The LCT Roundtable began as a reading group in 2009, quickly transformed into a seminar series, and in 2020 became LCT COR!, an online event with global reach.
Roundtables provide a space for trying out ideas. There is no one format. You can discuss a conference paper in development or one already given, the early stages of a project or results after completion, theory development or practical discussion LCT in practice. You can get attendees to engage in activities. It’s up to you!
Many Roundtable seminars from 2020 onwards are now available on YouTube: links are in the table below.
If you would like to join in, email the LCT Centre.
Next LCT Centre Online Roundtable: 24 October 2024, 7pm Sydney time
Title: Teaching Using Multiple Representations: Using semantic pathways to analyse classroom practice in ‘school maths’
Leader: Andy Ash
There are a range of representations that are useful for teaching and learning such as diagrams, graphical images and analogies, however it can also be seen that using representations may potentially over-complicate things and confuse students. In mathematics, where the objects of knowledge are entirely abstract, representations present the only way for teachers to communicate meaning. For example, when mathematics is translated into what I refer to as ‘school maths’, teachers will often use representations such as shaded in shapes or number-lines to represent the abstract concept of fractions. It is the teacher’s role to carefully orchestrate the use of these so that pupils develop a shared understanding of concepts.
In this Roundtable, I will demonstrate how I have enacted the LCT dimension of Semantics to analyse how representations are used in the school maths classroom. In my doctoral study, I analysed the practice of a single classroom teacher in England and used Semantics to better understand how she used representations to engage pupils in mathematical thinking. In the classroom, her movements between real-life examples, textbook diagrams and student representations of their thinking show how her pedagogy shifts in the lesson between simpler, context-dependent examples and more general and complex mathematical ideas. These moves can be thought of as signature semantic pathways, which make knowledge-building pedagogies explicit and reproducible. Understanding and tracking these pathways offer opportunities for teacher learning across different subjects.
For Zoom link and password, email: lctcentreglobal@gmail.com or join the email forum: https://www.freelists.org/list/lct
Location: Online!
LCT Centre Roundtables:
2024 | ||
|---|---|---|
| Feb-29 | Erika Matruglio | Identifying identity and constellating culture: Equity, diversity and inclusion of what? |
| Mar-14 | Anna-Vera Meidell Sigsgaard | Semantic waves for helping science teachers teach middle school science |
| Mar-28 | Kirstin Wilmot | Building bridges for practice: Using insights and gazes to extend academic literacies theory |
| Apr-11 | Steve Kirk | Shifting from student to staff development: Reflections on recontextualisation |
| Apr-25 | Paul Curzon and Jane Waite | Winning with semantic waves: Tear and share of LCT research-to-practice activities |
| May-9 | Camilla Håkansson | Building disciplinary literacy - Autonomy pathways in teaching and students’ texts |
| May-23 | Jo Kukuczka | Revolutionising higher education curriculum evaluation with Autonomy |
| Aug-1 | Lee Rusznyak and Cecilie Betzer | Using Semantics to empower students to make the most of work-based learning |
| Aug-15 | Dorian Love | Semantic Tours: Pedagogy and Instructional Design in Computing Education |
| Aug-29 | Lindy James | Using Semantics to assess how students’ understanding of practice changes over time |
| Sept-12 | Retha Knoetze | Different kinds of lenses: Developing critical citizens through English literary studies |
| Sept-26 | Merve Bozbiyik | Unlocking Teacher-Student Conversations in Online Medical Education: A semantic journey |
| Oct-10 | Leah Tompkins | Demystifying achievement: Using Specialization to improve equity in Content and Language Integrated Learning |
| Oct-24 | Andy Ash | Teaching Using Multiple Representations: Using semantic pathways to analyse classroom practice in ‘school maths’ |
2023 | ||
| Feb-23, 4pm Sydney time | Diane Swift | Using semantic gravity to challenge the structuring of professional practice knowledge |
| March-09, 4pm Sydney time | Brian Tweed | Autonomy tours and decolonisation in the neoliberal university |
| March-23, 7pm Sydney time | Nóra Wünsch-Nagy | Integrating LCT into research and teaching it to non-LCT audiences: Solving the challenges |
| April-06, 7pm Sydney time | Marcus Medeiros and Amanda Martins | Creating a curriculum for cultivating gazes: Curricular practices at a popular music program |
| April-20, 5pm Sydney time | Marnel Mouton, Margaret Blackie, Hanelie Adendorff, Christine Steenkamp and Ilse le Grange | Unleashing the power of Legitimation Code Theory for enhancing science education |
| May-04, 10pm Sydney time | Vicky Ariza Pinzón, Patricia Preciado Lloyd, Giovanni García Castro and Francisco Javier Ruiz | A tour of LCT in Latin America: On building a vibrant community, a paper using autonomy tours, and future social impact |
| May-18, 4pm Sydney time | Robbie Campbell | How teachers build a curriculum for their classrooms and how LCT might help |
2022 | ||
| Aug-11 | Mauricio Quilpatay | How are we shaped as citizens? Constellating constitutions |
| Aug-25 | Natalie Forde-Leaves | Academic autonomy in assessment practice? |
| Sept-8 | Karin Wolff, Robbie Pott, Karel Kruger and Neo Motang | Using LCT insights to stretch Engineering graduates: How far do we go? |
| Sept-22 | Eszter Szenes and Mark W. Perry | Disinformation as a weapon: Analysing information warfare with ‘clusters’ and ‘constellations’ |
| Oct-6 | Lee Rusznyak | Revealing the logics of practice through reflecting: A knowledge-building approach |
| Oct-20 | Mlamuli Nkosingphile Hlatshway, Mags Blackie and Hanelie Adendorff | Decolonising knowledge and knowers: What does designing your module and decolonising Science have to do with transformation? |
| Nov-3 | Pavel Adamek | Seeing more than just codes: How quantitative methods can help you with LCT |
2021 | ||
| Nov-4 | Anna Maria Hipkiss, Anna-Vera Meidell Sigsgaard, Ann-Christin Randahl | Hooking participants into professional development |
| Oct-21 | Lisa Osterling and Lee Rusznyak | What assessment rubrics really say to students about practice |
| Oct-7 | Nick West and Shimpa Moch | Acquiring the gaze or changing the code |
| Sep-16 | LCT Japan – Thomas Amundrud and Ayumi Inako | Localising LCT: Challenges and strategies in doing and promoting research and practice |
| Sep-02 | Vicky Ariza Pinzón and Jennifer Walsh Marr (LCT-NA) | Virtual waves: Semantics in academic literacy planning and teaching in the time of COVID |
| Aug-19 | Mandy Carver (LCT Wits) | Playing it right: axiology and the not-so-hidden curriculum |
| May-27 | LCT Singapore | Designing effective pedagogy: An LCT integrated project for critical reflections in Nursing |
| May-13 | LCT Wits Group | Building knowledge with diverse students |
| May-6 | Sherran Clarence and Martina van Heerden | Doctor, Who? Developing a translation device for unpacking doctoral being and becoming |
| Apr-29 | LCT México: (1) Andrea Cristina Díaz Loyo & Juan Carlos Guzmán Zamudio; (2) Ángel Zenteno Trujillo & Angélica Martínez Coronel | (1) A level-playing field? Exploring how marginalized groups are represented in digital media; (2) What do we do to make things matter? Enacting values in healthcare sciences and rehabilitation programs |
| Apr-15 | Glenn "AJ" Jackson (LCT–NA) | Harry Potter and the cultivated gaze: Teaching values in subject English |
| Apr-01 | Janet Francis (LCT UK) | Autonomy tours in an English university: Academic experiences teaching on university apprenticeship programmes |
| Mar-18 | Tanusha Dukhan and Retha Knoetze (Rhodes LCT Cluster) | Are we playing the same game? Contested spaces within higher education curricula |
| Mar-04 | Jack Walton, Ken Tann and Andrew Scott (LCTQ) | Authentic simulations: Autonomy, semantics and realism in assessment Practices |
2020 | ||
| Nov-19 | Jack Walton | Using LCT to make sense of assessment practices: Perspectives from higher music education |
| Nov-05 | Lee Rusznyak | Preparing professionals for practice: Developing students’ gazes |
| Oct-22 | Karin Wolff | Putting theory into practice: the epistemic plane in action |
| Oct-01 | Yaegan Doran & Karl Maton | Context-dependence: A translation device for epistemic-semantic gravity in English discourse |
| Sep-17 | Susie Cowley-Haselden | Knowledge-building through academic reading circles |
| Sep-03 | Paul Curzon & Jane Lisa Waite | Applying semantic profiling to teaching Computer Science unplugged |
| May-22 | Karl Maton & Yaegan Doran | Constellations and explanations: How relations among ideas might shape how to teach them |
| May-08 | Saul Richardson | Overcoming mystification to build knowledge in a creative field: Teaching jazz |
| Apr-24 | Zhigang Yu | Why does science use formalisms? How chemistry condenses meaning and builds knowledge |
| Apr-03 | Sharon Aris | Revealing the dynamics and effects of parental school choice with LCT |
| Mar-27 | Patrick Locke | Mapping an educational field undergoing change |
| Mar-06 | Elena Lambrinos | Dancing between research and practice: Knowledge-building and knower-building in ballet education |
2019 | ||
| Oct-25 | Helen Fraser | Problem-based learning: An autonomy analysis in medicine |
| Oct-11 | Peder Holm-Pederson | Talking ‘around’ teaching. Knowledge building in teacher education through case- and talk-based reflections? |
| Sep-27 | Ken Tann & Andrew Scott | Autonomy tours in genre pedagogy: Using language to build business knowledge |
| Sep-13 | Mauricio Quilpatay | Constellations and a constitution: The ‘red scare’ that helped shape the Chilean constitution under Pinochet |
| Aug-30 | Zhigang Yu | Building chemistry knowledge through images |
| Aug-16 | Karl Maton | Analysing autonomy: Some rules of thumb for enacting ‘autonomy codes’ |
| May-31 | Richard Yuan | Are “difficult” words just jargon? The case of Latin and French in Legal English |
| May-17 | Sarah Howard | A digital autonomy tour: Analysing how classroom app use relates to learning |
| May-03 | Liu Yi | Lost in translation? Unpacking cross-cultural semantic relations when translating LCT into Chinese |
| April-12 | Erika Matruglio | Cultivating student identities: The cosmology of Community and Family Studies |
| Mar-29 | Saul Richardson | Implications of knowledge-code and knower-code pedagogies for learning in creative fields |
| Mar-09 | Yaegan Doran | Further adventures in translation devices for English discourse |
2018 | ||
| Nov-2 | Patrick Locke | The diminishing autonomy of vocational educators |
| Oct-19 | Kirstin Wilmot | Unlearning what you know about doctoral writing: A new perspective from LCT |
| Oct-5 | Karl Maton & Sarah Howard | A tour through Autonomy – the latest concepts from LCT |
| Sep-21 | Sarah Howard & Helen Georgiou | A wave of explanation: Knowledge-building in science through the use of multimedia objects |
| Sep-7 | Sharon Aris | Promoting performance or reinforcing disadvantage? Untangling the threads of parents’ school choices using Specialization |
| Aug-24 | Sue Hood | Bodies at work |
| Aug-10 | Lucy McNaught | Autonomy pathways in classroom metalanguage |
| Jun-08 | Sarah Howard | Exploring app ecologies: Autonomy codes analysis of digital technology usage in primary schooling |
| May-25 | Erika Matruglio | ‘Life is CAFS! CAFS is life!’: Exploring interdisciplinary teaching with autonomy codes |
| May-11 | Eszter Szenes & Namali Tilakaratna | Towards a translation device for revealing axiological meanings: Hidden values in tertiary assignments |
| Apr-27 | Elena Lambrinos | Precision and perfection: Teaching legitimate knowledge and knowers in ballet |
| Apr-13 | Helen Georgiou | STEM pedagogies |
| Mar-23 | Mathew Toll | Climate sceptic blogosphere: Explanatory or axiological power? |
2017 | ||
| Nov-3 | Sarah K. Howard | Science animations |
| Oct-20 | Daniel O’Sullivan | An arena of struggle: Embedding LCT in English for Academic Purposes (EAP) |
| Oct-6 | Eszter Szenes & Namali Tilakaratna | Critical reflection |
| Sep-22 | Hongzhi Veronica Yang | Same language, different legitimacy: Comparing Chinese language curricula in Australia and China |
| Sep-8 | Jodie Martin | Scientists Assemble! Creating constellations and training gazes |
| Aug-25 | Mathew Toll | Constellations of scepticism: Contesting climate science with hyper-knowledge codes |
| Aug-11 | Christine Carroll | Playing the field: Code clashes in a music classroom |
| May-26 | Sarah Howard & Jodie Martin | Touch and learn? An LCT analysis of touch-based tablet apps for classroom use |
| May-12 | Helen Fraser | What is an arm? Year 1 medical students negotiate knowledge of technicals in the upper limb |
| Apr-28 | Helen Georgiou | Analysing multimodal science presentations with Semantics |
| Apr-07 | Jennifer Blunden | Game of codes, take two: how project teams shaped the communicative and learning experience of two museum exhibitions |
| Mar-24 | Yaegan Doran & Karl Maton | Semantic gravity: A translation device for revealing context-dependence of knowledge in discourse |
| Mar-10 | Elena Lambrinos | Knowledge and knowing in ballet education: Disciplining the dance and the dancer |
2016 | ||
| Oct-21 | Lucy Jones | Axiological-semantic density in the humanities |
| Sep-16 | Yaegan Doran | Seeing constellations: grasping axiology in Australia's 'invasion' |
| Sep-02 | Saul Richardson | How specialisation codes may effect knowledge-building in classrooms |
| Aug-19 | Karl Maton, Sarah K. Howard & Elena Lambrinos | Autonomy tours: A key to building knowledge from diverse sources. |
| Aug-05 | Erika Matruglio | Implicit values and invisible knowers: cultivating gazes in senior secondary humanities |
2015 | ||
| Oct-23 | Karl Maton & Jodie Martin | Minions, middlers and managers: Knowledge, knowers and social reproduction in History classrooms |
| Oct-09 | Sue Hood | Exploring the dynamics of interaction in a health science lecture: From 'presence' in SFL to 'semantic gravity' in LCT |
| Sep-18 | Karl Maton & Yaegan Doran | The finished and final translation devices for analysing discourse in terms of epistemic-semantic density. |
| Sep-04 | Eleanor Glenn | Cooking, the LCT way – invaluable insight into how to get from raw data through LCT analysis to the finished product |
| Aug-21 | Mathew Toll, Kirstin Wilmot & Patrick Locke | Introduce their very different work on different topics. |
| Aug-07 | Saul Richardson | Messing with the magic: Making the invisible visible by using LCT to analyse knowledge-building in jazz education |
| May-29 | Jodie Martin & Karl Maton | Temporal codes and knowledge-building |
| May-15 | Sharon Aris | “That's capital!: Using Specialisation to explore what parents seek from a high school education for their children" |
| May-01 | Lucy Jones | “I know it when I see it”: Using cosmologies to analyse doctoral examiner reports |
| Apr-17 | Elena Lambrinos | Shaping Bodies and Movement: Using LCT to explore body pedagogies |
| Mar-27 | Sarah Howard & Karl Maton | Autonomy codes and knowledge-building |
| Mar-13 | Talia Gill | Picture this! A new tool for using semantic gravity to analyse images |
2014 | ||
| Oct-24 | Louise Ravelli, Brian Paltridge & Sue Starfield | Diversity in creative and performing arts doctoral writing: A way forward |
| Oct-17 | Sherran Clarence | Putting Semantics to work in analysing pedagogic practice: Studies of Law and Political Science |
| Sep-26 | Yaegan Doran | Images and mathematics as knowledge-builders in physics |
| Sep-12 | Elena Lambrinos | Embodied Knowledge and Dance Practice – taking the next step |
| Aug-29 | Karl Maton & Yaegan Doran | Semantic Density: Further adventures in translation devices for empirical research |
| Aug-15 | Jennifer Blunden | Postcard from New York: New frontiers and challenges for LCT |
| Aug-01 | Karl Maton | Semantic density: Translation devices for discourse |
| May-30 | Susan Hood | The lecturing body and learning to mean in the uncommon-sense ways of different disciplines |
| May-16 | Erika Matruglio | Varyingly visible knowers: Legitimation in Community and Family Studies and Ancient History |
| May-02 | Ken Tann | Identity axiology and iconography |
| Apr-11 | Eleanor Glenn | Using LCT to analyse different understandings of climate change: An example of reverse engineering |
| Mar-28 | Margarita Vidal Lizama | Proposing a framework of analysis of popular education as a knowledge practice |
| Mar-14 | Karl Maton, Yaegan Doran & Talia Gill | Enacting semantic density: A mediating language of description and what it can reveal |
2013 | ||
| May-31 | Sally Humphrey & Jing Hao | 'But that's not English!' Providing a knowledge leg up in a knower culture |
| May-17 | Jennifer Blunden | Game of codes: Informal learning, museums and the pedagogic experience |
| May-03 | Eszter Szenes & Namali Tilakaratna | ‘I confess and hope for redemption’: Critical thinking as ‘self-reflexive praxis’ in Social Work and Business - an LCT and SFL analysis |
| Apr-19 | Alexanne Don | Cosmologies, intertextuality and invoking Attitude |
| Mar-22 | Elizabeth Thompson | Changing the culture of the Australian Defence Force using LCT |
| Mar-08 | Karl Maton | Insights |
2012 | ||
| Oct-19 | Lucy Macnaught | Right grammar, limited meaning |
| Oct-05 | Erika Matruglio | From listing information to building knowledge: CAFS and the semantic wave |
| Sep-07 | Sue Hood | Ethnography in the service of building knowers |
| Aug-24 | Karl Maton | Everything you always wanted to know about LCT and were not afraid to ask |
| Aug-10 | Trish Weekes | Exploring knowledge and knowers in senior secondary music and business studies; or: why my action research broke |
| Jun-15 | Sarah Howard | A quantitative language of description: How can we use LCT in mixed methods research? |
| Jun-01 | Eszter Szenes | Critical thinking and semantic waves in undergraduate business Country Reports |
| May-18 | Jennifer Blunden | A visit to the gallery with LCT and SFL |
| May-04 | Yaegan Doran | Condensation, gravitation, mathematics and the boundaries of physics |
| Apr-20 | Jing Hao | Relating Semantics to field in Systemic Functional Linguistics |
| Mar-23 | Helen Georgiou | Using Semantics to analyse students’ conceptions of thermal physics |
| Mar-09 | Christine Lindstrom | Semantics, link maps and physics |
2011 | ||
| Jun-03 | Jing Hao | Surfing on the texts of undergraduate biology. |
| May-06 | Karl Maton, J.R. Martin, Erika Matruglio & Lucy McNaught | Waving not drowning: Teaching teachers the basis of cumulative learning |
| May-20 | Sue Hood | Telling stories in research papers: Telling differences in gaze |
| Apr-08 | Yaegan Doran | Knowledge and multisemiosis in undergraduate physics |
| Mar-25 | Karl Maton | More than the narcissism of minor differences: Fiercely-fought struggles and fundamental shifts in intellectual fields (or ‘And finally ... the 4-K model at long last’) |
2010 | ||
| Nov-19 | Sarah Howard | The role of disciplinary knowledge in the Digital Education Revolution (and using LCT in quantitative research) |
| Oct-22 | Erika Matruglio | Knowledge, knowers, language and legitimation: How to mean in school humanities |
| Oct-08 | Tristan Enright | Tracing the rise of neoliberalism |
| Sep-24 | Christine Lindstrom | Mapping the hierarchy: Teaching cumulative learning in physics |
| Sep-10 | Karl Maton | The 4-K model |
| Aug-27 | Shoshana Dreyfus | Multimodality as a marker of verticality |
| Aug-03 | J.R. Martin & Erika Matruglio | LCT, SFL and the case of the broken elevator: Ancient History in schools |
| May-28 | Sue Hood | Legitimating research differently in different intellectual fields: instantiating different knowledge-knower structures |
| May-21 | Jo Lander | Semantics analysis of online teaching in Public Health |
2009 | ||
| Nov-06 | Fran Christie | School English, an issue raising all kinds of questions concerning the nature of knowledge and how it should be taught |
| Oct-23 | Discussion of ideas raised in the 'Knowledge-building' paper, including semantic gravity, semantic density, cosmologies, axiological condensation and constellationality | |
| Sep-25 | Karl Maton | 'Knowledge-building', using LCT(Semantics) to analyse the kind of theory that can enable cumulative knowledge and introduces new concepts that address the axiology of fields. |
| Sep-11 | Karl Maton & Erika Matruglio | Workshop on analysing classroom discourse using ER/SR and SG/SD. |
| Aug-21 | Sue Hood | Using LCT(Specialisation) and SFL to analyse disciplinary writing, specifically the ways in which authors create a warrant for their research in the introduction to research articles. |
| Jun-19 | Discussion of LCT(Semantics) | |
| Jun-05 | Lucila Carvalho | Using LCT(Specialisation) to analyse design studies, which is a laboratory for code clashes, and then to create an interactive and mobile e-learning environment for informal learning in a Sydney museum. |
| May-22 | Discussion of one strand of LCT(Specialisation) | |
| May-01 | Introductions and discussion of purpose of LCT Roundtable. |