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Tuesday, July 2 • 1:30pm - 2:10pm
Autonomy journeys and pedagogic moves: A lesson cycle in a first year university classroom

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The practical problem addressed by this paper is how to elaborate ideas, knowledge and technical concepts, which is a central concern for most educational settings, in a first year module at a South African University. The specific module in this case the study is in a Biblical Studies classroom in which I was attempting to teach historical sociology as a tool for approaching analysing the Bible. However, in the light of the literacy challenges of the mismatch between the language of learning and teaching, Academic English, and the experience of the students in High School, English as an Additional Language, I am also simultaneously a literacy teacher. In the module I employed a pedagogy based on Reading to Learn (RtL) (Rose 2015a, Yi 2011:1) which aims to integrate academic reading and writing development into the module by using appropriate texts which teach the module content as the basis for both the lectures and the scaffolded assignments.

In this paper I use LCT (Autonomy) to analyse the deconstruction phase of my pedagogy, that is how I unpacked the text that was the focus of this lesson cycle. The tools offered by LCT (Autonomy) (Maton and Howard 2018) are useful for focussing my attention on the core target activities of this lesson cycle, namely the elaboration of ideas related to the historical sociology of first century Palestine as outlined in extracts from a text by John Riches. However, for this elaboration to be successful much of the lesson cycle needs to be focussed on associated non-target activities. This is because a number of key areas of knowledge i.e. patron client systems, the Hellenistic polis and ancient agrarian land tenure patterns are not in fully explained in the source text. In addition, the lesson cycle needs to create a bridge towards that knowledge for students by including ancillary target activities which is to draw parallels between these ancient societies and contemporary issues arising from the history and context of South Africa.

The paper will draw evidence from the researcher’s script developed in order to deliver this lesson cycle and the field diary of day to day pedagogic activities which he kept during the lesson cycle. The paper concludes with the observation that this detailed analysis of the working together of target and non-target pedagogic activities can become a powerful tool for a self-reflexive practitioner aiming to constantly develop the effectiveness of their teaching.


Tuesday July 2, 2019 1:30pm - 2:10pm SAST

Attendees (7)