Multiliteracies (Pedagogy - SOCT - the 'HOW' (Overt Instruction…
Pedagogy - SOCT - the 'HOW'
does not imply direct transmission, drills and rote memorisation - it includes all these on the part of the teacher and other experts that scaffold learning activities
all of which focus on learner's experiences and activities within the community of learners, allows them to gain explicit info when it can be most usefully organised and to guide practice, building on and recruiting what learner already knows and has accomplished
central to it is the sorts of collaborative efforts between teacher and student wherein the student is both allowed to accomplish a task more complex than than can be accomplished on their own
student comes to conscious awareness of the teacher's representation and interpretation of the task and its relations to other aspects of what is being learned
Goal - conscious awareness and control over what is being learned, over the intra systematic relations of the domain being practised
defined by - the use of metalanguages - languages of reflective generalisation that describe the form, content and function of the discourse of practices.
so in ML framework, students develop a metalanguage that describes both the 'what' of literary pedagogy (design processes and design elements) and the scaffolds that constitute the 'how' of learning (SOCT)
most assessment in in traditional curriculum required replication of the generalities of overt instruction. Evaluation for Overt instruction should be developmental, as a further guide to thought and action - should be related to other aspects of learning process - the connections between evolving metalanguages as they are negotiated and developed through O on one hand and SCT on the other hand
goal - to help learners frame their growing mastery in practice (from S) and conscious contro and understanding ( from O) in relation to historical, social, cultural political , ideological and value centred relations of particular systems of knowledge and social practice.
crucially, teacher helps learner to denaturalise and renew again what they have learnt and mastered
eg DNA replicates itself - DNA as the code but code is only put into effect by array of machinery involving proteins
in academic discourse, have privileged info and mind over materials, practice and work. so original claim foregrounds info and code but omits backgrounds, machinery and work - when we take sentence out of home discourse, into wider context, we are reframing - and and the foreground and backgrounding become apparent. WIDER CONTEXT IS ACTUAL PROCESS AND MATERIAL PRACTICES - not just general statements in disciplinary theory
students are able to gain necessary personal and theoretical distance from what has been learnt, constructively critique it, account for its cultural location, creatively extend and apply it, and eventually innovate on their own, within old and new communities. - BASIS FOR TRANSFORMED PRACTICE
represents one sort of transfer and where evaluation can begin to assess learners and primarily the learning processes in which they have been operating
this aspect needs to recruit learner's previous and current experiences + extra school communities and discourses as integral part of learning experiences
Evaluation NOT to judge - but to be used developmentally to guide learners to the experiences and the assistance they need to develop further as members of the community capable of drawing on, and ultimately contributing to, the full range of its resources
community must include experts - people who have mastered certain practices - who guide learners, serve as mentors and designers of their learning processes
since people do not learn anything well unless motivated and believe that they can use and function with what they are learning in some way that is to their interest
crucial to consider the affective and sociocultural needs and identities of learners
must ensure that arena of learning is where learners feel secure to take risks and trust guidance of others from peers and teachers
constitutes immersion in meaningful practices within a community of learners - who are capable of playing multiple and different roles based on their backgrounds and expereinces
Design - the 'WHAT'