Table 1 Learning By Design Framework. Adapted from Cope and Kalantzis (2015)
From: Developing a systemic functional approach to teach multimodal literacy
Dimensions | Knowledge Processes | Description |
|---|---|---|
Situated Practice | Experiencing (the known and the new) | Immersion of learners in the everyday world outside of the educational setting, building on familiar, prior knowledge; and making intelligible, unfamiliar domains of experience through scaffolding with the assistance of peers, teachers |
Overt Instruction | Conceptualising (by naming and with theory) | Learners learn to use abstract, generalising terms through drawing distinctions, identifying similarities and differences, and categorizing with labels; and connecting concepts to language, visual, diagrammatic forms |
Critical Framing | Analyzing (functionally and critically) | Learners examine cause and effect, structure and function. Learners develop chains of reasoning and explain patterns; and interrogate the world of subjectivity (human agency, interest and intent) |
Transformed Practice | Applying (appropriately and creatively) | Learning by applying experiential, conceptual or critical knowledge involving exact replication or precise reproduction; and taking knowledge and capabilities from one setting and adapting them to a different setting |