Flander’s interaction analysis
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Flander's interaction analysis is a technique for analyzing classroom interactions between teachers and students. It involves encoding verbal exchanges into categories to quantify dimensions like communication, coordination, and integration. Flander developed 10 categories to classify teacher talk, student talk, and silence. The process involves an observer encoding exchanges in real-time, then decoding the data through matrices to analyze proportions of interaction types and identify constructive vs vicious interaction cycles. Advantages include providing teachers feedback to improve instructional quality and measuring social-emotional climate.
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Flanders interaction analysis ppt
Classroom interaction analysis is a technique used to record and analyze verbal and nonverbal interaction between teachers and students during lessons. It can capture both quantitative and qualitative aspects of a teacher's communication behavior. Classroom interaction is divided into two parts - verbal interaction, which can be direct or indirect, and student talk or silence, and nonverbal interaction. The analysis provides a way to study how teachers and students communicate in the classroom.
Flander’s interaction analysis
Flander's interaction analysis is a technique for analyzing classroom interactions between teachers and students. It involves encoding verbal exchanges into categories to quantify dimensions like communication, coordination, and integration. Flander developed 10 categories to classify teacher talk, student talk, and silence. The process involves an observer encoding exchanges in real-time, then decoding the data through matrices to analyze proportions of interaction types and identify constructive vs vicious interaction cycles. Advantages include providing teachers feedback to improve instructional quality and measuring the social-emotional climate of the classroom.
Levels of teaching
The document discusses the three phases of teaching: pre-active, active, and post-active. In the pre-active phase, the teacher plans lessons including objectives, strategies, and use of teaching aids. During the active phase, the teacher provides learning experiences to students through various modes of instruction. In the post-active phase, the teacher evaluates student learning through tests or other assessments and reflects on the lesson to improve future instruction. The document also discusses three levels of the teaching-learning process: memory, understanding, and reflective, with reflective being the highest level.
Interaction analysis
This document discusses interaction analysis, which is a technique for systematically observing and categorizing classroom interactions. It describes Flanders' Interaction Analysis Categories System (FIACS), which codes teacher and student talk into 10 categories. FIACS can be used to analyze classroom dynamics, provide feedback to teachers, and study the effects of different teaching styles. However, it only focuses on verbal behaviors and can be time-consuming to code interactions. The document outlines how to conduct an interaction analysis using FIACS and what metrics can be calculated from the data.
Flanders’ interaction analysis category system (FIACS) - Categories, Procedur...
The document discusses Flanders Interaction Analysis Categories System (FIACS), a technique developed by Ned Flanders to analyze classroom interactions. It involves observing and coding teacher and student verbal behaviors into 10 mutually exclusive categories. The coding is then tabulated into a 10x10 interaction matrix to calculate various ratios that provide insights into classroom dynamics such as the proportion of teacher vs student talk, levels of acceptance and questioning, and degrees of direct vs indirect instruction. While objective, it only analyzes verbal behaviors and requires trained observers. Overall, FIACS provides a framework for systematically studying classroom interactions both for research and improving teaching practices.
Phases and stages of teaching
The document discusses the phases and stages of teaching according to Dr. Jackson. It divides the teaching process into 3 phases:
1. Pre-active phase (planning stage) which involves tasks like lesson planning, preparing materials, and assessing students.
2. Interactive phase (implementation stage) which is the actual classroom teaching and involves strategies and spontaneous responses.
3. Post-active phase (evaluation stage) which provides feedback to improve teacher and student performance through assessment of learning objectives and instructional methods.
Skills in Explaining
This document provides an overview of explanation skills for teaching. It defines explanation as explaining or giving understanding to another person through verbal and non-verbal cues. Effective explanation requires careful planning, recognizing key characteristics like leading from known to unknown concepts and bridging gaps in knowledge. The document outlines various components of effective explanation like clarity, organization, examples, and feedback. It provides suggestions for explanation delivery and content, emphasizing emotional connection, proper level of detail, breaking content into chunks, allowing time for questions, and using supplemental visual materials.
Safnasell personalized system of instruction (psi) o r keller plan
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Flanders interaction analysis ppt
Classroom interaction analysis is a technique used to record and analyze verbal and nonverbal interaction between teachers and students during lessons. It can capture both quantitative and qualitative aspects of a teacher's communication behavior. Classroom interaction is divided into two parts - verbal interaction, which can be direct or indirect, and student talk or silence, and nonverbal interaction. The analysis provides a way to study how teachers and students communicate in the classroom.
Flander’s interaction analysis
Flander's interaction analysis is a technique for analyzing classroom interactions between teachers and students. It involves encoding verbal exchanges into categories to quantify dimensions like communication, coordination, and integration. Flander developed 10 categories to classify teacher talk, student talk, and silence. The process involves an observer encoding exchanges in real-time, then decoding the data through matrices to analyze proportions of interaction types and identify constructive vs vicious interaction cycles. Advantages include providing teachers feedback to improve instructional quality and measuring the social-emotional climate of the classroom.
Levels of teaching
The document discusses the three phases of teaching: pre-active, active, and post-active. In the pre-active phase, the teacher plans lessons including objectives, strategies, and use of teaching aids. During the active phase, the teacher provides learning experiences to students through various modes of instruction. In the post-active phase, the teacher evaluates student learning through tests or other assessments and reflects on the lesson to improve future instruction. The document also discusses three levels of the teaching-learning process: memory, understanding, and reflective, with reflective being the highest level.
Interaction analysis
This document discusses interaction analysis, which is a technique for systematically observing and categorizing classroom interactions. It describes Flanders' Interaction Analysis Categories System (FIACS), which codes teacher and student talk into 10 categories. FIACS can be used to analyze classroom dynamics, provide feedback to teachers, and study the effects of different teaching styles. However, it only focuses on verbal behaviors and can be time-consuming to code interactions. The document outlines how to conduct an interaction analysis using FIACS and what metrics can be calculated from the data.
Flanders’ interaction analysis category system (FIACS) - Categories, Procedur...
The document discusses Flanders Interaction Analysis Categories System (FIACS), a technique developed by Ned Flanders to analyze classroom interactions. It involves observing and coding teacher and student verbal behaviors into 10 mutually exclusive categories. The coding is then tabulated into a 10x10 interaction matrix to calculate various ratios that provide insights into classroom dynamics such as the proportion of teacher vs student talk, levels of acceptance and questioning, and degrees of direct vs indirect instruction. While objective, it only analyzes verbal behaviors and requires trained observers. Overall, FIACS provides a framework for systematically studying classroom interactions both for research and improving teaching practices.
Phases and stages of teaching
The document discusses the phases and stages of teaching according to Dr. Jackson. It divides the teaching process into 3 phases:
1. Pre-active phase (planning stage) which involves tasks like lesson planning, preparing materials, and assessing students.
2. Interactive phase (implementation stage) which is the actual classroom teaching and involves strategies and spontaneous responses.
3. Post-active phase (evaluation stage) which provides feedback to improve teacher and student performance through assessment of learning objectives and instructional methods.
Skills in Explaining
This document provides an overview of explanation skills for teaching. It defines explanation as explaining or giving understanding to another person through verbal and non-verbal cues. Effective explanation requires careful planning, recognizing key characteristics like leading from known to unknown concepts and bridging gaps in knowledge. The document outlines various components of effective explanation like clarity, organization, examples, and feedback. It provides suggestions for explanation delivery and content, emphasizing emotional connection, proper level of detail, breaking content into chunks, allowing time for questions, and using supplemental visual materials.
Safnasell personalized system of instruction (psi) o r keller plan
The document discusses the Personalized System of Instruction (PSI), also known as the Keller Plan. It was originated by Fred Keller in 1965 as an individualized instruction model for college-level education. PSI is composed of small, self-paced modules where students progress through study guides. It has advantages like allowing students to learn at their own pace and developing cooperation. However, teachers may lack enthusiasm to implement new ideas.
Interpretation construction (icon) design model
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
Levels and Phases of Teaching
The document outlines three phases of teaching: pre-active (planning), interactive (execution), and post-active (evaluation). It also describes three levels of teaching: memory (thoughtless), understanding (thoughtful), and reflective (upper thoughtful). At the memory level, the goal is factual recall and reproduction. The understanding level aims for comprehension, interpretation, and application. The highest reflective level focuses on developing critical thinking through problem-solving, analysis, and independent decision making. Different teaching methods and evaluations are used depending on the specific phase and level being targeted.
Challenges in achieving universalization of education
The document discusses challenges in achieving universal elementary education in India. Key challenges include: the government's policy being based on idealism rather than practicality; administration of education being ineffective at local levels; lack of adequate funding for schools; shortage of trained teachers, especially in rural areas; insufficient school buildings; unsuitable curriculum; high rates of student wastage and stagnation; and social evils like child marriage and untouchability that deprive children of education. Overcoming these hurdles is necessary to fulfill India's constitutional mandate of free and compulsory education for all children until age 14.
Pedagogical analysis
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This document outlines a pedagogical analysis of teaching the topic of sets in mathematics for 8th grade students. It begins with defining key terms like pedagogy, analysis, and pedagogical analysis. It then describes the main components of a pedagogical analysis: content analysis, formulating objectives, selecting teaching methods and materials, and evaluating student learning. The document provides a detailed example analyzing the content, objectives, teaching approaches, and assessments for teaching the topic of sets.
achievement test
The peer observation report provides feedback on a mathematics teacher's lesson on Pythagoras theorem in class 6. The observer found the teacher's introduction, instructional approach, questioning techniques, explanations and use of aids to be outstanding. The teacher linked previous concepts well, organized the content logically and used appropriate terminology. Questioning was well distributed and explanations were effective. However, the observer noted the teacher could improve on class management to avoid collective responses. Overall, the lesson was rated as good with minor scope for improvement in managing student participation.
Flanders interaction analysis
The document discusses Flanders' Interaction Analysis (FIAC), a system for categorizing and analyzing classroom interactions. It describes FIAC's 10 categories for coding teacher and student talk. The categories are divided into indirect and direct teacher influence as well as student talk in response to or initiation of ideas. FIAC involves encoding classroom interactions using the categories, tabulating the data in a matrix, and interpreting the matrix to understand classroom dynamics. Theoretical assumptions underpinning FIAC include the importance of verbal communication and teacher influence in the classroom.
flanders’ system of interaction analysis
This document describes Flanders' system of interaction analysis, a method developed by Ned Flanders in 1959 to categorize and analyze classroom interactions between teachers and students. There are 10 categories divided into teacher talk, student talk, and silence/confusion. To use the system, a classroom is observed and interactions are recorded and assigned codes. The coded interactions are then tabulated in a matrix to analyze quantitatively using behavior ratios like teacher talk ratio, indirect teacher talk ratio, direct teacher talk ratio, student talk ratio, and silence/confusion ratio. This provides insight into the teacher's encouragement of student participation versus restriction of participation.
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The document discusses the Language Across Curriculum (LAC) approach to teaching language. It states that LAC integrates language learning with content learning by teaching language outside the traditional classroom using contextual and content-based methods. This requires language learning to occur in both language classrooms and other subject classrooms. There needs to be collaboration between language teachers and other subject teachers to effectively implement LAC.
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Microteaching & Skills
Microteaching is a teacher training technique developed in 1963 at Stanford University as a scaled-down teaching experience to develop specific skills in a safe, low-risk environment. It involves teaching a small group of 5-10 students for 5-15 minutes, focusing on one skill at a time, such as questioning or explaining. Immediate feedback is provided to help teachers improve. The goals are to develop teacher confidence, identify strengths and weaknesses, and provide practice implementing skills before full classroom teaching. Microteaching uses various techniques including modeling, practice, observation, feedback to help strengthen core teaching skills.
Teaching phases
This document outlines the phases of teaching and maxims that teachers should follow. It discusses three phases: the pre-active planning phase which involves selecting content, organization, principles, and evaluation tools; the interactive execution phase; and the post-active evaluation phase which involves assessing results, identifying problems, and changing strategies. It also lists maxims for teaching such as going from known to unknown, simple to complex, and whole to parts.
Levels of teaching
This document discusses three levels of teaching: memory, understanding, and reflective.
The memory level focuses on rote memorization of facts with little student thinking. Understanding level goes beyond memorization to help students comprehend relationships between facts and principles. Students can generalize rules and apply knowledge.
The reflective level, not discussed in detail, is the most thoughtful level. It involves critically analyzing, evaluating, and creating new ideas. Psychological theories like conditioning and connectionism influence the different levels. Each level has strengths and weaknesses for student learning.
GALLOWAY’S SYSTEM OF INTERACTION ANALYSIS.pdf
It discuss about Galloway's system of interaction analysis in details. It also explains what is interaction, analysis, class room interaction, importance of interaction analysis, Category wise verbal & non-verbal behaviour, rules and regulations, advantages and disadvantages of it.
Flanders Interaction Analysis System
Flanders Interaction Analysis is a technique for systematically observing and categorizing classroom interactions between teachers and students. It involves coding verbal behaviors into categories like lecturing, asking questions, praising students, and student talk. The interactions are recorded every 3 seconds and then analyzed to provide insights into the classroom dynamics. Some insights include the proportion of time spent on teacher vs. student talk, the ratio of indirect vs. direct teaching methods used, and the level of positive vs. negative reinforcement. The analysis helps teachers improve their instructional techniques and modify their classroom behaviors. However, it does not capture all classroom activities and is limited to analyzing verbal behaviors.
INTRODUCTION TO TEACHER EDUCATION
This document provides an introduction to teacher education, including definitions of key concepts. It discusses the types and objectives of teacher education programs at different levels from pre-primary to higher education. The nature and scope of teacher education are explained, covering aspects such as its continuous nature and objectives to provide knowledge in areas like child psychology, instructional methods, and evaluation. Recent focus areas in teacher education like value education, environmental education, and disaster management education are also outlined.
Subject and discipiline
1. Understand the basic premises of subject/discipline
2. Understand the need for classification of human knowledge
3. Know required basic competencies for effective transaction of knowledge
4. Know how to enhance knowledge of the discipline
5. Importance of research for advancement of subject/discipline
Approaches of Curriculum Organization
This document discusses different approaches to curriculum organization, including subject-centered, learner-centered, and problem-centered designs. Subject-centered designs emphasize cognition and acquisition of information in subjects like discipline design and broad field design. Learner-centered designs focus on the child or their experiences, like experience-centered design. Problem-centered designs organize curriculum around life situations or social problems, exemplified by core design which structures lessons around themes. The document provides examples and advantages and disadvantages of approaches like broad field design and experience-centered design.
Construction of Achievement Test
The document discusses the construction of achievement tests. It begins by defining achievement tests as those that measure a student's knowledge or proficiency in a subject area based on something they have learned. It then outlines the various types of achievement tests, including their form, purpose, subject area, time method, and how test scores are interpreted. The document also discusses characteristics of achievement tests and their significance. It provides steps for constructing achievement tests, including planning the test, developing a preliminary draft, conducting a tryout, analyzing test items, preparing the final draft, and establishing the test's reliability and validity.
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Introduction Skill is a microteaching skill as its an important skill which helps the future teachers, that how to make an effective introduction of a content or a topic while teaching in classroom.
Fiacs [flanders interaction
1. The document discusses Flanders' Interaction Analysis Categories (FIAC) system for observing and analyzing classroom interactions. It involves coding teacher and student verbal behaviors into 10 categories.
2. An observer records which categories occur in real time during a lesson. These recordings are then tabulated to analyze proportions of teacher vs student talk, levels of questioning vs lecturing, and other metrics.
3. The FIAC system aims to provide an objective understanding of classroom dynamics, help teachers modify their instruction, and supports research on teaching behaviors. However, it only analyzes verbal behaviors and requires highly trained observers.
Naturalism
This document discusses the philosophy of naturalism and its implications for education. Naturalism is the view that everything can be scientifically explained and truth is discovered through nature alone. The document outlines key naturalist philosophers like Thales, Anaximander, and Anaximenes. It also discusses Jean-Jacques Rousseau's view of naturalism and education, emphasizing letting children develop naturally through experience rather than books or external forces. The main goal of naturalist education is preserving man's natural goodness by educating according to nature and respecting individual rights.
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Interpretation construction (icon) design model
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
Levels and Phases of Teaching
The document outlines three phases of teaching: pre-active (planning), interactive (execution), and post-active (evaluation). It also describes three levels of teaching: memory (thoughtless), understanding (thoughtful), and reflective (upper thoughtful). At the memory level, the goal is factual recall and reproduction. The understanding level aims for comprehension, interpretation, and application. The highest reflective level focuses on developing critical thinking through problem-solving, analysis, and independent decision making. Different teaching methods and evaluations are used depending on the specific phase and level being targeted.
Challenges in achieving universalization of education
The document discusses challenges in achieving universal elementary education in India. Key challenges include: the government's policy being based on idealism rather than practicality; administration of education being ineffective at local levels; lack of adequate funding for schools; shortage of trained teachers, especially in rural areas; insufficient school buildings; unsuitable curriculum; high rates of student wastage and stagnation; and social evils like child marriage and untouchability that deprive children of education. Overcoming these hurdles is necessary to fulfill India's constitutional mandate of free and compulsory education for all children until age 14.
Pedagogical analysis
Pedagogical Analysis- Objectives of pedagogical Analysis, elements of pedagogical analysis, steps of PA and advantages
Pedagogical Analysis
This document outlines a pedagogical analysis of teaching the topic of sets in mathematics for 8th grade students. It begins with defining key terms like pedagogy, analysis, and pedagogical analysis. It then describes the main components of a pedagogical analysis: content analysis, formulating objectives, selecting teaching methods and materials, and evaluating student learning. The document provides a detailed example analyzing the content, objectives, teaching approaches, and assessments for teaching the topic of sets.
achievement test
The peer observation report provides feedback on a mathematics teacher's lesson on Pythagoras theorem in class 6. The observer found the teacher's introduction, instructional approach, questioning techniques, explanations and use of aids to be outstanding. The teacher linked previous concepts well, organized the content logically and used appropriate terminology. Questioning was well distributed and explanations were effective. However, the observer noted the teacher could improve on class management to avoid collective responses. Overall, the lesson was rated as good with minor scope for improvement in managing student participation.
Flanders interaction analysis
The document discusses Flanders' Interaction Analysis (FIAC), a system for categorizing and analyzing classroom interactions. It describes FIAC's 10 categories for coding teacher and student talk. The categories are divided into indirect and direct teacher influence as well as student talk in response to or initiation of ideas. FIAC involves encoding classroom interactions using the categories, tabulating the data in a matrix, and interpreting the matrix to understand classroom dynamics. Theoretical assumptions underpinning FIAC include the importance of verbal communication and teacher influence in the classroom.
flanders’ system of interaction analysis
This document describes Flanders' system of interaction analysis, a method developed by Ned Flanders in 1959 to categorize and analyze classroom interactions between teachers and students. There are 10 categories divided into teacher talk, student talk, and silence/confusion. To use the system, a classroom is observed and interactions are recorded and assigned codes. The coded interactions are then tabulated in a matrix to analyze quantitatively using behavior ratios like teacher talk ratio, indirect teacher talk ratio, direct teacher talk ratio, student talk ratio, and silence/confusion ratio. This provides insight into the teacher's encouragement of student participation versus restriction of participation.
LAC approach
The document discusses the Language Across Curriculum (LAC) approach to teaching language. It states that LAC integrates language learning with content learning by teaching language outside the traditional classroom using contextual and content-based methods. This requires language learning to occur in both language classrooms and other subject classrooms. There needs to be collaboration between language teachers and other subject teachers to effectively implement LAC.
interdisciplinarycurriculum
This document discusses the growing need for interdisciplinary curriculum. It defines key terms like discipline, interdisciplinary, and types of disciplinary approaches. The document outlines challenges in interdisciplinary content selection like lacking focus or creating tensions between subjects. Effective interdisciplinary programs integrate both discipline-based and interdisciplinary experiences using a carefully designed scope and sequence. There is a growing need for interdisciplinary curriculum to help students develop a broad understanding, address real-world problems, and keep learning relevant with new developments. Benefits include improved higher-order thinking skills and providing a more unified, motivating learning experience for students.
Microteaching & Skills
Microteaching is a teacher training technique developed in 1963 at Stanford University as a scaled-down teaching experience to develop specific skills in a safe, low-risk environment. It involves teaching a small group of 5-10 students for 5-15 minutes, focusing on one skill at a time, such as questioning or explaining. Immediate feedback is provided to help teachers improve. The goals are to develop teacher confidence, identify strengths and weaknesses, and provide practice implementing skills before full classroom teaching. Microteaching uses various techniques including modeling, practice, observation, feedback to help strengthen core teaching skills.
Teaching phases
This document outlines the phases of teaching and maxims that teachers should follow. It discusses three phases: the pre-active planning phase which involves selecting content, organization, principles, and evaluation tools; the interactive execution phase; and the post-active evaluation phase which involves assessing results, identifying problems, and changing strategies. It also lists maxims for teaching such as going from known to unknown, simple to complex, and whole to parts.
Levels of teaching
This document discusses three levels of teaching: memory, understanding, and reflective.
The memory level focuses on rote memorization of facts with little student thinking. Understanding level goes beyond memorization to help students comprehend relationships between facts and principles. Students can generalize rules and apply knowledge.
The reflective level, not discussed in detail, is the most thoughtful level. It involves critically analyzing, evaluating, and creating new ideas. Psychological theories like conditioning and connectionism influence the different levels. Each level has strengths and weaknesses for student learning.
GALLOWAY’S SYSTEM OF INTERACTION ANALYSIS.pdf
It discuss about Galloway's system of interaction analysis in details. It also explains what is interaction, analysis, class room interaction, importance of interaction analysis, Category wise verbal & non-verbal behaviour, rules and regulations, advantages and disadvantages of it.
Flanders Interaction Analysis System
Flanders Interaction Analysis is a technique for systematically observing and categorizing classroom interactions between teachers and students. It involves coding verbal behaviors into categories like lecturing, asking questions, praising students, and student talk. The interactions are recorded every 3 seconds and then analyzed to provide insights into the classroom dynamics. Some insights include the proportion of time spent on teacher vs. student talk, the ratio of indirect vs. direct teaching methods used, and the level of positive vs. negative reinforcement. The analysis helps teachers improve their instructional techniques and modify their classroom behaviors. However, it does not capture all classroom activities and is limited to analyzing verbal behaviors.
INTRODUCTION TO TEACHER EDUCATION
This document provides an introduction to teacher education, including definitions of key concepts. It discusses the types and objectives of teacher education programs at different levels from pre-primary to higher education. The nature and scope of teacher education are explained, covering aspects such as its continuous nature and objectives to provide knowledge in areas like child psychology, instructional methods, and evaluation. Recent focus areas in teacher education like value education, environmental education, and disaster management education are also outlined.
Subject and discipiline
1. Understand the basic premises of subject/discipline
2. Understand the need for classification of human knowledge
3. Know required basic competencies for effective transaction of knowledge
4. Know how to enhance knowledge of the discipline
5. Importance of research for advancement of subject/discipline
Approaches of Curriculum Organization
This document discusses different approaches to curriculum organization, including subject-centered, learner-centered, and problem-centered designs. Subject-centered designs emphasize cognition and acquisition of information in subjects like discipline design and broad field design. Learner-centered designs focus on the child or their experiences, like experience-centered design. Problem-centered designs organize curriculum around life situations or social problems, exemplified by core design which structures lessons around themes. The document provides examples and advantages and disadvantages of approaches like broad field design and experience-centered design.
Construction of Achievement Test
The document discusses the construction of achievement tests. It begins by defining achievement tests as those that measure a student's knowledge or proficiency in a subject area based on something they have learned. It then outlines the various types of achievement tests, including their form, purpose, subject area, time method, and how test scores are interpreted. The document also discusses characteristics of achievement tests and their significance. It provides steps for constructing achievement tests, including planning the test, developing a preliminary draft, conducting a tryout, analyzing test items, preparing the final draft, and establishing the test's reliability and validity.
Introduction skill
Introduction Skill is a microteaching skill as its an important skill which helps the future teachers, that how to make an effective introduction of a content or a topic while teaching in classroom.
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Fiacs [flanders interaction
1. The document discusses Flanders' Interaction Analysis Categories (FIAC) system for observing and analyzing classroom interactions. It involves coding teacher and student verbal behaviors into 10 categories.
2. An observer records which categories occur in real time during a lesson. These recordings are then tabulated to analyze proportions of teacher vs student talk, levels of questioning vs lecturing, and other metrics.
3. The FIAC system aims to provide an objective understanding of classroom dynamics, help teachers modify their instruction, and supports research on teaching behaviors. However, it only analyzes verbal behaviors and requires highly trained observers.
Naturalism
This document discusses the philosophy of naturalism and its implications for education. Naturalism is the view that everything can be scientifically explained and truth is discovered through nature alone. The document outlines key naturalist philosophers like Thales, Anaximander, and Anaximenes. It also discusses Jean-Jacques Rousseau's view of naturalism and education, emphasizing letting children develop naturally through experience rather than books or external forces. The main goal of naturalist education is preserving man's natural goodness by educating according to nature and respecting individual rights.
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Naturalism
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- 1. Flander’s interaction analysis Submitted by J. Selvabarady
- 2. Dimension of interactionAccording to Daniel G. Bobrow, there are three dimensions of interaction.1.communication2. Coordination3. Integration
- 3. Interaction Analysis: Interaction analysis is a processs of encoding and decoding the study pattern of teaching and learning.
- 4. A typical system for interaction analysis will usually include, A set of categories, each defined clearly A procedure for observation and a set of ground rules Steps for tabulating data in order to arrange a display Suggestions which can be followed in some of the more common applications.
- 5. Classroom interaction analysis: According to Dr. S.K. Thakur, classroom interaction analysis may be defined as “an instrument which is designed to record categories of verbal interaction during, or from, recorded teaching learning sessions. It is a technique for capturing qualitative and quantitative dimensions of teacher’s verbal behavior in the classroom.”
- 6. Flander’s System of Interaction Analysis: Flanders’ system is an observational tool used to classify the verbal behavior of teachers, and pupils as they interact in the classroom
- 7. Basic theoretical assumptions of interaction 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. Flander's Interaction Analysis Categories (FIAC) Teacher talk Accepts feeling Praises or encourages Accepts or uses ideas of pupils Asks questions Lecturing Giving directions Criticising or justifying authority Pupil talk 8. Pupil-talk response 9. Pupil-talk initiation Silence 10. Silence or confusion
- 10. Place of sitting
- 14. The proportion of teacher talk, pupil talk, and silence or confusion
- 15. The ratio between indirect influence and direct influence
- 16. The ratio between positive reinforcement and negative reinforcement
- 21. Observation technique for classroom behaviour
- 22. Useful for theory of teaching
- 23. Effective diagnostic tool to measure the social-emotional climate in the classroom