Teaching and learning Cycle Flashcards
(53 cards)
What are the two aims of the TLC?
Outside the circle
1) gradual release of responsibility
2) increasing student independence
What are the 5 stages of the TLC?
1) building knowledge
2) supported reading
3) modelling/deconstruction
4) joint construction
5) independent use of genre
What is TLC used as
Guidance through interaction in the context of shared experience
What is dialogue?
Process through which individuals construct understandings together
What is scaffolding?
Support provided to learners from a more experienced other in order to achieve outcomes that they would otherwise not be able to achieve on their own
What is designed-in scaffolding?
Decisions teachers make as they design the contexts for learning
What is contingent or interactional scaffolding?
Unplanned but responsive support that teachers provide to students during spontaneous unfolding of classroom events
What does building knowledge of the field consist of?
6
1) build shared understanding of the topic
2) continue throughout the other stages of the TLC, understanding becomes increasingly sophisticated
3) identify ‘culminating task’ students are working towards
4) activities that familiarise students with the genre (hands on, exploratory, oral, reflexive, written)
5) as a teacher - locate sample texts and annotate so you know what to draw students attention to, write own model text
6) can get students to do a cold task
What does supported reading consist of?
6
1) intensive reading of carefully selected texts or text extracts of the same topic area
2) developing appreciation of the topic
3) discussion, hands on activities, excursions, interviews and videos can help understandings
4) gather info from print, multimodal or digital texts
5) can work on researching skills (graphic organisers, library or internet)
6) students will need support in how to read increasingly complex academic texts through model, shared and guided reading
What does modelling/deconstructing consist of?
1) introduces students to the genre
2) immersion by exploring sample texts
3) deconstructing an example of the genre - use more than 1 example
With modelling/deconstruction, why do more than 1 example of a genre need for be deconstructed?
So students have multiple opportunities for encountering patterns of language that are distinct to that genre
In the modelling/deconstructing phase, how can an example of a genre be deconstructed?
1) introduce model of genre to the class
2) discuss purpose for which we use this type of text
3) with class, identify how text is structured (stages that make a schematic structure)
4) discuss function of each stage
In the modelling/deconstructing phase, students can respond to the deconstruction or a genre example …
By themselves or with the teacher
When deconstructing an example text of a genre in modelling/deconstructing, teachers can use what strategies?
2
1) compare example with non example
2) refer to language structures but best to start with overview of text as a whole
What does the joint construction section include?
4
1) demonstrations of how to organise their often unspoken information into written language
2) gathering information, catagorising the information
3) jointly writing it into a coherent text with the teacher
4) collaborative writing in the chosen genre
Join construction can be …
3
1) whole class
2) small group
3) teacher and student during conferencing
What are the three processes of joint construction?
3
1) revising structure: revise schematic structure of genre
2) jointly construct a text: children contribute information and ideas, teacher acts as a guide and scribe so children can focus on the meanings they are creating. Students receive a copy as a guide
3) assessing progress: some students can need further modelling while others can be independent now
What is the independent use of genre?
2
1) students research a similar topic and write their own text
2) students take greater responsibility
How do students take greater responsibility in independent use of the genre?
5
1) all students are using the same genre but the topic may differ from the joint constructed text
2) children write drafts, referring to models
3) each child consults with teacher and peers, receiving feedback to help text achieve its purpose more effectively
4) conferencing about drafts may reveal a need for more modelling, joint construction or attention to specific language features
5) student may need support with editing before submission
In modelling and construction it is important for the teacher to?
3
Develop students conscious knowledge about language and how it works
1) social purpose of the genre
2) patterns of language typical of the genre
3) overall organisation and top level structure
Analysis and deconstruction of the genre
- use a number of texts so that the students can identify what is typical
In modelling and deconstruction students should:
8
1) explicitly know how the genre works
2) use meta language “verbs” and “adjectives”
3) knowledge of the text type; word level, sentence level, paragraph level
4) develop graphic organisers/outlines to help students organise info in a logical way
5) practice writing topic sentances
6) match topic to sentance to paragraph
7) sentance combinations
8) ‘box up’
Text reconstruction and analysis includes
1) each group deconstructs a text
2) reassemble the text in the order you think it should be
3) box up the text: identify the phrases
4) identify the top level structure
5) time/sequence
6) list/description
7) cause/effect
8) compare/contrast
9) problem/solution
Texts that observe and describe include
1) identifying
2) contrasting
3) comparing
4) classifying
In our natural social environments
What is the TLC?
Pedagogical framework for scaffolding writing through deep and critical thinking tasks, discussions, interactive reading and language development
