learning by design* - wikispacesfor... · active representation of the text. guided reading, ......

Learning by Design*

Designing for Learning: a guide for teachers with practical tools, teaching strategies and resources. Rita van Haren The Lanyon Cluster of Schools – ACT, Australia March 2009

* Learning by Design is a theory of teaching and learning and a pedagogical framework developed by Prof. Mary Kalantzis and Prof. Bill Cope of the University of Illinois – see http://learningbd.com/

Designing for Learning – van Haren • 2

How can I work with the Knowledge Processes? Ideas for teaching with the Knowledge Processes of

Learning by Design: Experiencing, Conceptualising, Analysing and Applying.

Which inclusive strategies and tools, including thinking and cooperative strategies, can I use with

Learning By Design?

Where can I find resources that will explain these strategies in more detail?


Experiencing the known and the new Experiencing involves learning through immersion in the real, everyday stuff of the world: personal experience, concrete engagement and exposure to evidence, facts and data. Experiencing occurs as a matter of course in our lifeworlds - the learning that is its consequence tends to be unconscious, haphazard, tacit, incidental and deeply endogenous to the lifeworld. By comparison, the experiencing that is part of pedagogy (learning by design) is planned and more conscious, systematic and explicit.

Defining Key Words

Experiencing The Known is a process which draws on learner lifeworld experience: building upon the learning resource of prior knowledge, community background, personal interests, individual motivation, the everyday and the familiar.

Choose, decide, describe, identify, name, paraphrase, read, recall, record, remember, reproduce, restate, retell, select, summarise, translate, view.

Teaching Ideas Inclusive Teaching Strategies

• Learners bring in a text that is familiar to them, that they like and/or understand and they explain/defend/ discuss it.

• Visit a familiar place. • Find and document something of

relevance to the subject in everyday life or in the community.

• Read/view/listen to something familiar or ‘easy’, be in a familiar place, read ‘normal’ gestures.

K-W-L, Concept Map, Silent/Noisy Round Robin, Tournament Prioritising, Think-Pair-Share, Jigsaw, Word Splash, Hot Potato, PMI, Possible Sentences, Predictions, Cover Puzzle, Triad, Bundling, Chatterboxes, Graffiti Board, Mystery Box, Paired Interview, Pass the Ball, People Bingo, Picture Priorities, Topic Wheel, Startling Statements, Visual Representation,


Defining Key Words

Through Experiencing The New the learner is immersed in an unfamiliar domain of experience, either real (places, communities, situations) or virtual (texts, images, data and other represented meanings). ‘New’ is defined from the learner’s perspective. To make sense the new has to have some elements of familiarity. For learning to occur, it also needs to be scaffolded; there must be means for the parts that are unfamiliar to become intelligible with the help of eg, peers, teachers, textual cross-references, help menus.

Choose, decide, describe, discuss, explore, examine, identify, investigate, name, paraphrase, read, record, reproduce, research, restate, retell, select, summarise, translate, understand, view.


• Teachers or other learner introduces an unfamiliar text, or one they may not necessarily like, and that they may not immediately or fully understand.

• Visit an unfamiliar place. • Find and document something of

relevance to the subject in somebody else’s everyday experience, but an experience that is unlike yours.

• Read, view or listen to something unfamiliar or ‘hard’, read ‘unusual’ gestures or different modes of meaning but focus on reception rather than active representation of the text.

Guided Reading, Jigsaw, Think-Pair-Share, PMI, Think-Pair-Square, Collaborative Cloze, Paired Reviews, Data Charts, Transformations, Graph Stories, Discovery Draft, Story Star, CAF, Silent Card Shuffle, Read and Retell, Triad, Retrieval Chart, Four Resources Role Cards, Chatterboxes, Role Play, Semantic Web, Bundling, Pass the Ball, Cover Puzzle, Graffiti Board, Mystery Box, People/Concept Bingo, Picture Priorities, Post a Question, Topic Wheel, Visual Representation, Survey, Interview, Read, View, Play, Mime, Role Play, Directed Reading and Thinking Activities (DRTA), Print Walk.


Conceptualising by naming and by theorising Conceptualising is a knowledge process involving the development of abstract, generalising concepts and theoretical synthesis of these concepts. It involves examining underlying structures, causes and relationships, many of which may be counter-intuitive and challenge commonsense assumptions. Conceptualising is one of the primary emphases of traditional curriculum: teaching abstract concept definitions, rules and disciplinary knowledge frameworks.

Defining Key Words

Conceptualising By Naming is a process identifying new concepts, including abstract, generalising terms, conventions, structures, definitions and rules.

Assess, categorise, classify, compare, contrast, decide, define, describe, determine, differentiate, distinguish, enumerate, identify, label, list, locate, match, name, organise, outline, paraphrase, record, restate, select, separate, state, summarise, understand.


• Write a list of new or specialist words that come up in a text. Define them. Compare and clarify definitions.

• Label diagrams and images. • Explain how a concept can describe

things that are alike and different.

Classification Tables, Data Sets, Acronyms, Acrostics, Answer-Question Key, Attribute Listing, Brainstorming, Different Uses Key, KWL, Mnemonics, See-Saw, Silent Card Shuffle, White Hat, T Chart, Y Chart, X Chart, Silent/Noisy Round Robin, Metaphor, Cloze, Data Chart, Dictogloss, Discovery Draft, Retrieval Chart, Four Resources Role Cards, Role Play, Semantic Web, Sketch to Stretch, Story Grammar, Bundling, Chatterboxes, Graffiti Board, Mind Map, Concept Map, Concept Bingo, Visual Representation, Collage, Venn Diagram, Seven at Once (Multiple Intelligences),


Defining Key Words

Conceptualising By Theorising is the synthesis of concepts by linking and drawing together concepts, making sense of how they contribute to the whole, generalising and identifying cause and effect relationships. Concept names are linked into a language of generalisation. Theorising involves explicit, overt, systematic, analytic and conscious understanding, and uncovers implicit or underlying realities which may not be immediately obvious from the perspective of lifeworld experience.

Assess, compare, contrast, convert, debate, deduce, describe, determine, discuss, elaborate, enumerate, estimate, explain, extrapolate, forecast, formulate, generalise, hypothesise, infer, propose, theorise, understand.


• Draw a concept map, mind map or ‘Y’ chart.

• Draw a diagram or build a model. • Write a summary or synopsis which

pulls together the main concepts. • Develop a theory or an explanation of

why concepts relate to each other.

Scamper, Concept Map, Mindmap, T Chart, Y Chart, X Chart, Silent Card Shuffle, Character Sociogram, Graphic Outline, Graph Stories, Plot Profile, Role Play, Structured Overview, Thinkboard, Visual Representation, Diorama, Model, Diagram, Venn Diagram, Seven at Once (Multiple Intelligences), 8Way Thinking


Analysing functionally and critically Analysing involves looking at the functional elements of something, and interpreting the underlying rationale for a particular piece of knowledge, action, object or represented meaning. This may include identifying its purposes, interpreting the perspectives and intentions of those whose interests it serves, and situating these in context. This is central to critique or critical pedagogies.

Defining Key Words

Analysing: Functionally involves examining the function or rationale of a piece of knowledge, action, object or represented meaning. What does it do? How does it do it? What is its structure, function, connections and context? What are its causes and what are its effects?

Analyse, argue, ask, assess, compare, contrast, conclude, debate, decide, deduce, determine, discuss, examine, explore, interpret, identify, judge, justify, prioritise, rate, synthesise.


• Create a story map or storyboard. • Create a flow or structure diagram. • Develop a UML diagram. • Write a technical analysis.

Story Map, Story Board, Character Bookmarks, Flow Chart, Structure Diagram, Three Level Guide, Paired Reviews, PMI, Reflection Sheets, SWOT Analysis, Fishbone Analysis, Cause and Effect, Six Thinking Hats, PMI, Scamper, Four Resources Role Cards, Role Play, Visual Representation, Venn Diagram, Concept Map, Mind Map, Consensus 1-3-6, Effect Wheel, 8Way Thinking, What if..?


Defining Key Words

Analysing Critically is a process of interrogating human intentions and interests. For any piece of knowledge, action, object or represented meaning we can ask the questions: Whose point of view or perspective does it represent? Who does it affect? Whose interests does it serve? What are its social and environmental consequences? Who gains? Who loses?

Analyse, argue, ask, assess, compare, contrast, conclude, debate, decide, deduce, determine, discuss, examine, explore, interpret, identify, judge, justify, prioritise, rate, synthesise.


• Predict and extrapolate: where a story is going next, what the effects will be of an action etc.

• Discuss the motives, agendas and interests behind a text, action etc.

• Write a review. • Conduct a debate.

Three Level Guide, Paired Reviews, PMI, Reflection Sheets, SWOT Analysis, Character Bookmarks, Six Thinking Hats, PMI, Scamper, Four Resources Role Cards, Role Play, Visual representation, Fishbone Analysis, Cause & Effect, Claim-Evidence-Interpretation, Venn Diagram, Concept Map, Mind Map, Consensus 1-3-6, Position Cards/Laying it on the Line, 8Way Thinking, What if..?


Applying appropriately and creatively Applying is a knowledge process involving active intervention in the human and natural world, learning by applying experiential, conceptual or critical knowledge—acting in the world on the basis of knowing something of the world, and learning something new from the experience of acting. This is the typical emphasis of the tradition of applied or competency-based learning.

Defining Key Words

Applying Appropriately is a process through which knowledge is acted upon or realised in an expected, predictable or typical way in a specific context. Never does this involve exact replication or precise reproduction. It always involves some measure of transformation, reinventing or revoicing the world in a new way.

Analyse, apply, argue, assess, calculate, choose, compile, complete, conclude, construct, decide, demonstrate, design, determine, elaborate, illustrate investigate, judge, justify, plan, propose, rate, recommend, select, show, solve, synthesise, use, verify.

Teaching Ideas Modes of Presentation

• Make meaning: write and publish a report or a story, create a website, make a movie, create a piece of music or an audio presentation, BUT:

• Stay within the conventions of a mode of meaning: linguistic, visual, audio, spatial or gestural.

• Writing, creating a visual (a drawing, photograph etc.), audio presentation, creating a space, acting something out in a way that conforms with a genre.

• Solve a problem with a predictable solution, or in a predictable way.

Role Play, Play, Powerpoint, and Multimedia Presentations, Website, CD, Movie, Readers Theatre, Essay, Narrative, Exposition, Explanation, Procedure, Report, Combining genres, Drama, Graphics, Visual Representation, Board game, Learning Map, Time Capsule, Advertising Campaign, Photo Journals, Reflection/learning Logs.


Defining Key Words

Applying Creatively is a process which takes knowledge and capabilities from one setting and adapts them to quite different settings. It involves taking something out of its familiar context and making it work somewhere else. This kind of transformation may result in imaginative responses, originality, creative divergence and generative hybridity.

Analyse, apply, argue, assess, calculate, choose, compile, complete, conclude, construct, decide, demonstrate, design, determine, elaborate, illustrate investigate, judge, justify, plan, propose, rate, recommend, select, show, solve, synthesise, use, verify.

Teaching Ideas Modes of Presentation

• Make a meaning: write and publish a report or a story, create a website, make a movie, create a piece of music or an audio presentation, AND:

• Create it in as a multimodal text. • Cross genres creatively, create an original

or hybrid work. • Solve a problem with a novel or risk

approach.

Role Play, Play, PowerPoint and Multimedia Presentations, Website, CD, Movie, Readers Theatre, Essay, Narrative, Exposition, Explanation, Procedure, Report, Combining genres, Drama, Graphics, Visual Representation, Board game, Learning Map, Time Capsule, Advertising Campaign, Photo Journals, Reflection/learning Logs.


Where can I find resources that will explain these strategies?

Strategy or tool Where to find out more… After & Before Sentence Strips Learning Links pp.79-81 APC – Alternatives, Possibilities, Choices

Reflections on Classroom Thinking Strategies p.42

Before & After Sentence Strips Learning Links pp.79-81 Board Games Classroom connections p.97 Brainstorming Reflections on Classroom Thinking Strategies p.27 &

Classroom Connections p.12 Bundling LUAC p.13 Classroom Connections p.103 Caption Strategy LUAC p.13 Character Sociogram LUAC p.14 Chatterboxes Classroom connections p.16 Classification Tables First Steps Reading Resource Book Cloze LUAC p.15 & Classroom connections p.103 Collaborative Cloze http://www.myread.org/guide_collaborative.htm Collage Classroom connections p.71 Concept Bingo Classroom Connections p.25 Concentric Circles Classroom connections p.138 Concept Map http://www.myread.org/organisation.htm#coop

Reflections on Classroom Thinking Strategies p.10 & Classroom Connections p.99

Consensus 1-3-6 Classroom Connections p.104 CAF – Consider All Factors Reflections on Classroom Thinking Strategies p.41 &

pp.70-73 C&S – Consequences & Sequel Reflections on Classroom Thinking Strategies p.41 Cross Impact Grid Classroom connections p.104 Critical Lenses Critical encounters in high school English pp.149> Cumulative Listing Classroom connections p.140 Data Charts LUAC p.16 & Classroom Connections p.82

http://www.myread.org/guide_stages.htm Data Sets (Bruner’s Concept Attainment)

http://www.instructionalintelligence.ca/html/ Concept%20Attainment.htm

DeBono’s Six Thinking Hats LUAC p.32 & Classroom Connections p.107 Reflections on Classroom Thinking Strategies p.107


Strategy or tool Where to find out more… Diagrams Classroom Connections p.73 Dictogloss LUAC p.17 Different Uses Key Dioramas Classroom Connections p.71 Directed Reading and Thinking Activities (DRTA)

Classroom Connections p.83

Discovery Draft LUAC p.17 Effects Wheel Classroom Connections p.108 Finish the sentence Classroom Connections p.19 Fishbone analysis (or Ishikawa diagram)

http://www.adelaide.edu.au/hr/strategic/ fishbone_diag_tool.doc

Flowchart LUAC p.19 Four Resources Role Cards http://www.myread.org/organisation.htm Graffiti Board Classroom Connections p.19 Graph Stories LUAC p.22 Graphic Organisers http://www.learningplace.com.au/

deliver/content.asp?pid=28823 Graphic Outline LUAC p.20 Guided Reading http://www.myread.org/guide_guided.htm Here’s the answer what’s the question?

Learning Links p.41

Hot Potato Reflections on Classroom Thinking Strat pp.95-7 Inner/Outer Circles Reflections on Classroom Thinking Strategies p.105 &

Multiple Intelligences p.7.27 Interviews Classroom Connections p.54 Jigsaw Reflections on Classroom Thinking Strategies pp.99-101 &

Multiple Intelligences p.7.30 Classroom Connections p.142 http://www.myread.org/organisation.htm#coop

K-W-L http://www.myread.org/guide_visual.htm http://www.myread.org/guide_frontloading.htm Reflections on Classroom Thinking Strat pp.64-5

Learning Maps Classroom Connections p.113 Learning Links p.92

Metaphors Classroom Connections p.114 Mind Maps Multiple Intelligences p7.17 & 8.26



Strategy or tool Where to find out more… Mnemonics First Steps Spelling Resource Book Models Classroom Connections p.72 Mystery Boxes Classroom Connections p.22 Other Points of View (OPV) Reflections on Classroom Thinking strategies p.42 Paired Interviews Classroom Connections p.23 Paired Reviews http://www.myread.org/guide_stages.htm Pass the Ball Classroom Connections p.24 People/Concept Bingo Classroom Connections p.25 Photo Journals Classroom Connections p.146 Picture Priorities Classroom Connections p.26 Placemats http://www.myread.org/organisation.htm#coop Plot Profile LUAC p.28 Plus-Minus-Interesting (PMI) http://www.myread.org/organisation.htm#coop

Reflections on Classroom Thinking Strategies pp.39-40 & Classroom Connections p.115

Position Cards/Laying it on the line


Possible sentences http://www.myread.org/guide_stages.htm Classroom Connections p.24

Post a Question Classroom Connections p.28 Pros-Cons-Questions (PCQ) Reflections on Classroom Connections Predictions First Steps Reading Resource Book Print Walk Classroom Connections p.142 Read and Retell http://www.myread.org/monitoring.htm

Classroom Connections p.86 Readers Theatre http://www.myread.org/guide_theatre.htm

Classroom Connections p.87 Reciprocal Teaching http://www.greece.k12.ny.us/instruction/ela/6-12/

Reading/Reading%20Strategies/reciprocal%20teaching.htm How to Reach and Teach All Students in the Inclusive Classroom p.238

Reflection Learning Logs http://www.myread.org/monitoring_self.htm#metacognition Classroom Connections p.145 & LUAC p.24 Reflections on Classroom Thinking Strategies p.16 Multiple Intelligences pp.7.36 & 8.60

Retrieval Chart LUAC p.23 Rocket Writing Classroom Connections p.29 Role Play LUAC p.30 & Classroom Connections p.69

http://www.myread.org/guide_drama.htm


Strategy or tool Where to find out more… Scamper LUAC p.31

Reflections on Classroom Thinking Strategies p.77 See-Saw Reflections on Classroom Thinking Strategies p.113 Semantic Web LUAC p.32 Seven at Once (Multiple Intelligences)


Silent Card Shuffle Reflections on Classroom Thinking Strategies p.57-9 Silent or Noisy Round Robin Multiple Intelligences pp.7.7 & 8.10

Reflections on Classroom Thinking Strategies pp.91-3 http://www.myread.org/guide_powerpointing.htm

Sketch to Stretch LUAC p.34 Socratic Dialogue http://www.greece.k12.ny.us/instruction/ela/

SocraticSeminars/facilitatingthoughtfuldialogue.htm How to Reach and Teach All Students in the Inclusive Classroom p.238

Soundscapes Classroom Connections p.80 Story Board and Storyboarding First Steps Reading Resource Book

http://pblmm.k12.ca.us/TechHelp/Storyboarding.html Story Grammar LUAC p.35 Story Map LUAC p.37 Story Star http://www.myread.org/guide_stages.htm Strengths, Weaknesses, Opportunities & Threats Analysis (SWOT)

http://www.myread.org/monitoring_swot.htm Reflections on Classroom Thinking Strategies pp.44-5

Structure Diagram Structured Overview LUAC p.38 Surveys Classroom Connections p.54 T-Chart Reflections on Classroom Thinking Strategies pp.62-3

http://www.myread.org/organisation.htm#coop Text Types/Genre: Narrative – Exposition – Procedure – Report - Explanation

First Steps Writing Resource Book

Thinkboard http://activated.act.edu.au/assessablemoments/ assessment/workFolios/thinkboard.htm

Think-Pair-Share http://www.myread.org/organisation.htm#coop Reflections on Classroom Thinking Strategies p.107 Classroom Connections p.34

Think-Wink-Decide Classroom Connections p.35


Strategy or tool Where to find out more… Three Level Guide http://www.myread.org/guide_three.htm

LUAC p.39 Classroom Connections p.86

Time Capsule Classroom Connections p.120 Timelines Classroom Connections p.78 Topic Wheel Classroom Connections p.36 Tournament Prioritising http://www.myread.org/guide_powerpointing.htm

Reflections on Classroom Thinking Strategies pp.66-7 Transformations http://www.myread.org/guide_reading.htm Triad Reflections on Classroom Thinking Strategies p.103 Venn Diagram Classroom Connections p.78 Visual Representation Multiple Intelligences p.7.20

Classroom Connections p.39 Weblogs http://www.eddept.wa.edu.au/cmis/eval/curriculum/

ict/weblogs/ What if…? Learning Links p.43 Word Association & Definition Classroom Connections p.41 Word Splash http://www.myread.org/guide_stages.htm X-Chart Reflections on Classroom Thinking Strategies pp.48-51 Y-Chart http://www.myread.org/organisation.htm#coop

Reflections on Classroom Thinking Strategies pp.48-51 8Way Thinking (Multiple Intelligences)

http://www.independentthinking.co.uk/Cool+Stuff/ 8Way+Thinking/default.aspx


Where to look - References AATE & ALEA. (2002). MyRead: Strategies for Teaching Reading in the Middle Years. DEST: Canberra. Accessed on 22 January 2005 at www.myread.org ACTDET, (1997). Language for Understanding across the Curriculum (LUAC): Strategies Handbook. ACT Government: Canberra. Armstrong, T. (2000). Multiple intelligences in the Classroom Bellanca, J. & Fogarty, R. (1994). Blueprints for Thinking in the Co-operative Classroom. Frangenheim, E. (2002) Reflections on Classroom Thinking Strategies. Rodin: Loganhome, QLD, Australia. Lazar, D. (1999). Eight Ways of Knowing: Teaching for Multiple Intelligences. LUAC – see ACTDET above Murdoch, K. (2003). Classroom Connections: Strategies for Integrated Learning. Eleanor Curtain: South Yarra, Vic, Australia. Silver, H. et al. (2000). So Each May Learn Integrating Learning Styles and Multiple Intelligences. The Learning Place – Queensland Education Website: http://www.learningplace.com.au/deliver/content.asp?pid=28823 Socratic Seminars – A comprehensive catalogue of ideas that promote dialogue in the classroom from the American (US) school district of Greece: http://www.greece.k12.ny.us/instruction/ela/SocraticSeminars/overview.htm Tools for Reading, Writing, & Thinking – An excellent collection of practical tools and teaching strategies from the American (US) school district of Greece: http://web001.greece.k12.ny.us/academics.cfm?subpage=478 Instructional Tools and Techniques for Targeting Essential Reading Skills, from the same site: http://web001.greece.k12.ny.us/academics.cfm?subpage=519

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