Flandersinteractionanalysis

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Flandersinteractionanalysis

  1. 1. Submitted byKrishan kumar
  2. 2. Dimension of interactionAccording to Daniel G. Bobrow, there arethree dimensions of interaction.1.communication2. Coordination3. Integration
  3. 3. Interaction Analysis:Interaction analysis is a processs ofencoding and decoding the studypattern of teaching and learning.
  4. 4. A typical system for interaction analysiswill usually include,1. A set of categories, each definedclearly2. A procedure for observation and a setof ground rules3. Steps for tabulating data in order toarrange a display4. Suggestions which can be followed insome of the more commonapplications.
  5. 5. Classroom interaction analysis:According to Dr. S.K. Thakur, classroominteraction analysis may be defined as “aninstrument which is designed to recordcategories of verbal interaction during, orfrom, recorded teaching learning sessions. Itis a technique for capturing qualitative andquantitative dimensions of teacher’s verbalbehavior in the classroom.”
  6. 6. Flander’s System of InteractionAnalysis:Flanders’ system is anobservational tool used to classifythe verbal behavior of teachers,and pupils as they interact in theclassroom
  7. 7. Basic theoretical assumptions ofinteraction analysis Predominance of verbal communication Higher reliability of verbal behaviour Consistency of verbal statements Teacher’s influence Relation between student and teacher Relation between social climate and productivity Relation between classroom climate and learning Use of observational technique Role of feedback Expression through verbal statement
  8. 8. Teacher talk1. Accepts feeling2. Praises or encourages3. Accepts or uses ideas of pupils4. Asks questions5. Lecturing6. Giving directions7. Criticising or justifying authorityPupil talk8. Pupil-talk response9. Pupil-talk initiationSilence10. Silence or confusion
  9. 9. There are two process1. Encoding process2. Decoding processEncoding Process: Memorize the code number Place of sitting Recording the category number
  10. 10. Rule 1:When it is not certain in which of two ormore categories a statement belongs,choose the category that is numericallyfarthest from the category 5.Rule2: Not to shift into oppositeclassificationRule3:An observer must not concern withhis own biases or with the teacher’s intent.
  11. 11. Tabulating a matrix:Interpreting the matrix:The proportion of teacher talk, pupil talk, andsilence or confusionThe ratio between indirect influence and directinfluenceThe ratio between positive reinforcement andnegative reinforcementStudent’s participation ratioSteady state cellContent cross cellConstructive integration cells and vicious cells
  12. 12. Dr. M.B. Buch says, it is “ a bold step in the rightdirection to improve the quality of education.”•Feedback to the teacher•Observation technique for classroom behaviour•Useful for theory of teaching•Effective diagnostic tool to measure the social-emotional climate in the classroom

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