1. South Western Sydney Institute
TAFE NSW –
South Western Sydney Institute
Walk the Line WELL

2. THE TEACHING/LEARNING CYCLE: WRITTEN TEXTS1.
Building the context
field
purpose of text 2.
Modelling the text
- Text structure
- Language and text
features 5.
Linking related texts
- Spoken
- Written 3.
Joint construction
of the text
- strategies 4.
Independent
construction of
the text
Teaching/Learning Cycle, adapted from Callaghan and Rothery 1988:39

3. Learning is emergent and, hence, highly context specific (Doolittle, 2000) and unpredictable.
Learners are active participants in constructing their own learning through interaction with others and their environment (Jorg 2000).
Learning cannot be caused by teaching (Sumara & Davis 1997), rather the teacher can only provide a rich environment.
The curriculum becomes a developmental process rather than something closely defined to begin with (Doll 1989).
The teacher enables a level of acceptable disequilibrium that the learner then needs to fill (Doll 1989).
Education needs to be seen as a metacognitive process in which the participant learns to learn.
Dr Stewart Hase - “Developing Learner Capability Through Action Research: From Pedagogy to Heutagogy in the Workplace”
AVETRA Conference 2006

4. Capability Competence Unknown Context Known Context Known Unknown
Problem Problem
Dr Stewart Hase - “Developing Learner Capability Through Action Research: From Pedagogy to Heutagogy in the Workplace” AVETRA Conference 2006