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The Teaching Learning Cycle

The teaching/learning cycle consists of several stages that teachers and students go through to gradually develop student independence with a text type. The stages include building context, modeling and deconstructing a text, jointly constructing a text, students independently constructing texts, and linking the text type to related texts. Each stage focuses on a different purpose and has associated activities to help students progress in their understanding and control of the target text type.

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Ivy Taguinod
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127 views15 pages

The Teaching Learning Cycle

The teaching/learning cycle consists of several stages that teachers and students go through to gradually develop student independence with a text type. The stages include building context, modeling and deconstructing a text, jointly constructing a text, students independently constructing texts, and linking the text type to related texts. Each stage focuses on a different purpose and has associated activities to help students progress in their understanding and control of the target text type.

Uploaded by

Ivy Taguinod
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPT, PDF, TXT or read online on Scribd
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THE

TEACHING/LEARNING
CYCLE
Muchlas Yusak
• The teaching and learning activities consists of
a number of stages which the teacher and
students go through so that students gradually
gain independent control of a particular text
type.
• Each stage is designed to achieve a different
purpose within the cycle. Each stage,
therefore, associated with different types of
activities.
• When a text type and its context are being introduced
for the first time, the teacher and the students go
through all of the stages.
• It is possible to enter the cycle at any point.
• It is also possible at any time to return to activities
from earlier stages of the cycle if the students need
revision or further practice in order to progress.
BUILDING THE CONTEXT

In this stage students:


• are introduced to the social context of an authentic
model of the text-type being studied
• explore features of the general cultural context in
which the text-type is used and the social purposes
the text-type achieves
• explore the immediate context of situation by
investigating the register of a model text which has
been selected on the basis of the course objectives
and the learner need
An exploration of register involves:
• building knowledge of the topic of the model text and
knowledge of the social activity in which this text is
used, eg the social activity of job seeking within the
topic Employment in Jakarta
• understanding the roles and relationships of the
people using the text and how these are established
and maintained, eg the relationship between a job-
seeker and a prospective employer.
• understanding the channel of communication being
used, eg using the telephone, speaking face to face
with members of an interview panel
Context-building activities include:
• presenting the context through pictures, audio-visual
material, realia, excursions, field-trips, guest
speakers, etc
• establishing the social purpose through discussions or
surveys, etc
• cross-cultural activities
• related research activities
• comparing the model text with other texts of the same
or contrasting type eg comparing a job interview with
a complex spoken exchange involving close friends, a
work colleague or a stranger in service encounter
MODELLING & DECONSTRUCTING
THE TEXT

In this stage students:


• investigate the structural pattern and language
features of the model
• compare the model with other examples of
the text-type
• In this stage diagnostic assessment helps the teacher
to decide how much time to devote to particular
language features and what kind of presentation or
practice students need with each feature
• Modelling and deconstruction activities are
undertaken at both the whole text, clause and express
levels. It is at this stage that many traditional ESL
language teaching activities come into their own.
However it is important that these activities are
presented in relation to the text-type being studied,
the social purpose being achieved and the meanings
being made.
Activities at each level of language

Text-level • presentation activities using devices such as OHTs,


activities charts, big books, board work, etc
• sorting, matching and labelling activities eg sorting
sorts of texts, sequencing jumbled stages, labelling
stage, etc
• activities focusing on cohesive devices such as sets
of related lexical items, conjunction, modality,
reference, eg semantic map, vocabulary networks,
cloze, transparency overlays, etc

Clause-level • presentation and practice activities relating to the


activities grammatical features of the text

Expression- • oral-aural, pronunciation, decoding, spelling,


level activities handwriting or typing practice as needed for the
use of the text-type
JOINT CONSTRUCTION OF THE TEXT

In this stage:
• the students begin to contribute to the
construction of whole examples of the text-
type
• the teacher gradually reduces the contribution
to text construction, as the students move
closer to being able to control the text-type
independently
Joint construction activities include:
• teacher questioning, discussing and editing whole class
construction, then scribing onto board or OHT
• skeleton texts
• jigsaw and information gap activities
• small group construction of texts
• dictogloss
• self-assessment and peer assessment activities
Diagnostic assessment is critical at this stage as the
teacher must decide whether are ready to move to
individual functioning or whether they need to undertake
further work at the text modelling or joint construction
stages.
INDEPENDENT CONSTRUCTION
OF THE TEXT

In this stage:
• students work independently with the text
• learner performances are used for
achievement assessment
Independent construction activities include:
• listening tasks eg comprehension activities in response to live
or recorded material such as performing a task, sequencing
pictures, numbering, ticking or underlining material on a
worksheet, answering questions
• speaking tasks eg spoken presentation to class, community
organisation, workplace, etc
• listening and speaking tasks eg role plays, simulated or
authentic dialogues
• reading tasks eg comprehension activities in response to
written material such as performing a task, sequencing
pictures, numbering, ticking or underlining material on a
worksheet, answering questions
• writing tasks which demand that students draft and present
whole texts
LINKING TO RELATED TEXTS

In this stage students investigate how what


they have learnt in this teaching/learning
cycle can be related to:
• other texts in the same or similar
contexts
• future or past cycles of teaching and
learning
Activities which link the text-type to related
texts include:
• comparing the use of the text-type across different
fields
• researching other text-types used in the same field
• role-playing what happens if the same text-type is
used by people with different roles and relationships
• comparing spoken and written models of the same
text-type
• researching how a key language feature used in this
text-type is used in other text-types.

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