I will thus very briefly outline the use of Systemic Functional Language theory and demonstrate the downloadable example Moodle materials. I will also propose that an opportunity might exist to employ this alternative "functional grammar" in a constructional approach to the design of e-learning language modules. The demonstration materials have been successfully used with SEN students in a small Swiss foundation school for learners who have faced difficulties using more traditional approaches. Use or adaption of the materials does not require deep theoretical study and the demos can be readily used as presented. Presented by Alan Hess at Moodlemoot Dublin 2013

1. “Stories for Reading,
Stories for Learning”
“A novel approach to language
and literacy tuition”
Alan Hess
Stiftung Tagesschule Oberglatt,
Switzerland

2. This morning,
I
shot
an elephant
in my pyjamas.

3. What
he
was doing
in my pyjamas
I
will never know!

4. Stiftung Tagesschule Oberglatt
A small Swiss day school for students aged 7 to 18 with a wide range of
issues with learning, language, literacy and/or behaviour.
Reintegration in mainstream
schooling and/or working life
is a central goal.
Own 'in house' Moodle server since v1.5 - 2005

5. Pedagogic Influences
Moodle VLE
Martin Dougiamas
SFG
Systemic Functional Grammar
Prof. Michael Halliday
R2L – 'Reading to Learn'
Dr. David Rose

6. Upsidedown Pedagogy?

7. Ladder Graphic courtesy of Moura School, Queensland, Australia
(http://www.mourass.eq.edu.au/functional_grammar.htm)

8. Top Down!
Age = 0 years
And what of those children
who miss this completely?
approx. 1000
hours
interacting with
text!
Age = 5-6 years
David Rose - 'Reading to Learn' 2012

9. 'e-Learning ?'

10. Literacy, Language and e-Learning
Billion$ are spent on ICT in schools.
What do teachers do with it?
How do they actually use it?
What choices do they have?
What of learners with poor literacy?
What can we do to assist them?
An opportunity ?

11. Functional Grammar
v.
Traditional Grammar
“a set of tools they can use rather than
a set of rules about what not to do”.
Frances Christie 1991 pp 106-107
Emeritus Professor of Language/Literacy Education,
University of Melbourne.

12. “Top Down!“
set context
talk
self construct
de-construct
ideational
set context
set context
ideational
ideational
text
ideational
re-construct
set context
Based on 'teaching and learning cycle' (Joan Rothery, Australia 1996:102)

13. Interactive Webtext Tool – SCORM Module for Moodle and other LMS
http://manxman.ch/moodle2/course/view.php?id=5