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TAFE NSW – South Western Sydney Institute

TAFE NSW – South Western Sydney Institute. Walk the Line WELL. THE TEACHING/LEARNING CYCLE: WRITTEN TEXTS. 1. Building the context field purpose of text. 2. Modelling the text - Text structure - Language and text features. 5. Linking related texts - Spoken - Written.

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TAFE NSW – South Western Sydney Institute

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  1. TAFE NSW – South Western Sydney Institute Walk the Line WELL

  2. THE TEACHING/LEARNING CYCLE: WRITTEN TEXTS 1. Building the context field purpose of text 2. Modelling the text - Text structure - Language and text features 5. Linking related texts - Spoken - Written 3. Joint construction of the text - strategies 4. Independent construction of the text Teaching/Learning Cycle, adapted from Callaghan and Rothery 1988:39

  3. Learning is emergent and, hence, highly context specific (Doolittle, 2000) and unpredictable. • Learners are active participants in constructing their own learning through interaction with others and their environment (Jorg 2000). • Learning cannot be caused by teaching (Sumara & Davis 1997), rather the teacher can only provide a rich environment. • The curriculum becomes a developmental process rather than something closely defined to begin with (Doll 1989). • The teacher enables a level of acceptable disequilibrium that the learner then needs to fill (Doll 1989). • Education needs to be seen as a metacognitive process in which the participant learns to learn. Dr Stewart Hase - “Developing Learner Capability Through Action Research: From Pedagogy to Heutagogy in the Workplace” AVETRA Conference 2006

  4. Unknown Context Known Context Known Unknown Problem Problem Dr Stewart Hase - “Developing Learner Capability Through Action Research: From Pedagogy to Heutagogy in the Workplace” - AVETRA Conference 2006

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