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    CORE READING - Ur - Classroom Interaction

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    ozigan16

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    of 15
    ffgule 16: Clessroom interaction Unit Oni Patterns of classroom interaction ‘Obserition has shown that the most common spe of classroom inteaction i that known as 'IRF ~Iniacon Response Feedback’: te ence ints a exchange, ually in he form ofa question, one ofthe students answer, te teachergives feedback (assesment ovection,commeat), iste the next ‘question and 50 on (Sinai nd Coulthacd, 1975), Ther are howevealtemative patter: the fative does nt always have to beinthehands ofthe teacher and interaction may be between students or eewean a student snd the material, Classifying forms of interaction. ‘ookatthe various pattorn dt interaction described in Box 16.1 ane note foreach one how active the teacher and stadentsate in their Participation, sing to felling eed TT = Teacher very activ, students ony receptive T= Teacher activ, sient mainly reeoptive 1S = Teacher and eon fitlyeqaly active 8. = Studonte aoive, teacher manly receptive 8 = Students vary active, teacher only seeptive (Can yonadi any turthor ess forint pproprinte codes? i youwish look up the Nota, (1) for my own enawers don pattern, andatack ‘Observe one or two lesons,ancnota down the types of interaction you ‘sav, esing your own ist ora shown in Box Ie, After te observation, Aiscussorvllect onthe following questions: 1. Was tare one particular typeof interaction that seemed to predominate? 2, Did teacher sctity predominate? Or student activity? Or was the Intersction more oF les belanoed? 4. How appropriate did you thnk the chosen inoraction patterns were for {he tetching objoctvesin the cifteent activities? Perhaps look atone or ‘Wo specie examples rom your observation. This point ie studied mee fly Ut Eve 27 180seec0m itracton 28 ‘BOX 16:1: INTERACTION PATTERNS. Group work ‘Stok rn sal goups on tak tht nea teraction: ero inert, erm egroup destained tong towne tia Close-anded teacher questioning FRE ‘Sivonen reaparcagts apptvodSorctines riety aed te Guess Indiviul work To echo ges oko ot fk, andtidetsworkon ham epson: Ino wnchar ns rondrenring an stn wre races ‘Chora raponeas Te tnchn gota ed whichsepsted bya the ss inthe ers: or ahs da wich espn bch s Collaboration Sethe mo soto es at wore, two ty ipo tyt seve Pst ens hy cn, Tha teber may omy Inert ete rte ret om Groapa ere wok ah Iesestnne mic ‘Student ints, touche onsets Facer a pues ame stant ol question ard ho echor ‘moran tt tanh dea Wess, Th states seat so oda agus ‘Renee ocala “eachoe a Ths ray vest do ht ton respons such wegen Suan utes no aon ta prot the ten Satasoate ‘Stars chase he om outing asks, a work autonomous her qetoning Tih anaes, othe tens asi cach Unit Two: Questioning Qvestionng is universilly sed activation echniqe in teaching, manly ‘vith the nation Rewponse-Reedbackpatern desea the Beating of Unit One "Note thc tscherqueions ace not alway elie by interogaives. For Task example the questo nay be e=pesed by the statement Shell deere whos sig chi pict? ox bythe command “ame wha you conse inhi pictre, se So prtaps a question, inte context of teaching, may be best defined asa teacher ureance wh ha the abv of cet an al tesponse fom the fare) Reasons for questioning x ae various atone why a teacher might ask question inthe sroor Rea through thelist of posable zoasons shown inBox 18.2, and {dean more that you ca in of 0X 152: REASONS FOR QUESTIONING Tlaioutsomothng om helenae at, es, pions, = Todiet atonton a he one bang eae = Tofino tne og teria beatae mre desi Nate: Ar pact questions alto vee mors than oe thes sins or Effective questioning There ave been numecois ames to identiy characteristics of efectve uestioning techniques inte lasso. Questions have been cased scoring o various ference: what Kind of thinking they ty co cit iolainrral, fc example, anipni ov senlcton) whether they we oe ‘or uplay question (doe the teacher ealy want vo know the antes oe he she simply checking if the dent docs? vhether they ate lose oF open ‘ded (do ey havea single right answer ar many; and many eters, For 1 Classroom interaction some more eile suggested metho of analy, se references enw urtherrecding (Questioning below - Fweres inthe present context, Fpeopose concentrating oma fw baie princi at would sum a character efestie question thin he onventioal IRF seeuerre, dating fective quesions it terms th desig reapons. As language teaches, oat rote in stoning i wally 2 get pa “udents engage with he langage material actively through spetcy san ‘fev questioning techniqee rome that ct fay pomp, mote, ‘slvant arf sponses Ton theater hand, ovr question et in bag ‘Sences, ot are answered by only he stongest staden or obviously bore ‘lass or conse eit aly very bie or unsuccexsal nsw, hen ere probably something wrong Some fl eriuria for eletive questioning for language teachers ae suggnted Box 163. BOX 163: CRITERIA FOR EFFECTIVE QUESTIONING 1. Cat do he srs medal aasp ot ony what he usstion oars ut Sowtatungalonareworiarequres? 2. Lasmig wale dos tha ueton simul ting on responses ha i te nfs erig tbe te rata Ors esa par seu te rg '2: Intro loss fi he aontian tretig clin. trae? 4 Ait car most he mobo te css ey te anon HO en te ‘otro coin, rewlogeale? (hate ate mer oe a ato econ atten blr zp osponse ca aha quston avails tox sim lrg nrbor tans) 5 Extn: dvs he auton evan encoun extensor var ar reaction: soe erasure at he rsponeos wl bors e yh reps thot ey wallet put wm ose! ey ae amg ‘Tisk Critical analysis of teacher questions ‘pok atthe exchanges in Bo 16.4, which ao loosely basod on events actually served in classrooms. Can you identify what the purpose ofthe {acher inn questioning, and comment on the way he a eke wont about Dothape applying the enfera suggested above? See tho Commonts ection Dalow fem own eiciems 5 [0x 164: TEACHER QUESTIONING | exchange Comments Exchange? ‘Thee iee problem of double message’ hee since the declared objective is contac by the questioning technique std. The teacher says expily dhat tnt reo caer butte introductory question, though cas actully Aircouagr dicosion iis. a"yeno” question avitinga single bref answer, Tacking extension, and not forwarding the deated teaching objective Hlowerest both nteceting and ‘aval’ the Inc thatthe tiene answer ‘tomy and appacetly enthusisatialy indicates that they probably have Fomething to sy though they are given no opportunity 0 so ithe fe teacher did ot really intend to lec” a all and prefers to hold ‘he tage hes ox se enor aware of he inappropriate form of hee questions pethaps acombination ofthe wo. excnange2 ‘The purpose ofthe exchanges, presumably to review vocabulary leaned the ay belo The obvious question: "What docs X mean? though apparently a 18 Claaroom interaction Mm ‘dennis unsuccessful in lcitng answers probably because i t00 abstract “Leal evn a competent native speaker of te language might have toate fnawering leech ot very “availa, on eran does ne ei extend seswers This teaches however, gicky realizes her mistake and ephasey, tie. The question tat demands conzete example rom experience ie beter on ll counts, and predictably caves immediate and ary fll ‘esponses Bat hen, what i going eo happen With the next em? Exchanges ‘Theres no ladication of pauses afer the questions aid the answers are ‘sally cere conten te questions seem fry ceas interesting ad svalable mos ofthe lass, but thee valaim paving for leavning is Towetedbecase ofthe difictlty ofthe lamers n expessng thi answers in the forego language. The teacher might have bees alco help by giving sare “saffolding, or modeling asec, her quesoons:"Was i aboura ina, 2 ‘woman amanimal? Tew. ey, Claire?” Flee cher makes clear what kinds of Figen texcher maker i yr ear what kinds of responses she equi ‘providing examples. She also implies that she expects a ‘tanker af anewen Fests. The combination of thes two nage make the son far mors valk shcr munber of sen rips tesigle ce lok Tike being ete large andthe wes sen 3} ents spose based nthe etapa (fhe acer tnd of previous spear) which ie or she roll nt ve doe if oly on espns, thot uation, had ben guest Th sts ember of epontes conta signa tthe ove ofthe dened peace o the ages language «whole fe Module Pac act fora dacsson fhe characesies of good fescoe scien Unit Three: Group work 1a group wok, learners perform learning task through mal group fnceraction Ie for of eaesaetration thats of pactiul value inthe Briticeoforl fluency: learners Eimer a many opportunities wo all asin fll-dass organization. Ie also has ‘ther advastages fosters leaner responsiblity and independence, cm improve motivation and contre toa feling of cooperation and wae the class, Tete some reseaech that indicates thatthe se Of group Work Improtes leaning outcomes ee Purther ead) "These pete advantages ace not, howere, sways realized. Teachers feat ‘they may ose contol that there may be too mich sos, that their students nay over Heir mother tong, do the eek bul of ot ata and thee fears sre olten wel founded, Some people~odh earners and teachers stke 3 “Stuation wheze the teacher cannot constantly monitor eames langoage “The auc of group work depends to some extent on the rercounding sos las this divided ino ve groups pe ve Sing cnn Foe pork cers Seale ind hil ise ta. ‘ask clint, ard on ho habiteated he clase et sing it and als, of couse on ‘he election ofan ntreting an tinting tak whose performance is wel ‘Min the ably ofthe group. Butt also depends, moce immediately, on ‘Heatve and crcl organization, Some paidlines on organizing stp work sre pia Dox 15.5 divided into For sections: presentation, proces ending, idedbwcie, You might like tous the rask sa way of studying them ‘Note so cha class nay no ea take to group work fei used eo being constanly teacher ducted. But tis something tha an be araed through practiced aot give up if yor ist attempts a group work with cls re Evaluating guidelines "The guldetines givonin Box 18.5 ate ones that recommend, but may be of ‘rytig uofunese fo you. Ae you tad, tc idana tat soom inte ight of {Jour experiance tobe patlulaly important, dete any that you think Vivi oruanocoesary, nd male notes the margins of any queries, tiisiams or other veections that occur fo You as you read, ‘Compare your notes with thee pf collengues, and incase the elovance of ho gudelines to your own teaching situation Unit Four: Individualization The concept of individualization in language learning The conci¢ of ‘indvidlizaion” in edvation ie sometimes identified with the provision» se-aces centre, or even ful laces learning programme. Rfateralso vastus kinds are made avalable, and the lamers choose which 0 ‘work nthe arganzation of hese choices may be inthe hands of ether teacher Dr learns and lsress may be working on their enor groups ops woul however, define the tem nore modesty a6 station where learners are given a neato feed to choose haw and what they learn at ‘ny parcial ime pling es det eschersoperviston and more learner autonomy and eexponsbliy for learning) an dere is some tempo adapt te select tasks and matt suit te ndvidal. The opposite ie ocksep learning sere everyone in the ls, pect, expected todo the same ‘hing a the same cme nthe sare way Telvclieed larng thes defied does a necessary imply a programe ‘based ently on sel insiaction, or the existence of self access centres (hich sreexpemive to equip and sagan and therefore noe available to most ioccgn longue eames). Iedoes imply a serious artenge to provide fe diterngestnes ads within elas ato place a higher proportion of ‘eapant ty for learing on the shoulders the learers hemlves- For most tft irk perhaps more afl devote though o how we can achiewe at east Sm dese of his hid of individuation with sconventonal casstoom thant into give up onthe attempt becanse we do nothave the tine or resources to organi all elec ailiges, Thi uni dheretore looks at 23 ‘BOX 16.5: GROUP-WORK ORGANIZATION 4 Present tan ercty wht ay hae odo here aloo uaxnast onsy, ik ‘Fetes pact porsiom oso cont acai at at bis ert Seat ey od raralogl canara et tn ‘Somer ana Sadan mothersonque tis arabe ogre Ow hts ‘efor ging outstort or dsr aces gous sds retary Fabel yao seam fe ery hh fl oss cn ap oly {inp sobs ewer bat yeu sade ov eny doves ates yoy tite set sharen te pots, ng riya gucelne sma et ‘near dong sommtngstheceas hat such creeds tbe ested “Tye aoe wat angus wl aod, tae pian aE on of mere guarar ese Fel, bale gir e sgn ost he Eee sengersant ae forsappng: hari ve oa lral icp syst poi tn fren an ta nan eat hy whe nds ret knwo fhe ereve tsk odo ‘tzupy members rue ee sc tan pet, Son nes of Modu pages 16-10} rove dota diession of ne ‘pera trons ingen 2. Procses ‘oorsh dog te cts to 90 tom grou to grup rit ander “onbetou oop ut th aya sea tobamess Nap youd ‘hed ttawena yur cntbuin my are form = roi gna apron an spot 5 Fabangsisne we ar havrgacut 7 ti hastens verge apne by many es ome _- Seerapstng pron ina dscussien wher yout ane sadniars ‘renders tora 2.Erdog Fiyoufve sete i then hi wat ip you aw ho city tos dose at {eftinpont npc rman taney whe ts store a eneyira Ifaodimarsteorenisteoaning tts. “fosaba ‘esto sccon uly tsk ac nthe cnt full iaacton te theend ote group ort Fenda onthe tama taxa amy forms: rae ‘ontaclten fer ae, etoin and easing pesto pkg se ‘theta epayng maori eure ave prods or sn. Your a ‘djcivr itn eens apcecaton ol ho fot at has Deen vest ons fen Fanboch cn fngoage maybe ated ote decson oe ak [ov te oose sn speate cass season ot, ‘cans nea es 158 ncaa nthe context of the teacher fronted ese, if you ats ineresed in studying more thoroughly idiiduaized programms, ave lob at Dicknsoa (1987) and Sheen (1989) Procedures that allow for individual choice InBox 6.6 theresa lit of assooi procedure, sted in undom ode that slow fr difering degrees of vidal art choie This choice may bei 1 Speed: how fst o slowly each individual may work (everyone being engaged inehesame basi tak), 2,Lovel tasks tha ate baal aimed atthe same teaching point may be presented in easier or mot ficult versions, v0 thatthe learner can choose the oe tha sts is or ber level Topic the leenec may beable to elect asks that — while alae based onthe samelanguage sl or esching point ~ wary inthe eubjet ox op of te ext feivelasia evel, 4 Language il teaching point: each arner may choose to work on a uit lent aspect of languages linen, or example, or grammar or tesding Another way lnening proedaces an vary isin the amount of work demandes tthe teacher in preparation “The tk telow asks you to think abot the dere of individulization provided by diferene practical classroom procedres, an the rlationship Eerweenthese and the depts of teacher work that needs to be invests Ifyou do noe wish odo the ask, read theough quickly and then go.on 0 the Conclusions at the end of ihe wi. Assessing individualized procedures, ‘Stage 1. Categoriation Inort to names ofthe diferent procedires described in Bor 16.¢into the appropiate aquare inte gud ahown in Bor 167. It's posable to have, procedures ‘overfowing’' across the lines, you fel they do not ft neatly Stage 2:Conclusions ‘hon you have lished, 1ook at your git ae any kin of eysteratic Pattorn smouges, and any eonctasions can be aso "Asuggostod way ofeomploting tho grid is shown i the Notes (2) ‘Some conclusions 1 you edi rid looks smile to ine a shown in the Note, 2) here ate ‘wo condasans we might dew fom 1. The tshnigques higher up on our gid tha are moe indvidvalied end 0 average tobe sso more to the ight iavolve moge teacher peeparation the oncesion would be that onthe whole mote choise forthe leamnet means ‘more work fr the eachee, 2, Neverheless, note tae there a es one item quite high up on the rd that isalsoon the lf Is posible insite ofthe generalization just made, to. individvalize ro quite high degre without a prohibitive amount of work. The cml ssc Is perhaps cael planning rather than sheer work bout as 236 BOX 16.6 CLASSROOM PROCEDURES 1, Rando Students hoo dd stad ears of voile anatee forms soe! bry, rend gaat nce, 2 Merpansot lstening The esses eaecrdoé ton ied sue, and ts teas tote dae pas ey undo. ‘3, Worteard Apis of wot pata th wahor putin the cori {hacia agreeing taal css hae (rr adn scot Snoosonon, amples 4 Tonbuokquotlons in cas Thanos been uenatetot aust om ‘otonins tounawer hin; sen tsetse ham on Ns on + Hoar eth ter natsena wha rae ne Exlsuediies The sdntechoca wih sesors oy wan oc a eoap | toch an hay cana ure lated 6 Toxtookerorles for homework Te esha thoe at of Tompsnenian esto rnb xtra, fren cu 3 pas {ta bran an cen ott kod tose el ones 1 Varedteae. Te athr hs popes rurber of wots based on ‘ie scott Tote a cst reciente cere vite BOX 18.7: CATEGORIZING INDIVIDUALIZED PROCEDURES troop post iow . re Tie, anew | Aen | Unit Five: The selection of appropriate activation techniques The hatadon-Response-Feedback’ (RF) pattern described atthe beginning ohn movule end tobe used moe of che nein post classrooms, evenif iti fot infact he non flcive way of achieving the teaching objective at the tine This uni ams to rie avarenest oth sly of Ufeentpaterns for ‘Tere exh objecives and suggets some general consiecations, ‘task Matching InBox 16. ase some descriptions of materiale and objective in using thom expresed as toacherslataments, Imagine you have beon asked to vice the teachers what Kind of classroom interaction would be mos ‘tective inprosucing learning in each context. To each description below (Gu) match one or more ofthe interaction pallor Hated inBox 6. and ‘ote dows, or disse, your choice. ‘Some fators that ight in gonera iauencs {nthe Coren’ section bolow; spect poss inthe Note, ich choices ara discussed "snatches ate eaggestod Comment 1 IRE" convenient and easily ministered asvaton technique that ‘aicklypeovides the teaches with some indication of what some ofthe class | Tow: ts els donot, however provide avery representative sample of ‘wit mest ofthe clase now oF donot knows ince only a minority have & ‘hance express themaeves, and these ae usualy the more advanced and | ‘nf, final work provide far wore aerate nd comprehensive feedbsce Tithe clas isin she early stages of earning something, then the TRE” pattern iy uefa ince ialows the teacher monitor immediately and laces may tbo lean fromm each oer responses. Later howeves, when they know the tutti beter sed simply need vo consolidate though rehearsal they are Drab beter ervey india, group pit work which allows ative Dactpiion of more siden simulaneoisy ‘Feuer speech or reading aloud i usta or presenting new language or tents abo for recycling aerial which the elas bas previously encouatered through tiie own sealing, The extra exposure contbutesco the onsliatjon of earning, particularly if the teacher peaks expresivey oc ‘kamal, Callsbration is invalble when eaters are prodcing considered, cael ‘ort language, and waat to avoid mistakes rave them coeected as [iciyas possible, but when you yourself cannot possibly moniter al of ther atche same tine. Sa collaboration, leaner coateibut teach others (wiingandare rade tre aware oftheir oss they ea fat do's ‘bsnl peopetion of he monitoring oa thee ow 1 ctasercom eration 238 {BOX 10.8: TEACHER OBJECTIVES AND LEARNER ACTIVATION 23 Comprebansien chock “hover iteeting tn, wana ects deity peamiazaon inte Cs “sv jurado. fly ar thoy vo unerstocd te bse, | ut want ar ote lr ate tet oun eng 88 oye ok tohoete gos anon on Ora aency Trvea sal itor as of uss pep, ha need ac prt naling. nent hemo dace ok hele ay fave desde cn ane ae ‘mest lnprant ra manage 8 Grammae chk “Wetton soning onthe dio betwoen ta smi vr tee. ent {nd aut how tay ve raped ong an execs inne Dk whats rhe Have Blot tegt ens ote ah ae Shore c | want thar wit foe mits chan ts wo thy mgt makes to Mss nt a oye ‘Grammer prstee : "hey ecto steering snd ang vestone taught wing en ntrven Shatin toy meh enw mec eee. aw voesutey ‘sant tts ore new orsbury nsession fr txt wooo reat" nro ivy es 186 Notes (1) Interaction patterns "have lied the items below in ordes om the mos teacher dominated (1) 0 the most sndencaive (9). Thr Ghee xpones {lotedendteacher questioning (TRF) 1) Opeendad vache questonte 3) Stents cache mowers (19) Fuller iteacion() India wor) Etna Group woe) Site (89 vaadere ‘meponse to atoning ‘questions in (3) Suggested solutions to the task in Unit Five 3) Closedoe open Gnded teacher quentining isthe sual solution: pobably ‘move electie individual work, In fll-laes questioning only a minority of the das answers, and these will tend to be those who understand: Feedback on lesen underzanding wl therfore be incomplete an inadequate Noe ‘exiled and senbl information can be oesined learners are aed todo the questions indvidvallyinweting, whe yos move around the clas to help tncmnitor Notebooks can als be aken in foe ater inspection. by Teacher ean aloud (a form of teacher al} ox combined group and individeal work: Il the leaers have ead the text previously on thet om, your eadingiealoud might be an effective way of rcycing’- Another osibiy i toa ferent leaner to study diferent sections ofthe story in Aepth and thes ge togeter teach eachother what they have studied. ©) Grouparork A cls of fiteen may sem smalls ut oven 9, dividing i 00 three roupr of Five for a tsk ike tives each partepant on average, three times as much practice nelking <)Indvidal work The wachers clear objective is to text, hough he or she docs not actually se the word (see Unit One of Modul 3: ess fra definition of 2 es). Thetefore the objection ro TRF ithe same asin (a) above and the falution ale sini «)Indvigual work and/or collaboration, This sa case where per teaching can Conti, Leseners ean be are either to write alone and then help each ‘othe inprove,coret and polish tee txt; or wate collaboratively inthe rst place, pooling tel efforts to produce the best joint res they can 239 16 Ceesroam ierton 240 ‘iso through a lllos brainstorm of iss, The iatesview nay We rereg ce em oe rae Seah OTE acer sennang ty conten eros calc orpet sino ncigmmrat el Further reading ‘Bloom, BS. (1956) Taxonomy of Educational Objectives, Vol. f, New York Mckay. (Aas ieachial axonomy of cognitive objectives an by implication foftyper of qutions and ening ras) i landers, N. A (1970) Aalysing Teaching Bebavor Reading, Mass: Addon: ‘Wesky. (One well non system of analysis of eacher-student interaction, which ray beappicdin observation) Malammah-Thomss, A, [1987] Classroom Interaction, Oxdorde Oxford University Pres (ail 2 series of tasks deining and extialy exploring varius aspects of ‘lassoom incon) Sela J and Calthaed RM. (1975) Towra an Anais of Discours, ‘Oxford: Oxford University Press. (nanalysisofelassoom discourse inc a hierchy of catagories of ora pparceipation) uestiownc Brock, CA (1946) “The fects of referential questions om ESL classoom dncouses TESOL Quarterly 20,1, 47-59 (ds ntrring pce of reese on the lection of goin! questions in tleiting fle spswers) ‘Brown, G2 A andEdmondion,R (1984) ‘Asking question’ in Wrage EC. (cd), Classroom Teaching Sel, London and Sydney. Croom Hel, pp37-120, (Bused on vations pices of research bre useful summary of purposes an (jperofeassroors qucrtons) Long, MHL and Sato, CJ (1983) *Cassoom foreigner tal discourse: forms a funtons of teacher?” questions, in Sle HW. and Lang, MEL ets), Cssroont Ontad Reseorc in Second Language Acgtstion, KRowly, Mass: Newbury House {On te ai of asous kinds of uesion in the foreign-language classroom) ‘ejarano,¥{1987)‘A cooperative small-group methodology inthe language ‘ascoom TESOL Quarterly 21 3, 483-501 Lon Mz Hand Post PA. (2985) “Group work, inkeranguage talk and ‘eeond lage sequin’, TESOL Quarter, 1, 2, 207-28. | {Tov ates on eeateh on theffectiveness of group work in language reaching) Dickinson, L (1987) Sef-batracton in Langue Learning, Cambridge: ‘Cambridge Universiy Pas. (Discaserthe rationale and organization of ec self instructional progam: wih examples of ctl programmes ad ideas how to design fe adape material) CGedey Mead Strige,G. (ed) (1982) Individalzation, Oxfords Modern ‘English Pabliations {deollecton of articles on various wey praccal orientation) Meal | (1992) Sefaces: Setting up a Centr, Manchester: The British ‘Coun {Asim boklat with vecy practical advice a to how to go abou setsng up tileren cine of ef acess centres) Sheti, 8. (1989) Self accss, Oxford: Oxford Univesity Press {Guidance and plenty of es for aelf-acers tasks a various levels) Strides 6 (1992) Sef accen: Preparation and Thana, Manchester: The Bris Cone (nother booklet inthe same serie as MeCalls above, with some useful ideas abou how o prepa bth teachers an eens fr slFaccess Wor

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