Pluriliteracies Teaching for Learning University of Warsaw
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Transcript of Pluriliteracies Teaching for Learning University of Warsaw
YOUR LOGOOliver Meyer KU Eichstätt
Dr. Oliver Meyer The Graz GroupWarsaw, Sep 20, 2016
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Mentoring deeper learning
Pluriliteracies Teaching for Learning
GRAZOUPTHE
_______________________________________________________________Do Coyle, Ana Halbach, Oliver Meyer, Kevin Schuck & Teresa Ting
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The Graz Group: theory meets practice
GRAZOUPTHE
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CLIL Teachers & CLIL Teacher Trainers
CLIL Researchers:Teresa Ting, Helmut Vollmer, Christiane Dalton-Puffer, Ian-Gerrit Koopman, Rachel Whittaker, Irina Hawker, Ana Halbach, David Lasagabaster, Ana Llinares, Do Coyle, Roy Lyster, Kevin Schuck, Yolanda Ruiz Zarobe & Oliver Meyer
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Classifying literacies
Disciplinary Literacies
Intermediate Literacies
Basic Literacies
GRAZOUPTHE
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“In 21st century plurilingual societies,languages are not compartmentalized in a diglossic situation, but rather they overlap, intersect, and interconnect. A fusion of languages, dialects, scripts, registers, and semiotic systems characterize how people communicate today. As political and economic alliances are shaped and technology advances,literacy practices and literacy identities are variable and integrated.”(Sridhair in Garcia et al.)
(Shanahan & Shanahan)
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Deeper Learning
“Deeper learning is the ability
to take what was learned in one situation and apply it to another situation.
Through deeper learning (which often involves shared learning and interactions with others in a community),
our students develop expertisein a particular subject and
they master the unique ways of the subject.”
(Pellegrino & Hilton 2012)
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Deeper Learning: internalization of conceptual knowledge
1. Material Phase
2. Verbal Phase
3. Mental Phase
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Subject Specific Literacies
GRAZOUPTHE
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Dimensions of Subject-Specific Literacies (Vollmer 2015)
GRAZOUPTHE
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Social-Scientific Participation
Interdisciplinary Transfer
Intradisciplinary Transfer
Reflecting on learning process and outcomes
Communicating & negotiating knowledge
Under-standing
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Knowledge Pathways: building meaning making potential
procedures & strategies
facts
GRAZOUPTHE
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Doing Science
Organizing Scientific
Information
Explaining Science
Arguing Science
Knowledge and Activity Domains in School Science
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CONCEPTUALISING
Mapping Pluriliteracies Development (Graz Group 2016)
S E L F -
A C T U A L I S A T I O N
WELL BEING
SELF-EFFICACY
AUTONOMY
CREATIVITY
C O M M U N I C A T I N G PURPOSE MODE GENRE STYLE
Intermediate Novice
DOINGORGANISINGEXPLAINING
ARGUINGDOING
ORGANISINGEXPLAINING
ARGUING
Expert
FACTS
CONCEPTS
PROCEDURES
STRATEGIES DOINGORGANISINGEXPLAINING
ARGUING
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Modelling Meaning-Making Potential
Micro-Level(i.e. cause and effect)
Meso-Level(i.e. explanation)
Macro-Level(i.e. lab report)
Novice
Intermediate
Advanced
Genre LevelLiteracy
Level