DesigningP1

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Dr. Ania Lian, Charles Darwin University, Australia

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“Designing Units of Work for learning literacy“ Part 1:

“Designing Units of Work for learning literacy“ Part 1 Dr. Dr. Ania Lian Charles Darwin University School of Education 24 th June, 2015

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General Capabilities help us ask the following questions: How do we know? How do we interpret?  What range of sources of information did we engage? Who owns them (ethnic or other groups )? And what kind of society are we projecting by thinking the way we do? This can be applied to: how  we think of our interlocutors ( people we communicate with), their intentions, our intentions, the terms in which we frame our responses, and the resources that are available to us in order to access quality information. As we get better in working with these questions about meaning, we learn to be socially, culturally and critically aware.  Cross-Curriculum priorities allow us to evaluate the range of contexts in which we frame our literacy expertise (community-builders, aware of our own history, connected with our neighbours).

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Social and Personal Capabilities Cross Curricula Priorities Intercultural and Ethical Capabilities Critical and Creative Capabilities Social Capital: Who is the audience ? . Symbolic Capital (i.e. meaning) What social/cultural group(s) is the event to impact on? How we understand the demographics of the event will impact on how we define ourselves in it and our audience Cultural & Economic Capital : What tools and skills do we need in order to access these resources ? Symbolic Capital (i.e. meaning) What resources do we have at our disposal and what protocols do we need to follow in order to access these resources? How do you access the cultural resources which help you understand your audience and identify the forms of meaning that you will use? Cultural Capital: How do we learn? Who owns the resources that we access in order to learn and act informed with our interlocutors? Symbolic Capital (i.e. meaning) What social/cultural group(s) do we validate as relevant (include)? How do you constructs your understanding of your audience and the forms of meaning that you will use?

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Current state of education What to do ourselves?

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This article revisits Brian Simon’s 1981 judgement that for deep-seated historical reasons English education lacks a coherent and principled pedagogy. Given that since 1997 the tide of educational centralisation has added teaching methods to those aspects of schooling which the UK government and/or its agencies seek to prescribe, it is appropriate to test the continuing validity of Simon’s claim .. Source: http://www.robinalexander.org.uk/wp-content/uploads/2013/09/CJE-Still-no-pedagogy.pdf “—a few insouciant platitudes masquerading as ‘principles’ are as close as we get.” Alexander, P. 28

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URL: https://www.youtube.com/watch?v=wtuQsKOr47k   Dialogue is not two people talking – if that was the case, we would not need to theorise dialogue , communication and most of all , what is thinking and how societies work. Prof. Mercer lacks theoretical grounding and his talk is, at best, echoing old thinking, with no reference to newest research in culture, semiotics or neuroscience and its value to education. BUT

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https://youtu.be/WRkOYz0dtHw?t=25m35s Thinking based on https://www.youtube.com/watch?v=WRkOYz0dtHw Actually scientific method is not about hypothesis testing because if it was so, we would not have politics in research Scientific method is about an intellectual stance; it is about concepts that only THEN may generate a perspective on a problem. People fight because they don’t want to be seen as fools. And so old thinking prevails because people have stakes in their “stories” -- nothing to do with a hypothesis . Many books talk about politics in science, the latest one is the Brain that changes itself -- at stake was the question of neuroplasticity -- not a hypothesis, but the way the story about what brain is and how to investigate it

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Principle The goal is not to know HOW to do things Instead: Know what not to do.

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Meaning Brain breaks the world into parts There is no one neuron -> one object perception

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Meaning Humans are multisensory. Modalities are ways of representing a sense. But, e.g. in vision, the primate brain has generated over two dozen visual areas each of which is concerned with a different visual attribute such as motion, colour, depth, angle, form , texture, luminance, etc. Information is processed by mobilising infinite combinations of mutually reinforcing modalities; People are different as how they organise and mobilise information differs.

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Peak shift : Super Stimulus : the rat’s response is even greater than it was to the original prototype. Take the average of all faces, subtract the average from, say, Nixon’s face (to get the difference between Nixon’s face and all others) and then amplify the differences to produce a caricature. Grouping : The process of discovering correlations to create unitary objects or events “which must be reinforcing for the organism in order to provide incentive for discovering such correlations” (p. 21). Isolation : Isolation involves focusing on a single visual modality before the signal is amplified in that modality, “this is why an outline drawing or sketch is more effective as ‘art’ than a full colour photo” (p. 24). Contrast : The process of grouping will not happen without contrast . Contrast involves discarding redundant information , to reinforce or allocate attention (p. 26). Information, they argue, “exists mainly in regions of change — e.g. edges — and it makes sense that such regions would, therefore, be more attention grabbing — more ‘interesting’ — than homogeneous areas” (p. 25). Symmetry and balance : It is the agreement in dimension and due proportions in arrangement Perceptual problem solving or generic viewpoint (familiarity) : This law relates to how most people would view something while theoretically it could be seen from another unique viewpoint Metaphor : The metaphor effect involves a combination of unlikely and yet meaning-adding signals (concepts) which reinforce a particular feature, like the curves of a woman which mimic the curves of a tree branch (More Text Needed)

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Text is a conversation Through texts you reflect your own voice, the author, not the voice of all. Nobody speaks to everyone We speak to individuals and in this way we create our own voice, a patchwork of the conversations we witnessed and the reconstruct as we can and see relevant. For some expansion, see The Most Human Human : What Artificial Intelligence Teaches Us About Being Alive https://www.youtube.com/watch?v=8Zs-GQ-ECLs

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Personal & Social Capabilities Ethical & Intercultural Capabilities Critical & Creative Capabilities

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Compliance technologies By Professor Cormack, 2011, Genealogy of the reading class, PPT http://w3.unisa.edu.au/eds/research/TRApresentations.asp

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Compliance technologies

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Here in this clip we have a female fruit fly with a male brain and a male with a female brain. Upon the switch the male with the female brain does not respond to the typical male attack because he did not know what it was. In other words, it is not the action that fruit flies respond to (here being boxed), but the meaning of the action, And if the meaning is not encoded genetically, they cannot “read” it – They can be boxed to death and they cant respond and ignore the signal!

Slide20:

Fruit flies develop "loser mentality", apparently this happens across species - a loser of a fight remembers they lost and will act like a loser in the following battles

Slide21:

Ania Lian’s (2014) alternative to Cormack’s critique slide 19 (2011)

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Working with the Curriculum 15 th April, 2015 Dr. Ania Lian Charles Darwin University, Darwin, Australia School of Education http://youtu.be/c_YSbdGvu3k

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Personal & Social Capabilities Ethical & Intercultural Capabilities Critical & Creative Capabilities

Slide25:

In part 2, we will look at: How dialogue as evaluation can be integrated into learning

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