Download presentation
Presentation is loading. Please wait.
1
2 Metapedagogy
2
Regulative mode: spoken, written visual, manual
Pedagogic genre Regulative tenor: success/failure, inclusion/exclusion Regulative field: learning activities doing/ studying projecting Regulative mode: spoken, written visual, manual Instructional field ‘specialized skills’
3
Mode: the reading development sequence
4
Tenor: managing inequality in the classroom
5
Field: the scaffolding learning cycle
6
Levels of analysis learning programs lesson activities
classroom discourse
7
Program planning model
10
Reading to Learn lesson cycle
Assessing Independent Tasks
11
Designed interaction: Detailed reading
Highlight
12
Unplanned interaction
13
Elements of lesson planning
analysing instructional field scaffolding interaction cycles Regulative tenor: success/failure, inclusion/exclusion Regulative field: learning activities doing/ studying projecting Regulative mode: spoken, written visual, manual Instructional field ‘specialized skills’ planning exchanges to engage all students analysing written and planning spoken wordings
14
Detailed lesson notes
15
Modalities of detailed reading
Prepare Elaborate Focus Highlight Identify spoken visual written manual meaning position wording letters Attention Emotion purr affirm
16
categorisation & memory
Psychology of learning categorisation & memory Regulative tenor: success/failure, inclusion/exclusion Regulative field: learning activities doing/ studying projecting Regulative mode: spoken, written visual, manual Instructional field ‘specialized skills’ attention emotion & identity language
17
2 Metalanguage
18
The reading and writing task
19
Complexity of reading and writing
20
Approaches to the task
21
Reading to Learn approach
22
Writing Assessment
26
Story phases
28
Register criteria Field
Is the story plot imaginative, interesting and coherent? Tenor Is the reader engaged with characters’ reactions and reflections? Mode Is the creative use of literary descriptive language and metaphors appropriate for the grade level?
29
Discourse criteria Lexis
Are people, things and places followed through coherently to build up the field? Appraisal Is the reader engaged through expression of feelings, judgements of people and appreciation of things? Conjunction What are the logical relations between each step, e.g. shifts back and forward in time? Reference Is it clear who or what is referred to, e.g. in dialogue?
Similar presentations
