipline-specific influences — Self-regulated learning models, learning resources  Literacy Education — Interactive-constructive approaches — Discipline-specific & multiple literacies, text production, representations  Science and Mathematics Education — New frameworks and standards, ICT-enriched environments — Learning progressions, STEM perspectives, science-engineering practices 7

 Language arts were viewed as separate modes on language: oral, written, and visual that stressed interpretation Speaking was natural and basic, with little attention to listening Reading was highly valued — Independence and access to holy documents Writing was elitist and undervalued Drawing was viewed as artistic 8

 Constructive-interpretative pairs Speaking-listening Writing-reading Representing-interpreting  This view provides an insightful framework for research: Text production Learner-generated representation Discipline-specific speech/discourse 9

 Science and Mathematics result from language, especially written language; and they have unique enterprise languages (metalanguages)  Language has at least 3 functions: Communicative (reporting procedures, claims, reasoning, etc.) Rhetoric (argumentation to establish a compelling network of data, evidence, claims, etc.) Epistemic (knowledge production, critique, evaluation, etc.) 10

 Search, describe, and explain patterns Traditional absolutist-realist view Modern constructivist-evaluativist naïve realist view Post-modern multiplus-relativist view  Material and social aspects Technologies and other tools Inquiry/problem solving Critique Negotiation Argumentation  Epistemological and ontological aspects 11

 Teaching is about learning — No learning, no teaching!  Views of and beliefs about learning Linguistic-cognitive resources Sociocultural resources Physical resources Argument-based environments Discipline-specific influences 12