Resource Room

Example of teaching synthesis where learners’ demonstrate analysis of text(s) using screencast analysis.

Note: Please acknowledge Dr Naomi Rosedale & Dr Aaron Wilson (T-Shaped PLD 2020)

Student Example

Step 1: Introduce the Synthesis Grid

Teach: ‘Source’ and ‘Target’

• One way to conceptualise figurative language is as ‘source’ and ‘target’.
• ‘Source’ is the original denotation of the word/phrase
• ‘Target’ is what the writer is describing

Boers, 2000

Source (denotation)

Target

(figurative language)

Example: “I’m a black ocean leaping and wide…”

Source

Target

Single Text Grid: Add the Example

A possible writing frame...

The writer is using a …….. (type) to compare ……… (target) to ……………. (source). This is revealed by his/her use of language such as ……. . The author makes this comparison to make the reader think that ……… (target) is similar to the …….. (source) in these ways …… The effect of this is that …….

Step 2: Model across Types of Language Features

analysis (e.g. compare, contrast) using

comparative connectives

(e.g. likewise, similarly, although, whereas, however, unlike, but)

Step 3 - Across Text Synthesis

A ‘Non-Template’ DLO Scaffold

DLO research shows that pervasive use of templates can:

• stifle multimodal creativity
• restrict engagement with conceptual diversity
• entrench forms (e.g. slides)
• limit connectivity (including cultural & interaction)

BUT

Important to strike that balance between under and over scaffolding for high value DLO learning outcomes

Example DLO Design Scaffold

DLO SCREENCAST ACTIVITY

1. Choose your own text with a strong mood or atmosphere. Select a short extract from the text where the mood or atmosphere is most powerful.

2. Record a screencast to briefly describe what the extract is about and then explain how the author used language features to evoke a strong mood or atmosphere.

3. Use the checklist below to guide your DLO design

4. The items on the checklist will help you design learning for others such as how to analyse the mood of a text.

5. Be creative and connect with your audience.

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Deliberate task instructions to exert ‘positive’ design constraints (e.g. 3 mins)

Video Link 2/3

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Example of High Expectations Checklist for Students

Example Text

Example Screencast DLOs

**Note: I have only used the second paragraph of the extract (captivity) to demonstrate analysis of a single mood; there is scope to develop a contrast of two paragraphs (freedom vs captivity) in preparation for week 4 of the unit

Student created example

Teacher modelled example

Example Screencast DLO

I have used slides as a support (with no video insert) to foreground attention on the text. What are some other ways the screencast could be designed to increase potential for learning:

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[Add any ideas below in a colour of your choice]:

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Follow Up Activity

Interactions with other students’ DLOs (e.g. discussion and critical reflection) can offer even greater potential for learning:

Note: Students can also use their screencast slide notes and group feedback to inform an analysis of contrast in this DLO text set

Video Link 3/3

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BEFORE engaging students in the DLO analysis:

• Position students as the experts in their choice of text and their appreciation of the literary features.
• Emphasise they are to foreground the text as a whole including their affective responses.
• Students should first explain what the text made them feel and only then “how” it made them feel that way.

Synthesis Support Statements

Demonstrating how to find a pattern (or patterns) in the use of one (or more) language feature.

“I noticed that the nouns create a strong mood or atmosphere in this text like …………. (e.g. hearthstone, challenge, brawl). These nouns make me think of …………. (e.g. competition, champions, and excitement) which creates a mood of anticipation”.

For example:

Remind students they can draw on their writing scaffolds to orally explain patterns in the language features: