Why democratising education is possible David Rose TeL4ELE Dissemination Conference Centro Cultural La Corrala, Universidad Aut贸noma Madrid, October 2013
Hierarchies in education systems (after Bernstein) Education theories
Knowledge production
Recontextualisation
Reproduction
State education departments
Teacher education faculties
Teachers in classrooms
Hierarchies in education systems (after Bernstein) Education theories
Knowledge production
Recontextualisation
Reproduction
prophets
State education departments
Teacher education faculties
Teachers in classrooms
priests
laity
Hierarchies in classrooms
Most involved: top students
Some engagement: average students
Least engaged: failing students
Managing hierarchies: four positions focus of change intra-individual
acquisition
transmission focus of pedagogy
inter-group
Managing hierarchies: four positions focus of change intra-individual invisible pedagogy
visible pedagogy
Progressivist/constructivist pedagogies
acquisition
Traditional pedagogies Behaviourist theories
liberal
conservative
radical
subversive
Critical pedagogic theories
transmission focus of pedagogy
Social-psychological theories, Genre pedagogy
inter-group
Hierarchies in teaching practices
Effects of hierarchical teaching practices Hattie’s 2009 meta-analysis of teaching practices Minimum acceptable effect size • ability grouping • individualized instruction • tracking • low-tracked students • middle-tracked students -0.03 • high-tracked students “no one profits”
d = 0.4 d = 0.16 d = 0.08 d = 0.09 d= d = 0.14
Hierarchies in the sequence of schooling tertiary
independent academic study
secondary
evaluating
independent learning of academic genres
upper primary
learning from reading & classroom activities
preparing
junior primary
independent reading & active participation
before school
engaging with reading & talk-around-text
9
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
Supporting all students at the same level
Modelled to guided to independent practice
Nucleus of learning activity
Focus
Task
Evaluate
Scaffolded learning activity
Prepare
Focus
Task
Evaluate
Elaborate
Scaffolded learning cycle
Task Focus
Prepare
Evaluate
Elaborate
As a spiral curriculum
Elements of lesson planning: curriculum genres
Pedagogic activities: Curriculum units Lesson activities Learning cycles Pedagogic relations: Engaging all students Continual success
Knowledge and identity: Curriculum topics & KAL
Pedagogic modalities: Spoken, written, visual, manual
projecting
Elements of lesson planning: curriculum genres Analysing learning tasks
Pedagogic activities: Curriculum units Lesson activities Learning cycles Pedagogic relations: Engaging all students Continual success Planning exchanges
Analysing curriculum fields
Knowledge and identity: Curriculum topics & KAL
Pedagogic modalities: Spoken, written, visual, manual
projecting Selecting & analysing texts
Text-in-context context text sentence
word
Text-in-context: levels of comprehension context
interpretive
(beyond the text)
discourse
inferential
(across the text)
grammar
(within the sentence)
literal spelling
‘decoding’
(letter patterns in words)
Establishing the hierarchy: shared book reading speaker Teacher
exchange
addressee/s learning peaker cycle
[reads] Long ago in a far away land lived a widow and her son Jack. 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
1 Teacher
Is there a daddy there? [pointing to picture]
class
Focus
No.
class
Identify
What do you think has happened to the daddy?
class
Focus
Looks like… a cow.
David
Propose
David?
David
Focus
David
It’s it’s it’s a little cow.
David
Propose
Teacher
No no.
David
Reject
When there’s a widow, something’s happened to daddy.
class
Focus
2 Teacher Children 3 Teacher David 4 Teacher
5 Teacher Child C
He died? Miss, he died?
Child C
Propose
Teacher
Yes that’s right.
Child C
Affirm
class
Elaborate
A widow means that her husband has died.
Cementing the hierarchy: secondary science speaker
exchange
1 Teacher
Okay B [student’s name] what are the ‘cilia’. What was it? Student A [no response]
addressee/s learning peaker cycle student A Focus student A
-
No?
student A
Reject
A [student’s name] do you know what cilia is?
student B
Focus
Student B [no response]
student B
-
Teacher
student B
Reject
class
Focus
Student C Hairs
student C
Propose
Student D The little hairs?
student D
Propose
Teacher
student D
Affirm
class
Elaborate
Teacher 2 Teacher
3 Teacher
No? Someone must know what they are…
The little hairs. 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.
Democratising the conversation: Detailed Reading 1 Teacher First of all who heard and felt this earthquake approaching? Bonita?
Bonita
Focus
Student People?
Bonita
Identify
Teacher People. Fantastic,
Bonita
Affirm
class
Direct
class
Prepare
Anita
Focus
Student Those?
Anita
Identify
Teacher Fantastic, those people.
Anita
Affirm
class
Direct
class
Elaborat e
Let’s highlight people. Students [highlight ‘people’] 2 Teacher I’m not moving ahead, I’m still here at people. Which people? Anita.
So let’s highlight those as well. 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.
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 class people who were asleep didn’t notice it at first. OK? But those who were awake did.
Elaborat e
Democratising knowledge 1 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, class Elaborate 'changes state in cycles'.
1 Teacher So what were those four states again? The end of the sentence names them. So, Amon, from…?
class
Prepare
Amon
Focus
Student
'from liquid water'
Amon
Identify
Teacher
Liquid. To...?
Amon
Focus
Student
'water'
Amon
Identify
Teacher
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
Direct
Peter Peter
Prepare Focus
Students [highlight ‘liquid water' and 'water vapour’] 2 Teacher Peter, can you see sometimes there we might get a solid. What's our name for solid water? Student
'ice'
Peter
Identify
Teacher
Yep
Peter
Affirm
Peter
Focus
Student
And then back to... What's the end of the sentence there? The last one for us to highlight? 'liquid again'
Peter
Identify
Teacher
Back to liquid again.
Peter
Affirm
class
Elaborate
Students [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,
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'. Student [scribes 'also comes from']
class
2 Teacher Amon, continue with your suggestion.
Elaborate
Student 2 Scribe 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
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
So in your books, can we label it again.
class
Direct
So what was this paragraph called?
class
Focus
Students Phenomenon
Students
Propose
Teacher
class
Affirm
5 Teacher Teacher
Yep [scribes label on board]
Students [write in books]
The community of the classroom
Most involved: top students
Some engagement: average students
Least engaged: failing students
The community of the classroom All students equally engaged
Guided by the teacher
Building shared knowledge & successful iden es
Where to find out more
www.readingtolearn.com.au