14285985 Lauren McGrath

Application of the Four Knowledge

Processes

Teaching Literacy in Secondary Schools

A teacher’s role is to provide a learning environment for students to create their
own knowledge.

The four learning processes is a progressive structure in which students build

and create their own knowledge (Kalantzis & Cope, 2005). Learning through
experience makes learning concrete and provides meaning. This initial phase of
learning brings forward prior learning so as to build on. Conceptualising
deepens learning and discovers the underlying concepts of prior knowledge.
Analysing functional elements followed by critical thinking further deepens
knowledge. Applying knowledge allows learners to further build knowledge and
deepen understanding (Kalantzis & Cope, 2005).

The topic that will be addressed comes form the Australian curriculum
ACHEK052. This content descriptor details ways that governments manage
economic performance to improve living standards. Macroeconomics looks at
how economic factors effect and respond with changes. Prior knowledge
includes the business cycle, living standards, economic performance, aggregate
demand and supply, income distribution and the circular flow of income.

Authentic Pedagogy: Experiencing

The Known
 Learners draw prior knowledge and experiences forward, this provides our
foundation to build from.

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 Learning is a personal and creative matter, bringing a range of diverse

interest, experiences and ideas makes experience personal, meaningful and
concrete (Kalantzis & Cope, 2005).

Concept Wall:
Students split into four groups; each group is given a piece of paper and post-it
notes.
 Each group is given a topic and makes concept map of prior knowledge of
this topic.
o Topics include:
 Business Cycle
 Standards of Living
 Economic Performance
 Income Distribution
 After discussion students write main points of topic on post-its and place
on white board.
 Students asked to organise four topic ideas and draw connections
between topics using whiteboard marker.
 Students are guided towards the information that will be important in
building the new.
 Students copy down Concept wall for future reference.

The New
Related to the learner’s ‘known’, new information or situations is presented. This
occurs with scaffolding within learners zone of proximal development (Kalantzis
& Cope, 2005).

Website:
Students make a website, using https://wordpress.com/, about learning
progress.
 Students further develop understanding and critically think about
learning process (Heick, 2017).

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Sharing and Discussing:

In groups students are given questions regarding prior knowledge including new
concepts.
Considering the circular flow of income (i-study, n.d.) all other factors remaining
the same:
 What the effect does change in taxation or government spending have?
 What are some examples of government leakages or injections?
Findings detailed for webpage
 This provides introduction of new concepts

Multiliteracies Experiences, Receptive Activity:

In groups students take roles and view fiscal policy video (Luna, 2014) to create
Placemat of findings. Roles include:
o Describe: Describe main ideas
o Examine: What is confusing about the text?
o Recognise: What economic terms are known?
o Connect: How does this connect to prior topics?
 Students use Placemat as stimulus for two webpages:
1. Definitions of Economic Terms
2. Overview of Fiscal Policy Placemat.
 Concepts are being introduced further

Chat Chart:
Students view monetary policy video (Investor Trading Academy, 2015), and
discuss in small groups then fill out following table for webpage.

My words My Questions
Facts Connections

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Didactic Pedagogy: Conceptualising

By Naming
Moving from the concrete experiences of students, learners begin to
conceptualise in a broad sense of generalisation. Learners identify, classify and
define knowledge. (Kalantzis & Cope, 2005).

Crossword:
Students are given a Crossword in which they must, given descriptions of
economic terms, fill out.
 Students use http://www.discoveryeducation.com/free-puzzlemaker/ to
create own economic crossword for webpage.

Frayer Model:
Students complete for Fiscal and Monetary policy.
 Fiscal Sections include
o Definition
o Process
o Increase Taxation
o Increase Government Spending
 Monetary Sections include
o Definition
o Process
o Increase Interest Rates
o Increase Money Supply

With Theory
Learners use the knowledge built by naming and make generalisations about
concepts. Here learners can make connections between theories further creating
and building on their knowledge (Kalantzis & Cope, 2016).

Five Whys:

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In groups of four, each student is asked given a statement to which they are
asked ‘why?’ consecutively five times.
 This encourages learners to make connections (Mind Tools, n.d.).
 Statements are related to Fiscal Policy
o Increased government spending boosts economic growth
o Taxes create more equitable distribution of income
o Taxes on imports protect domestic suppliers
o Increased Government Spending can improve standard of living
 Responses recreated in own words for website.

Cause and Effect:

Create cause and effect diagrams of Monetary Policy. This promotes critical
thinking and interest while teaching text structure (Padua, 2011).
 Changes in money supply and interest rates and the effect this has on
economic factors such as unemployment.
 Diagrams recreated for website.

Critical Pedagogy: Analysing

Functionally
Students analyse functionality of concepts and make logical connections. By
doing this students find meaning behind concept (Kalantzis & Cope, 2016). This
allows learners to explain concepts to other students.

Juxtaposition:
Compare and Contrast diagrams of Expansionary Fiscal and Monetary Policy.
 Scaffolded to guide students
 Students write findings for website.

Critically
Learners analyse the purpose behind texts and personal and cultural meanings
(Exley, 2005).

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Critical Assessment Tool:

Research reports or articles on topics:
 Health Care
 The Trade Market
 Education
 Environmental
o Example: Cuts in solar subsidies
 Complete PMI, Pros, Minuses and Implications
 Class Collaboration on findings
 Students then write own article on opinion of topic for webpage.

Functional Pedagogy: Applying

Appropriately
Learners apply what has been taught in a conventional way and allow students
to display mastery (Exley, 2005). Students see how learned knowledge will be
applied.

Report:
Students write report on why government intervention is needed and how
economic factors are affected.
 Effects in a Bull and Bear market
 Liquidity market diagrams
 Critical Thinking
 Summary of Macroeconomic factors

Creatively
Learners apply knowledge in innovative way or different setting (Exley, 2005).
Student can express own meaning in alternative method.

Panel Discussion:

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Students write script and engage in a Panel Discussion about government

intervention in the Classical and Keynesian region.
 Implications of policies and diagrams are included and uploaded for
webpage.
 This sparks inquiry and discussion of own meanings (Leh & Melincavage,
2012).

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Reference List
Exley, B. (2005). Using Process Drama within a Knowledge Processes
Framework to Promote Aboriginal Students’ Literacy Outcomes.
Retrieved from https://eprints.qut.edu.au/1793/1/1793.pdf

Haren, R. V. (n.d.). The Knowledge Processes | Learning by Design | New

Learning. Retrieved from http://newlearningonline.com/learning-by-
design/the-knowledge-processes

Heick, T. (2017). 20 Types Of Learning Journals That Help Students Think.

Retrieved from https://www.teachthought.com/literacy/20-types-of-
learning-journals-that-help-students-think/

i-study. (n.d.) IGCSE Economics. Retrieved from

http://www.i-study.co.uk/Economics/Role_of_Government.html

Investor Trading Academy (2015, June 30). What is Monetary Policy? [Video file].
Retrieved from https://www.youtube.com/watch?v=qgC5m47TM0I

Kalantzis, M. & Cope, B. (2005). Learning by Design. Retrieved from

http://newlearningonline.com/new-learning/

Kalantzis, M. & Cope, B. (2016). Literacies (2nd ed.). Melbourne: Cambridge

University Press. Chapter 3 pp 67-83. Retrieved from Kalantzis & Cope
Chapter 3 Literacies - Literacy Pedagogy.pdf

Leh, S. & Melincavage, S. (2012). Panel Discussion. Journal of College Teaching

and Learning. 9(2), 153-158. Retrieved from
https://www.researchgate.net/publication/268003399_Panel_Discussio
n_Creating_A_Spirit_Of_Inquiry_In_The_Classroom

Luna, M. (2014, February 2014). Fiscal Policy [Video file]. Retrieved from
https://www.youtube.com/watch?v=Xy-HRE751Ww,

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Mind Tools. (n.d.). 5 Whys. Retrieved from

https://www.mindtools.com/pages/article/newTMC_5W.htm

Padua, J. (2011). Text Structure: Cause and Effect. Retrieved form

http://prel.org/wp-content/uploads/2014/06/CE_EIS.pdf

Curriculum Link: https://www.australiancurriculum.edu.au/f-10-

curriculum/humanities-and-social-sciences/economics-and-
business/?strand=Economics+and+Business+Knowledge+and+Understanding&
strand=Economics+and+Business+Skills&capability=ignore&priority=ignore&ye
ar=12560&elaborations=true&cd=ACHEK052

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