In this presentation, I will focus on how classroom pedagogy can be better informed by trying to create harmony, or resonance, between the various patterns of meaning-making in the classroom: not only patterns in language but patterns in discipline knowledge and patterns in how we teach. To explore this, I will consider several notions: scaffolding at three levels (macro-, meso- and micro-); pedagogical resonance (ensuring that the patterns in the way we teach resonate with the patterns in what we teach); first principles (fundamental foundations in discipline knowledge); and multi-semioticity (providing multiple access points to the meanings). I will take classroom examples from various disciplines but many of the examples will come from the natural sciences.

About the presenter

John Polias, assistant professor at The Hong Kong Polytechnic University, is an international consultant in teaching and learning with a focus on how meaning is made in various school disciplines. John delivers and writes professional development courses for teachers in major education systems, universities and government and independent international schools. He is also a writer of curriculum and teaching materials (in English language, mathematics and, especially, science). In recent years, John has worked directly with schools through mentoring classroom teachers of English language, science, mathematics, visual arts, IT and humanities. John has together with Bodil Hedeboe written Genrebyrån. En språkpedagogisk, funktionell grammatik i kontext (2008).

Målgrupp

Av intresse för: grundskola 4-6 och 7-9, gymnasieskola

Nyckelord: språk- och kunskapsutvecklande arbetssätt, ämnesspråk, genrepedagogik, multimodalitet