The Teaching and Learning Cycle：循環(huán)的教學(xué)和學(xué)習(xí)

ATeachingandLearningCycle:asystematicandexplicitapproachtoliteracyteachingDECS(2007)TeachingESLstudentsinmainstreamclassrooms:Languageinlearningacrossthecurriculum2WhatistheTeaching&LearningCycle?Aframeworkforsystematicallyandexplicitlyscaffoldingstudentstoaccessandproducetexts. Itprovidesforthegradualreleaseofresponsibility,towardapointwherestudentscanindependentlyandconfidentlyconstructatextforamajorassessmenttask.Aprogrammingtoolforplanningandsequencingteachingandlearning,withanexplicitfocusonlanguageandliteracy. Itconsiders:preteachingpreparationtheskillsandunderstandingsstudentsbringhowtotakestudentsthroughaseriesofactivitiesthatwillsupportlanguageandliteracylearningwhilesubjectcontentistaught.3TheTLCisbasedonunderstandingthecentralroleoflanguageinlearning

LevVygotsky

sawthecentralrolelanguageplaysinlearningrecognisedimportanceofinteractionwithamoreexpertotherdevelopedthenotionofthezoneofproximaldevelopment(ZPD)arguedthatlearningismaximisedwhenstudentsaresupportedtoworkintheupperlimitsoftheirZPDbelievedthatwhatastudentcandowithhelptoday,s/hecandoindependentlytomorrow.4TheTLCisaframeworkforeffectivescaffoldingintheclassroom JeromeBruner–believedthatalearner(evenofaveryyoungage)iscapableoflearninganymaterialsolongastheinstructionisorganizedappropriatelydevelopedthenotionofscaffolding:withhighchallengeandhighsupportnewlearningtakesplacesupportisprovidedatpointofneedandgraduallywithdrawnaslearnersbecomeincreasinglyindependent5EffectivescaffoldingEffectivescaffoldingrequiresthat:theteacherhasaspecificaimforthestudenttoachieve:a‘finitegoal’.theteacherbackwardplansfromthisgoalandprovidesteachingandlearningactivitiesthatsupportandstepthestudenttowardsachievingthegoal.thestudentisthenabletotakeupincreasedresponsibilityforachievingthegoal,demonstratingagreaterlevelofindependenceatsomelaterstage.Theaimofscaffoldingistograduallywithdrawthesupportandhandoverfullresponsibilitytothestudent.6Working

the

ZPDusingaTLC781.Settingthecontext–Developingthecontext:genre®isterestablishwhatthestudentsalreadyknowgenerateinterestandpurposeforstudyingtopicdevelopknowledgeandunderstandingsabouttheculturalcontext,genre,topicactivitiesmovefromexperiential/everydaytoabstract/technicalstudent‘experience’learningthroughactivity,excursion,film,guestspeaker,etc92.Modelling/DeconstructionDeveloplearners’understandingsofthepurpose,structureandlanguagefeaturesofthetargetgenreby:examiningthetext’ssocialpurposewriting/readingamodeltextdeconstructingthetext,identifyingitsstructure:thekeystagesofthetextfocusingonparticularlanguagefeatures:identifyingthemintext,developingasharedmetalanguageanddevelopingcontrolinusinglanguagefeatures103.JointconstructionTeachersandlearnerstogetherconstructatextinthesamegenreandrelatedtopictothatrequiredinindependentconstruction(thetargetgenre/text)Theteacherasksquestions,makessuggestionsandprovidesre-wordingwherenecessary,revisitingfeaturesofthetargetgenreTomaximisesuccess,priortothejointconstructionsessionprepareandhaveaccessibletoall:notes/plansofkeycontentsummaryofstructureandlanguagefeaturesoffocusgenre.114.IndependentconstructionStudentsnowapplytheirnewunderstandingsofthetopicandtext.Thismaybeanewrelatedtopicoranotheraspectofthetopicofstudy.Ifso,studentsneedfirsttobuildupknowledgeoftheirtopicwithindependent,grouporclassresearchbeforewritingthetargettext.Assessmentcriteriacanbedevelopedwith,orprovidedto,students.Teacherprovidesexplicitfeedbackonplans,draftsandthefinalpiece.121213AprocessforplanningusingthisTeaching&LearningCycle

1.Consultrelevantcurriculumdocumentstoidentifyrequiredlearninganddeterminethespecificcontent/topicoftheunit.2.Designanassessmenttaskthatallowsstudentstodemonstratetheirunderstandingsattherequiredlevel. -whichgenreismostrelevantandthemostappropriateformeasuringstudentperformanceinthislearningcontext?3.Developanexemplarinresponsetothetask.4.Identifythelanguageandliteracydemandsofthetaskanddevelopassessmentcriteriaforsuccess:

-whatdoIneedtomakeexplicittostudentsinteachingthisgenre? -whatspecificstructure&languagefeaturesdoIneedtoteach? -howwillIteachthese? -whatcriteriawillIusetoassessthese?5.Determinepriorknowledge/understanding.

-whatdomystudentsbringtothistask? -whatgapsdomystudentshave? -howcanImovethemfromwheretheyaretowheretheyneedtobe?6.Designteaching/learningprogramthatincludesplansto:

-buildstudents’knowledgeofthefield -explicitlyscaffoldthegenrerequired -sequencetheliteracyteaching/learning -provideexplicitcriteriaandfeedbackforsuccessfulindependent construction.

14AprocessforplanningusingthisTeachin