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Enhancing Literacy through Metapedagogy: Strategies for Inclusive Learning in Diverse Classrooms

This study explores metapedagogy as a framework for enhancing literacy instruction through specialized skills and scaffolded learning. It addresses the dynamics of success and failure, inclusion and exclusion, and how these factors influence classroom discourse and the execution of lesson activities. By analyzing both instructional and regulative fields, we identify effective modalities for reading and writing tasks. The findings emphasize the importance of detailed lesson planning and interactive exchanges that focus on engaging every student, fostering a supportive environment for their learning development.

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Enhancing Literacy through Metapedagogy: Strategies for Inclusive Learning in Diverse Classrooms

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Presentation Transcript

  1. 2 Metapedagogy

  2. Regulative field: learning activities doing/ studying Instructional field ‘specialized skills’ Regulative tenor: success/failure, inclusion/exclusion projecting Regulative mode: spoken, written visual, manual Pedagogic genre

  3. Mode: the reading development sequence

  4. Tenor: managing inequality in the classroom

  5. Field: the scaffolding learning cycle

  6. Levels of analysis learning programs lesson activities classroom discourse

  7. Program planning model

  8. Assessing Independent Tasks Reading to Learn lesson cycle

  9. Designed interaction: Detailed reading Highlight

  10. Unplanned interaction

  11. scaffolding interaction cycles analysing instructional field Regulative field: learning activities doing/ studying analysing written and planning spoken wordings Instructional field ‘specialized skills’ planning exchanges to engage all students Regulative tenor: success/failure, inclusion/exclusion projecting Regulative mode: spoken, written visual, manual Elements of lesson planning

  12. Detailed lesson notes

  13. spoken visual Emotion Attention manual spoken written purr affirm Prepare Focus Highlight Elaborate Identify meaning position wording letters meaning Modalities of detailed reading

  14. attention categorisation & memory Regulative field: learning activities doing/ studying Instructional field ‘specialized skills’ language Regulative tenor: success/failure, inclusion/exclusion projecting emotion & identity Regulative mode: spoken, written visual, manual Psychology of learning

  15. 2 Metalanguage

  16. The reading and writing task

  17. Complexity of reading and writing

  18. Approaches to the task

  19. Reading to Learn approach

  20. Writing Assessment

  21. Story phases

  22. Register criteria Field Is the story plot imaginative, interesting and coherent? Tenor Is the reader engaged with characters’ reactions and reflections? Mode Is the creative use of literary descriptive language and metaphors appropriate for the grade level?

  23. Discourse criteria Lexis Are people, things and places followed through coherently to build up the field? Appraisal Is the reader engaged through expression of feelings, judgements of people and appreciation of things? Conjunction What are the logical relations between each step, e.g. shifts back and forward in time? Reference Is it clear who or what is referred to, e.g. in dialogue?

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