1. The document discusses pluriliteracies teaching and subject-specific literacies. It presents models for mapping meaning-making potential and knowledge pathways in different subject areas. 2. Dimensions of subject-specific literacies are described, including understanding concepts, communicating knowledge, and reflecting on learning. Genres and discourse functions key to knowledge construction are also outlined. 3. Deep learning involves internalizing conceptual knowledge and automatizing relevant skills. It is seen as the ability to apply learning from one situation to another.

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Oliver Meyer
KU Eichstätt
Dr. Oliver Meyer
The Graz Group
2015
Abc
Abc
a
Making deep learning happen
Pluriliteracies Teaching for Learning
_______________________________________________________________
Do Coyle, Ana Halbach,
Oliver Meyer, Kevin Schuck
& Teresa Ting

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The Graz Group: theory meets practice
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CLIL Teachers
& CLIL Teacher Trainers
CLIL Researchers:
Teresa Ting, Helmut Vollmer, Christiane Dalton-
Puffer, Ian-Gerrit Koopman, Rachel Whittaker, Irina
Hawker, Ana Halbach, David Lasagabaster, Ana
Llinares, Do Coyle, Roy Lyster, Kevin Schuck,
Yolanda Ruiz Zarobe & Oliver Meyer

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Subject Specific Literacies
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Dimensions of Subject-Specific Literacies (Vollmer 2015)
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Social-Scientific
Participation
Interdisciplinary
Transfer
Intradisciplinary
Transfer
Reflecting on
learning process
and outcomes
Communicating
& negotiating
knowledge
Under-
standing

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Knowledge Pathways: building meaning making potential
procedures &
strategies
facts
concepts
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Doing
Science
Organizing
Scientific
Information
Explaining
Science
Arguing
Science
Knowledge and Activity Domains in School Science

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Knowledge Pathways through Science

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C O M M U N I C A T I N G C O N T I N U U M
PURPOSE
MODE
GENRE
STYLE
C
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C
E
P
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A
L
I
S
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N
G
C
O
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T
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IntermediateNovice
Mapping Pluriliteracies Development (Graz Group 2015)
DOING
ORGANISING
EXPLAINING
ARGUING
DOING
ORGANISING
EXPLAINING
ARGUING
Expert
FACTS
CONCEPTS
PROCEDURES
STRATEGIES

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Modelling Meaning-Making Potential
Micro-Level
(i.e. cause and effect)
Meso-Level
(i.e. explanation)
Macro-Level
(i.e. lab report)
Novice
Intermediate
Advanced
Genre
LevelLiteracy
Level

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Reconceptualizing CLIL within a Pluriliteracies Approach
Project Website:
http://www.ecml.at/F7/tabid/969/Default.aspx

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Deep Learning
“Deeper learning
is the ability
to take what was learned in one situation
and apply it to another situation.
Through deeper learning
(which often involves shared learning and
interactions with others in a community),
our students develop expertise
in a particular subject and
they master
the unique ways
of the subject.”
(Pellegrino & Hilton 2012)

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back
Deep Learning I: internalization of conceptual knowledge
1. Material
Phase
2. Verbal
Phase
3. Mental
Phase

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Deep Learning II: Automatization of relevant skills
Rule-Based System Memory-Based System
Controlled-Practice Communicative-Practice
- Context-reduced
- Cognitively undemanding
- Context-rich
- Cognitively demanding
ReflectionAwareness
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Education at the crossroads

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labeling
describing
defining
explaining
reportingarguing
evaluating
simulating
modelling
Cognitive discourse functions: keys to knowledge
construction
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Language revisited
SLF sees language as a means for learning about the world.
It models learning as a process of making meaning, and
language learning as building one‘s meaning making potential
to make meaning in particular contexts.
Knowledge is viewed as meaning, a resource for understanding
and acting on the world.
All knowledge is constituted in semiotic systems with
language as the most central. (Mohan et al. 2010:221)
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back
Multimodality and Semiotic Translation:
keys to Subject Specific Literacies

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Text type Social purpose
Chronicling
history
Autobiographical
recount
To retell the events of your own
life
Biographical recount To retell the events of a person’s
life
Historical recount To retell events in the past, not
necessarily of a person
Reporting history Descriptive report To give information about the
way things are or were
Taxonomic report To organise knowledge into
taxonomy
Historical account To account for why events
happened in a particular
sequence
Explaining
history
Factorial explanation To explain the reasons or factors
that contribute to a particular
outcome
Consequential
explanation
To explain the effects or
consequences of a situation
Arguing history Analytical exposition To put forward a point of view
Analytical discussion To argue the case from two or
more points of view
Challenge To argue against a view
C. Coffin, 2006
Knowledge Pathway through History

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Genre Relations in School
not sequenced in time - news story
sequenced
complicating
no complication - recount
resolved - narrative
unresolved
sharing feelings - anecdote
judging behaviour - exemplum
sequence of events – sequential
multiple causes for one outcome – factorial
multiple outcomes from one cause - consequential
how to do an activity - procedure (recipe, experiment, maths operation…)
what to do and not to do – protocol (rules, warning…)
how a procedure was done - procedural recount (experiment report…)
my significant life events – autobiographical
stages in a life (set in time) – biographical
stages in history (set in time) - historical
supporting one point of view - exposition
discussing two or more points of view - discussion
expressing feelings about a text - personal response
evaluating a text (verbal, visual, musical) – review
interpreting the message of a text - interpretation
arguments
text responses
evaluate
social
purposes
engage
inform
one type of thing – descriptive
different types of things - classifying
parts of wholes - compositional
explanations
procedures
histories
reports (not sequenced in time)
D. Rose, R2L, 2006
Mapping Genre Relations in School

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Knowledge Pathways through Science

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Classifying literacies
Disciplinary Literacies
Intermediate Literacies
Basic Literacies
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“In 21st century plurilingual societies,
languages are not compartmentalized
in a diglossic situation, but rather
they overlap, intersect, and interconnect.
A fusion of languages, dialects, scripts,
registers, and semiotic systems
characterize how people communicate today.
As political and economic alliances
are shaped and technology advances,
literacy practices and
literacy identities are
variable and integrated.”
(Sridhair in Garcia et al.)
(Shanahan & Shanahan)

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The Pluriliterate Learner Repertoire (Coyle 2014)
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Subject/
Thematic /
Content
Learning
in L2/L3
Subject
Learning
in L1
Language
Learning
Literacies in
L1, L2, L3

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Modelling Meaning-Making Potential
Komplex-kausales Erklärungsmuster
(Factorial, Consequential)
Bedingung 1
Bedingung 2
Bedingung 3
Folge 1
Folge 2
Folge 3
Einfaches-kausales Erklärungsmuster
Ursache Wirkung
Sequentielles Erklärungsmuster
Ursache Wirkung

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Working with images
1. Introduce
2. Describe
3. Explain
4. Assess
Back

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Scaffolding Thinking Skills: Cause & Effect
Back

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Cause & Effect: Advanced
Back

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Operationalizing the concept
Macaro 2006: A Framework of Learning Strategies_________________________________________________________________

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The 4Cs Revisited
CognitionCommunication
ContentCulture
Pluriliteracies

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Templates

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Creating Progressions
LEVEL III: discourse function/genre/mode/
depth of content information
LEVEL II: discourse function/genre/mode/
depth of content information
LEVEL I: discourse function/genre/mode/
depth of content information provided

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Education at the crossroads

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Thinking skills (Logotron 2010)
Thinking Skills

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PTL FAQ
1.
1. Why bother? How? 3 key strategies?
2. What are the practical implications of the model?
3. How does the concept of competences tie in with the
model?
4. If we are asking subject teachers to address the literacy
demands in their subject in L1 [which they are often
resistant to in the initial instance], how do we convince them
to introduce L2 [particularly in a country where the L1 is
English]?
5. How flexible, rigid is this model?

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Curriculum,
Text Selection,
Planning &
Evaluation
Preparing before Reading
Detailed
Reading
Sentence
Making
Reading to Learn Pedagogy Cycle (Rose 2012)

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Modelling Meaning-Making Potential II
Literacy-
Level
Micro-Genre
(cognitive discourse function)
Meso-Genre
(i.e. explanation)
Macro-Genre
(i.e. lab report)
Novice
Intermediate
Advanced

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back
Multimodality and Semiotic Translation:
keys to Subject Specific Literacies