the teaching and learning cycle
Modelling and deconstructing the text
Building the context
3and more..
click on the colour areas to get more ideas for this stage
3and more..
click on the colour areas to get more ideas for this stage
2activities
2activities
1what it is
1what it is
3and more..
1what it is
1what it is
2activities
2activities
LInking related texts
Joint construction of the text
1 what it is
3and more..
click on the colour areas to get more ideas for this stage
Click on the colour areas to get more ideas for this stage
2activities
3and more..
Independent construction of the text
Click on the colour areas to get more ideas for this stage
Idea original de
what does this stage imply?
1. BUILDING KNOWLEDGE OF THE FIELD In this stage students : a. are introduced to the social context of an authentic model of the text – type being studied b. explore features of the general cultural context in which the text type is used and the social purposes the text – type achieves c. explore the immediate context of situation by investigating the register of a model text which has been selected on the basis of the course objective and learner needs. Let’s keep in mind Halliday’s graph: (click on image for a larger version) An exploration of register involves: a.building knowledge of the topic of the model text and knowledge of the social activity in which this text is used, e.g: the social activity of job seeking within the topic employment in Argentina. b. understanding the roles and relationships of the people using the text and how these are established and maintained, e.g: the relationship between a job seeker and a prospective employer. c Understanding the channel of communication being used, e.g: using the telephone, speaking face-to-face with members of an interview panel.
Context – building activities include: a. presenting the context through pictures, audio – visual material, realia, excursions, field-trips, guest speakers etc. b. establishing the social purpose through discussions or surveys etc. c. cross – cultural activities d. related research activities e. comparing the model text with other texts of the same or contrasting type e.g: comparing a job interview with a complex spoken exchange involving close friends, a work colleague or a strange in service encounter.
More ideas: • Explore cultural similarities and differences related to the topic including: processes involved in achieving goals such as visiting the doctor or applying for a job, shared experiences such as knowledge and experience of finding accommodation • practice grammatical patterns relevant to the topic or text type • build up and extend vocabulary relevant to the topic or text type • use of visuals – photographs, filmstrips, videos – to build context • ‘hands-on’ activities such as making bread, going on excursions, listening to guest speakers • reconstructing and discussing ‘hands-on’ activities when back in the classroom • a range of communicative activities designed to enable students to share, discuss, and argue about aspects of the topic • introducing learners to a broad range of written texts related to the topic, such as school brochures, notes, newsletters and enrolment forms • developing reading strategies appropriate to the texts, including predicting, skimming, scanning, or identifying the logo
what does this stage imply?
MODELLING AND DECONSTRUNCTING THE TEXTIn this stage students : a. Investigate the structural patterns and language features of the model b. Compare the model with other examples of the text – type. In this stage diagnostic assessment helps the teachers to decide how much time to devote to particular language features and what kind of presentation or practice students need with each feature. Modelling and deconstruction activities are undertaken at both the whole text, clause and expression levels. It is at this stage that many traditional ESL/EFL language teaching activities come into their own. However it is important that these activities are presented in relation to the text – type being studied, the social purpose being achieved and the meanings being made.
Sample activities at each level of language. a. Text-level activities include: * presentation activities using devices, such as: OHTs, charts, big books, board work etc. sorting, matching and labeling activities e.g: sorting sets of texts, sequencing jumbled stages, labeling stages etc. * activities focusing on cohesive devices such as sets of related lexical items, conjunction, modality, reference e.g: semantic maps, vocabulary networks, cloze, transparency overlays etc. b. Clause-level activities * presentation and practice activities relating to the grammatical features of the text
c. Expression-level activities * oral-aural, pronunciation, decoding, spelling, handwriting or typing practice as needed for the use of the text-type
More ideas: • read the model text with the teacher, with other students or alone • develop an understanding of the social function and purpose of the text o Why are such texts written? o By whom are they written and read? o What is the context in which they will be used? • develop an understanding of the overall organization and development of the text o What is the schematic structure? o What are the major grammatical patterns? • Develop an understanding that the organization of the text is functional: that the text is as it is because of the purpose it fulfills. Its schematic structure and grammatical patterns are not accidental.
More ideas: Tasks and activities might include: • teacher reading model text(s) to students • shared reading of texts between students • discussion of who writes this genre, why and where they are likely to be found • exchanging class experiences of similar texts and the purpose of these texts • analysis, based on examples of the schematic structure of the genre and the function of each stage within the schematic structure of the genre • practice in distinguishing and labeling stages within the schematic structure of the genre • pointing out significant grammatical patterns within the genre (e.g., use of tense, technical language, specific or generic participants) • discussion of the function of major grammatical patterns in the genre.
what does this stage imply?
JOINT CONSTRUCTION OF THE TEXTIn this stage: a) students begin to contribute to the construction of whole examples of the text-type b) the teacher gradually reduces the contribution to text construction, as the students move closer to being able to control the text-type independently
Joint construction activities include: a) teacher questioning, discussing and editing whole class construction, then describing onto board or OHT. b) skeleton texts c) jigsaw and information gap activities d) small group construction of texts e) dictation/dictogloss f) self-assessment and peer assessment activities Diagnostic assessment is critical at this stage as the teacher must decide whether students are ready to move to independent functioning or whether they need to undertake further work at the text modeling or joint construction
More ideas: • explore further the purpose of the genre and its relation to the topic or field • contribute knowledge of the field in the shared construction of a text • negotiate with teacher and other students regarding the most appropriate organization of knowledge about topic into a written text • draw on knowledge of schematic structure and linguistic features of the genre (from analysis of models of the genre in Stage 2 of the teaching-learning cycle) in negotiations about appropriate organization of the genre • develop an understanding of some of the differences between talking about a topic and writing about it. Tasks and activities might include: • revision and further discussion of purpose, context and structure of genre • further field building activities where necessary • summarizing in note from (on board or overhead projector) what students know about the topic of the shared text • negotiation between teacher and students, and between students, regarding appropriate beginning, middle and end construction of text, drawing on shared knowledge about the genre • share re-drafting and editing of text, drawing on shared knowledge about the genre.
what does this stage imply?
INDEPENDENT CONSTRUCTION OF THE TEXT In this stage: a) students work independently with the text b) learner performances are used for achievement assessment
In this stage the teacher needs to assess if the learners are ready to construct the text independently (when they have shown control of the field and the mode). According to the needs of the learners, it may be necessary to recycle some of the tasks and activities at earlier stages, for example, further modelling of text construction or analysis of grammatical patterns. The teacher’s role is to provide constructive comments to the learners on what further development may be necessary.
With learners who have achieved only partial independent construction of the text, the teacher may want to begin the cycle again in order to assist them with further sections of the text. More advanced learners may be able to work straight through the cycle and demonstrate that they can plan and write a text independently.
Independent construction activities include: a) listening tasks e.g: comprehension activities in response to live or recorded material such as performing a task, sequencing pictures, numbering, ticking or underlining material on a worksheet, answering question. b) speaking tasks e.g: spoken presentation to class, community organization, workplace etc. c) listening and speaking tasks e.g. role plays, simulated or authentic dialogues d) reading tasks e.g. comprehension activities in response to written material such as performing a task, sequencing pictures, numbering, ticking or underlining material on a worksheet, answering questions. e) writing tasks which demand that students draft and present whole tasks.
More ideas • building and developing knowledge of the field through activities such as reading, information gathering, and note-taking • writing own text, approximate appropriate schematic structure and grammatical patterns • consulting with other students or with the teacher regarding the appropriateness of the text • re-drafting and editing where necessary • class discussion of any difficulties experienced by learners in writing their text • focused language lessons (such as spelling, punctuation, layout of text, handwriting) for class or groups of learners where necessary.
what does this stage imply?
LINKING RELATED TEXTS In this stage students investigate what they have learnt in this teaching/learning cycle and how it can be related to:a) other texts in the same or similar contexts b) future or past cycles of teaching and learning
Activities which link the text-type to related texts include: a) comparing the use of the text-type across different fields b) researching other text-types used in the same field c) role-playing what happens if the same text-type is used by people with different roles and relationships. d) comparing spoken and written models of the same text-type e) researching how a key language feature used in this text-type is used in other text-types
It is very important to note that the genre approach does not advocate that students mindlessly imitate the teacher. Instead it gives students the opportunity to learn to function at a level beyond that which they could learn to do on their own.
Gray (1987:35-8) lists four things which teachers need to consider as they implement this approach: Joint construction involves negotiation between the teacher and student, not domination by the teacher. Both the teacher and student need to have a shared understanding of the context and of the meanings being negotiated.
Problems are shared and the teacher only asks direct questions when students show they have a chance of success. Throughout this process students are thinking and making choices to contribute to the joint construction. Teachers need to create contexts in which the use of the target language is legitimate and meaningful. Teachers also have to decide what kinds of texts to use. Jointly constructed and negotiated meanings are best supported or scaffold within predictable and familiar routines, or cycles, of interaction and activity over extended periods of time. Teachers use scaffolding to monitor the level of difficulty as control is gradually handed over to the student. Through the social construction approach, even the most common classroom activities can be used to further the language development of students. What is important is that language occurs as part of a goal-oriented activity and becomes part of a socially constructed text (ray, 1983:39-49).
teaching cycle
Patricia Ortiz
Created on June 30, 2020
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Transcript
the teaching and learning cycle
Modelling and deconstructing the text
Building the context
3and more..
click on the colour areas to get more ideas for this stage
3and more..
click on the colour areas to get more ideas for this stage
2activities
2activities
1what it is
1what it is
3and more..
1what it is
1what it is
2activities
2activities
LInking related texts
Joint construction of the text
1 what it is
3and more..
click on the colour areas to get more ideas for this stage
Click on the colour areas to get more ideas for this stage
2activities
3and more..
Independent construction of the text
Click on the colour areas to get more ideas for this stage
Idea original de
what does this stage imply?
1. BUILDING KNOWLEDGE OF THE FIELD In this stage students : a. are introduced to the social context of an authentic model of the text – type being studied b. explore features of the general cultural context in which the text type is used and the social purposes the text – type achieves c. explore the immediate context of situation by investigating the register of a model text which has been selected on the basis of the course objective and learner needs. Let’s keep in mind Halliday’s graph: (click on image for a larger version) An exploration of register involves: a.building knowledge of the topic of the model text and knowledge of the social activity in which this text is used, e.g: the social activity of job seeking within the topic employment in Argentina. b. understanding the roles and relationships of the people using the text and how these are established and maintained, e.g: the relationship between a job seeker and a prospective employer. c Understanding the channel of communication being used, e.g: using the telephone, speaking face-to-face with members of an interview panel.
Context – building activities include: a. presenting the context through pictures, audio – visual material, realia, excursions, field-trips, guest speakers etc. b. establishing the social purpose through discussions or surveys etc. c. cross – cultural activities d. related research activities e. comparing the model text with other texts of the same or contrasting type e.g: comparing a job interview with a complex spoken exchange involving close friends, a work colleague or a strange in service encounter.
More ideas: • Explore cultural similarities and differences related to the topic including: processes involved in achieving goals such as visiting the doctor or applying for a job, shared experiences such as knowledge and experience of finding accommodation • practice grammatical patterns relevant to the topic or text type • build up and extend vocabulary relevant to the topic or text type • use of visuals – photographs, filmstrips, videos – to build context • ‘hands-on’ activities such as making bread, going on excursions, listening to guest speakers • reconstructing and discussing ‘hands-on’ activities when back in the classroom • a range of communicative activities designed to enable students to share, discuss, and argue about aspects of the topic • introducing learners to a broad range of written texts related to the topic, such as school brochures, notes, newsletters and enrolment forms • developing reading strategies appropriate to the texts, including predicting, skimming, scanning, or identifying the logo
what does this stage imply?
MODELLING AND DECONSTRUNCTING THE TEXTIn this stage students : a. Investigate the structural patterns and language features of the model b. Compare the model with other examples of the text – type. In this stage diagnostic assessment helps the teachers to decide how much time to devote to particular language features and what kind of presentation or practice students need with each feature. Modelling and deconstruction activities are undertaken at both the whole text, clause and expression levels. It is at this stage that many traditional ESL/EFL language teaching activities come into their own. However it is important that these activities are presented in relation to the text – type being studied, the social purpose being achieved and the meanings being made.
Sample activities at each level of language. a. Text-level activities include: * presentation activities using devices, such as: OHTs, charts, big books, board work etc. sorting, matching and labeling activities e.g: sorting sets of texts, sequencing jumbled stages, labeling stages etc. * activities focusing on cohesive devices such as sets of related lexical items, conjunction, modality, reference e.g: semantic maps, vocabulary networks, cloze, transparency overlays etc. b. Clause-level activities * presentation and practice activities relating to the grammatical features of the text c. Expression-level activities * oral-aural, pronunciation, decoding, spelling, handwriting or typing practice as needed for the use of the text-type
More ideas: • read the model text with the teacher, with other students or alone • develop an understanding of the social function and purpose of the text o Why are such texts written? o By whom are they written and read? o What is the context in which they will be used? • develop an understanding of the overall organization and development of the text o What is the schematic structure? o What are the major grammatical patterns? • Develop an understanding that the organization of the text is functional: that the text is as it is because of the purpose it fulfills. Its schematic structure and grammatical patterns are not accidental.
More ideas: Tasks and activities might include: • teacher reading model text(s) to students • shared reading of texts between students • discussion of who writes this genre, why and where they are likely to be found • exchanging class experiences of similar texts and the purpose of these texts • analysis, based on examples of the schematic structure of the genre and the function of each stage within the schematic structure of the genre • practice in distinguishing and labeling stages within the schematic structure of the genre • pointing out significant grammatical patterns within the genre (e.g., use of tense, technical language, specific or generic participants) • discussion of the function of major grammatical patterns in the genre.
what does this stage imply?
JOINT CONSTRUCTION OF THE TEXTIn this stage: a) students begin to contribute to the construction of whole examples of the text-type b) the teacher gradually reduces the contribution to text construction, as the students move closer to being able to control the text-type independently
Joint construction activities include: a) teacher questioning, discussing and editing whole class construction, then describing onto board or OHT. b) skeleton texts c) jigsaw and information gap activities d) small group construction of texts e) dictation/dictogloss f) self-assessment and peer assessment activities Diagnostic assessment is critical at this stage as the teacher must decide whether students are ready to move to independent functioning or whether they need to undertake further work at the text modeling or joint construction
More ideas: • explore further the purpose of the genre and its relation to the topic or field • contribute knowledge of the field in the shared construction of a text • negotiate with teacher and other students regarding the most appropriate organization of knowledge about topic into a written text • draw on knowledge of schematic structure and linguistic features of the genre (from analysis of models of the genre in Stage 2 of the teaching-learning cycle) in negotiations about appropriate organization of the genre • develop an understanding of some of the differences between talking about a topic and writing about it. Tasks and activities might include: • revision and further discussion of purpose, context and structure of genre • further field building activities where necessary • summarizing in note from (on board or overhead projector) what students know about the topic of the shared text • negotiation between teacher and students, and between students, regarding appropriate beginning, middle and end construction of text, drawing on shared knowledge about the genre • share re-drafting and editing of text, drawing on shared knowledge about the genre.
what does this stage imply?
INDEPENDENT CONSTRUCTION OF THE TEXT In this stage: a) students work independently with the text b) learner performances are used for achievement assessment In this stage the teacher needs to assess if the learners are ready to construct the text independently (when they have shown control of the field and the mode). According to the needs of the learners, it may be necessary to recycle some of the tasks and activities at earlier stages, for example, further modelling of text construction or analysis of grammatical patterns. The teacher’s role is to provide constructive comments to the learners on what further development may be necessary. With learners who have achieved only partial independent construction of the text, the teacher may want to begin the cycle again in order to assist them with further sections of the text. More advanced learners may be able to work straight through the cycle and demonstrate that they can plan and write a text independently.
Independent construction activities include: a) listening tasks e.g: comprehension activities in response to live or recorded material such as performing a task, sequencing pictures, numbering, ticking or underlining material on a worksheet, answering question. b) speaking tasks e.g: spoken presentation to class, community organization, workplace etc. c) listening and speaking tasks e.g. role plays, simulated or authentic dialogues d) reading tasks e.g. comprehension activities in response to written material such as performing a task, sequencing pictures, numbering, ticking or underlining material on a worksheet, answering questions. e) writing tasks which demand that students draft and present whole tasks.
More ideas • building and developing knowledge of the field through activities such as reading, information gathering, and note-taking • writing own text, approximate appropriate schematic structure and grammatical patterns • consulting with other students or with the teacher regarding the appropriateness of the text • re-drafting and editing where necessary • class discussion of any difficulties experienced by learners in writing their text • focused language lessons (such as spelling, punctuation, layout of text, handwriting) for class or groups of learners where necessary.
what does this stage imply?
LINKING RELATED TEXTS In this stage students investigate what they have learnt in this teaching/learning cycle and how it can be related to:a) other texts in the same or similar contexts b) future or past cycles of teaching and learning
Activities which link the text-type to related texts include: a) comparing the use of the text-type across different fields b) researching other text-types used in the same field c) role-playing what happens if the same text-type is used by people with different roles and relationships. d) comparing spoken and written models of the same text-type e) researching how a key language feature used in this text-type is used in other text-types
It is very important to note that the genre approach does not advocate that students mindlessly imitate the teacher. Instead it gives students the opportunity to learn to function at a level beyond that which they could learn to do on their own. Gray (1987:35-8) lists four things which teachers need to consider as they implement this approach: Joint construction involves negotiation between the teacher and student, not domination by the teacher. Both the teacher and student need to have a shared understanding of the context and of the meanings being negotiated. Problems are shared and the teacher only asks direct questions when students show they have a chance of success. Throughout this process students are thinking and making choices to contribute to the joint construction. Teachers need to create contexts in which the use of the target language is legitimate and meaningful. Teachers also have to decide what kinds of texts to use. Jointly constructed and negotiated meanings are best supported or scaffold within predictable and familiar routines, or cycles, of interaction and activity over extended periods of time. Teachers use scaffolding to monitor the level of difficulty as control is gradually handed over to the student. Through the social construction approach, even the most common classroom activities can be used to further the language development of students. What is important is that language occurs as part of a goal-oriented activity and becomes part of a socially constructed text (ray, 1983:39-49).