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Dr David Rose is the Director of the Reading to Learn program, which trains teachers in primary, secondary and university levels in a unique methodology for integrating literacy in teaching practice. He is also an Honorary Associate of the School of Letters Arts and Media, at the University of Sydney.
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Why democratising education is possible
David RoseTeL4ELE Dissemination Conference
Centro Cultural La Corrala, Universidad Autónoma Madrid, October 2013
1
2
Education theories
Teacher education faculties
State education
departments
Teachers in classrooms
Knowledge production
Recontext-ualisation
Reproduction
Hierarchies in education systems (after Bernstein)
3
Education theories
Teacher education faculties
State education
departments
Teachers in classrooms
Knowledge production
Recontext-ualisation
Reproduction
Hierarchies in education systems (after Bernstein)
prophets
priests
laity
intra-individual
inter-group
acquisition transmission focus of pedagogy
focus of change
Managing hierarchies: four positions
intra-individual
inter-group
acquisition transmission focus of pedagogy
Progressivist/constructivist pedagogies
invisible pedagogy
liberal
Traditional pedagogies Behaviourist theories
visible pedagogy
conservative
Social-psychological theories, Genre pedagogy
subversive
Critical pedagogic theories
radical
focus of change
Managing hierarchies: four positions
8
Effects of hierarchical teaching practices
Hattie’s 2009 meta-analysis of teaching practices
Minimum acceptable effect size d = 0.4
• ability grouping d = 0.16• individualized instruction d = 0.08 • tracking• low-tracked students d = 0.09 • middle-tracked students d = -
0.03 • high-tracked students d = 0.14
“no one profits”
9
Hierarchies in the sequence of schooling
evaluating
preparing
before schoolengaging with reading
& talk-around-text
junior primaryindependent reading& active participation
secondaryindependent learning
of academic genres
upper primarylearning from reading& classroom activities
tertiaryindependent
academic study
Elements of a strategy for democratising schooling
• Teaching all students at the same level
• Engaging all students equally in classroom learning
• Understanding the structures of learning tasks and
assessment tasks
• Teaching all students how to learn from reading and
demonstrate what have they learnt in writing
Pedagogic relations: Engaging all students
Continual success
Pedagogic activities: Curriculum unitsLesson activitiesLearning cycles
projectingPedagogic modalities: Spoken, written,
visual, manual
Knowledge and identity:Curriculum topics & KAL
Elements of lesson planning: curriculum genres
Pedagogic relations: Engaging all students
Continual success
Pedagogic activities: Curriculum unitsLesson activitiesLearning cycles
projectingPedagogic modalities: Spoken, written,
visual, manual
Knowledge and identity:Curriculum topics & KAL
Elements of lesson planning: curriculum genres
Selecting & analysing texts
Analysing learning tasks
Analysing curriculum
fields
Planning exchanges
context(beyond the text)
discourse(across the text)
grammar(within the sentence)
spelling(letter patterns in
words)
interpretive
inferential
literal
‘decoding’
Text-in-context: levels of comprehension
Establishing the hierarchy: shared book reading
speaker exchange addressee/speaker
learning cycle
Teacher [reads] Long ago in a far away land lived a widow and her son Jack.
1 Teacher What’s a widow? class Focus
It looks like a lady to me. [pointing to picture] class Prepare
What’s a widow? Rhianna? Rhianna Focus
Rhianna An old woman. Rhianna Propose
Teacher Well she doesn’t look too old. Rhianna Reject
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2 Teacher Is there a daddy there? [pointing to picture] class Focus
Children No. class Identify
3 Teacher What do you think has happened to the daddy? class Focus
David Looks like… a cow. David Propose
4 Teacher David? David Focus
David It’s it’s it’s a little cow. David Propose
Teacher No no. David Reject
5 Teacher When there’s a widow, something’s happened to daddy.
class Focus
Child C He died? Miss, he died? Child C Propose
Teacher Yes that’s right. Child C Affirm
A widow means that her husband has died. class Elaborate
Cementing the hierarchy: secondary sciencespeaker exchange addressee/
speakerlearning
cycle1 Teacher Okay B [student’s name] what are the ‘cilia’.
What was it? student A Focus
Student A [no response] student A -
Teacher No? student A Reject
2 Teacher A [student’s name] do you know what cilia is? student B Focus
Student B [no response] student B -
Teacher No? student B Reject
3 Teacher Someone must know what they are… class Focus
Student C Hairs student C Propose
Student D The little hairs? student D Propose
Teacher The little hairs. student D Affirm
And basically, they beat in an upward motion from inside your body out through to your nose. ((Teacher is waving arms up)). So, they beat up and they take the pathogens away with them.
class Elaborate
Democratising the conversation: Detailed Reading1 Teacher First of all who heard and felt this earthquake
approaching? Bonita?Bonita Focus
Student People? Bonita Identify
Teacher People. Fantastic, Bonita Affirm
Let’s highlight people. class Direct
Students [highlight ‘people’]
2 Teacher I’m not moving ahead, I’m still here at people. class Prepare
Which people? Anita. Anita Focus
Student Those? Anita Identify
Teacher Fantastic, those people. Anita Affirm
So let’s highlight those as well. class Direct
Students [highlight ‘those people’]
So it’s identifying a group. It’s not all, it’s a only a small defined group, those people.Those is a Pointer, because it points to which people.
class Elaborate
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3 Teacher Then it tells us, why those people heard the sound. class Prepare
Why did those people here it? Than? Than Focus
Student They were awake. Than Identify
Teacher Right, they were awake. Than Affirm
So let’s highlight awake. class Direct
Students [highlight awake]
So if it was a sort of long low sound, probably those people who were asleep didn’t notice it at first. OK? But those who were awake did.
class Elaborate
Democratising knowledge1 Teacher OK, the next sentence gives us something else that the
water is doing. Now, I've read it to you before. class Prepare
As it moves it… Alex? As it moves it… Alex Focus
Student 'changes' Alex Identify
Teacher Changes. Alex Affirm
2 Teacher Changes what? Alex Focus
Student 'changes state' Alex Identify
Teacher State. Alex Affirm
Remember, state's the scientific word we use for whether it's a solid, a liquid or a gas, or what form it's in.
class Elaborate
So can we highlight 'changes state’, and 'in cycles' as well. class Direct
Students [highlight ‘changes state in cycles’]
So we've actually got those four words highlighted together, 'changes state in cycles'.
class Elaborate
27
1 Teacher So what were those four states again? The end of the sentence names them.
class Prepare
So, Amon, from…? Amon FocusStudent 'from liquid water' Amon IdentifyTeacher Liquid. To...? Amon FocusStudent 'water' Amon IdentifyTeacher Water vapour. OK. Amon Affirm That's the key that it's a gas, our word 'vapour'. class Elaborate So, if we can highlight 'liquid water' and 'water vapour'. class DirectStudents [highlight ‘liquid water' and 'water vapour’]
2 Teacher Peter, can you see sometimes there we might get a solid. Peter Prepare What's our name for solid water? Peter FocusStudent 'ice' Peter IdentifyTeacher Yep Peter Affirm And then back to... What's the end of the sentence there? The
last one for us to highlight?Peter Focus
Student 'liquid again' Peter IdentifyTeacher Back to liquid again. Peter AffirmStudents [highlight ‘liquid again’] So there are two sides to the Water Cycle. Water might have
travelled a long way from the oceans to get to the mountains, or a long way through a long river system. But it's also changing state. It changes from liquid to gas to liquid, maybe to solid and then back again, all the way through the cycle.
class Elaborate
Democratising knowledge about language
1 Teacher Now Amon, what were you saying? Student 1 Focus
Student 'Water vapour comes from trees and other plants' Student 1 Propose
Teacher Yep Student 1 Affirm
It's not the only place, is it? So let's include the word 'also'.
class Elaborate
Student [scribes 'also comes from'] Student 2 Scribe
2 Teacher Amon, continue with your suggestion. Student 1 Focus
Student 'trees and other plants' Student 1 Propose
Teacher Good, trees and other plants. Student 1 Affirm
Student [scribes 'trees and other plants'] Student 2 Scribe
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3 Teacher We're going to keep the technical term. class Prepare
Student 'so this is called transpiration' Student 3 Propose
Teacher It's not really a 'so' link. Student 3 Reject
Student 'which is called' Student 4 Propose
Teacher Which is called. You're right Jeremy. Good one. Student 4 Affirm
Student [scribes 'which is called'] Student 2 Scribe
4 Student spells out 'transpiration' Student 3 Dictate
Student [scribes 'transpiration'] Student 2 Scribe
Teacher Name the process. class Elaborate
Well done Rodney. Student 2 Affirm
5 Teacher So in your books, can we label it again. class Direct
Teacher So what was this paragraph called? class Focus
Students Phenomenon Students Propose
Teacher Yep class Affirm
[scribes label on board]
Students [write in books]