Fiacs [flanders interaction

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<ul><li> 1. COMMUNICATION ANDCLASSROOM INTERACTION</li></ul> <p> 2. CONCEPT OF COMMUNICATION The word communication derives from the latin word communis which means common. Communication is sharing common experience with others. Communication is the process of passing ideas or feelings from one person to another. dipu, mgucte vaikom 11/20/2012 2 3. DEFINITIONS Communication is a means of persuasion toinfluence the other so that the desired effect isachieved.Aristotle Communication as the sharing of ideas andfeelings in a mood of maturity.Edgar Dale dipu, mgucte vaikom 11/20/2012 3 4. 11/20/2012 dipu, mgucte vaikom 4 5. COMMUNICATION CYCLES Four components in the process ofcommunication Sender [S] Message [M] Medium [Md] Receiver [R]SM MdRdipu, mgucte vaikom 11/20/2012 5 6. STEPS OF COMMUNICATION Ideation Encoding Transmission Initiative rests Decoding Responds dipu, mgucte vaikom 11/20/2012 6 7. TYPES OF COMMUNICATION SPEAKING-LISTENING WRITING-READING VISUALISING-OBSERVING dipu, mgucte vaikom 11/20/2012 7 8. CLASSROOM INTERACTION 9. INTERACTION ANALYSIS It is an analytical observation technique Interaction analysis is a process of encoding and decoding the pattern of teaching and learning dipu, mgucte vaikom 11/20/2012 9 10. H.H. ANDERSON MEDLEY &amp; MITZEL Observation schedule and record [OSCAR] NED A FLANDER 1959-at university of Minnesota dipu, mgucte vaikom 11/20/2012 10 11. FLANDERS INTERACTION ANALYSISCATEGORY SYSTEM Flanders described interaction analysis as theprocess of observing, recording &amp; countingevents that occur in a situation involvinginteraction. dipu, mgucte vaikom 11/20/2012 11 12. FLANDERS INTERACTION ANALYSISCATEGORIES [FIACS]1 Accepts feeling2 Praise or encourage Response3 Accepts or uses ideas of pupilsTeacher talk4 Asks questions5 Lecturing Initiation 6 Giving directions7 Criticizing or justifying authority Response 8 Pupil talk in response to teacherPupil talk Initiation 9 Pupil talk initiated by the pupilsilence 10 Silence or confusion11/20/2012dipu, mgucte vaikom 12 13. 1. Accepts feeling: accepts and clarifies the feeling tone ofthe students in a non-threateningmanner. Feelings may be positive or negative.dipu, mgucte vaikom 11/20/2012 13 14. 2. Praises or encourages: praises or encourages student action orbehaviour. Jokes that release tension, not at theexpense of another individual, noddinghead or saying uh huh? or go on areincluded dipu, mgucte vaikom 11/20/2012 14 15. 3. Accepts or uses ideas of student: clarifying, building, or developing ideas orsuggestions by a student. dipu, mgucte vaikom 11/20/2012 15 16. 4. Asks questions: asking a question about content or procedure with the intent that a student may answerdipu, mgucte vaikom 11/20/2012 16 17. 1. Lectures: giving facts or opinions about content or procedures; expressing his own ideas; asking rhetorical questionsdipu, mgucte vaikom 11/20/2012 17 18. 1. Gives directions: directions, commands, or orders with which a student is expected to comply. dipu, mgucte vaikom 11/20/2012 18 19. 1. Criticises or justifies authority: statements, intended to change student behaviour from non-acceptable to acceptable pattern, bawlingsomeone out; stating why the teacher is doingwhat he is doing, extreme self-reference.dipu, mgucte vaikom 11/20/2012 19 20. Student talk-responses:talk by students in response to teacher.Teacher initiates the contact or solicitsstudent statement. Student Talkdipu, mgucte vaikom 11/20/2012 20 21. 1. Student talk-initiation: talk by students which they initiate. If calling on student is only to indicate who may talk next, observer mustdecide whether student wanted to talk. If hedid, use this categorydipu, mgucte vaikom 11/20/2012 21 22. Silence or confusion: pauses, short periods of silence and periods of confusion in which communication cannot be understood by the observer. dipu, mgucte vaikom 11/20/2012 22 23. dipu, mgucte vaikom 11/20/2012 23 24. OBSERVATION PROCEDURE OBSERVER SITS IN THE CLASSROOM IN THE POSITION BEST SUITED FOR HEAR AND SEE THE PARTICIPANTS. 20-25 OBSERVATIONS PER MINUTE. OBSERVER WRITES DOWN THE CATEGORY NUMBERS AS THEY OCCUR. dipu, mgucte vaikom 11/20/2012 24 25. RECORDING OF OBSERVATIONS IN THECODING CHART Observer began from silence [10] Observer writes the proper category number inits correct sequence.dipu, mgucte vaikom 11/20/2012 25 26. CODING CHART11/20/2012 dipu, mgucte vaikom 26 27. CODING CHART 104 .25 .25 .25 .6. .6. .6. .4. .4. .4.5.5 1011/20/2012 dipu, mgucte vaikom 27 28. 10-2, 2-2, 2-2, 2-6, 6-6, 6-6, 6-4, 4-4 ...etcdipu, mgucte vaikom 11/20/2012 28 29. TABULATING A MATRIXC1 2 3 4 5 678 910 T12345678910T11/20/2012 dipu, mgucte vaikom 29 30. TABULATING A MATRIXC1 2 3 4 5 678 910 T1I2345678910T11/20/2012 dipu, mgucte vaikom 30 31. RECORDING OF OBSERVATIONS INTHE CODING CHART dipu, mgucte vaikom 11/20/201231 32. INTERPRETING THE MATRIX1. The proportion of teacher talk, pupil talk, and silence or confusion.2. The ratio between indirect influence and direct influence [i/d ratio].3. The ratio between positive reinforcement and negative reinforcement.4. Student participation ratio5. Steady state cells6. content cross cells7. Constructive integration cells dipu, mgucte vaikom 11/20/2012 32 33. 1. THE PROPORTION OF TEACHER TALK,PUPIL TALK, AND SILENCE ORCONFUSION.1. Teacher talk [1-7]2. Pupil talk [8-9]3. Silence or confusion [10] dipu, mgucte vaikom 11/20/2012 33 34. 2. THE RATIO BETWEEN NDIRECT INFLUENCE AND DIRECT INFLUENCE [I/D RATIO]. i/d ratio = The sum columns of 1,2,3 &amp; 4 the sum of columns 5,6 &amp; 7The ratio is much less than one, the teacher exertsdirect influence much more than needed.dipu, mgucte vaikom 11/20/2012 34 35. 3. The ratio between positive reinforcement and negative reinforcement. The sum of columns1, 2 &amp; 3the sum of columns 6 &amp; 7If the ratio is 1 or 1</p>