GALLOWAY’S SYSTEM OF INTERACTION ANALYSIS.pdfBeulahJayarani
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.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
GALLOWAY’S SYSTEM OF INTERACTION ANALYSIS.pdfBeulahJayarani
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.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
It discuss on what is group controlled instruction. It also explains on TYPES OF GROUP CONTROLLED INSTRUCTION, 1. Group interactive session (GIS), 2. Co-operative learning methods, 3. Group investigation, 4. Group Projects, advantages
TEACHING TECHNOLOGY AND INSTRUCTIONAL TECHNOLOGYAnitaGupta91
Teaching with technology is a broad topic that includes the use of media tools integrated within Learning Management Systems (LMS) and/or those run more independently over the Internet. It also involves differing media types (i.e. social or dyadic) and functions (i.e. synchronous or asynchronous).
Instructional technology is the branch of education concerned with the scientific study of instructional design and development. The main purpose of instructional designers is to create engaging, effective learning experiences. There are a variety of models (e.g., ADDIE, Backward Design, ASSURE etc)
Meaning of interaction
Classroom inetraction(Characterstics, types and objectives)
Interaction Analysis
Classroom Interaction Analysis
Flanders Interaction Analysis
Advantages of FIACS
Limitations of FIACS
This content consists of 'Andragogy and Assessment' presented by Ms Kalyani K., Assistant Professor, Vijaya Teachers College, Bangalore, in the webinar series 4 hosted by the Department of Education, Manonmaniam Sundaranar University, Tiruenelveli, Tamil Nadu.
It discuss on what is group controlled instruction. It also explains on TYPES OF GROUP CONTROLLED INSTRUCTION, 1. Group interactive session (GIS), 2. Co-operative learning methods, 3. Group investigation, 4. Group Projects, advantages
TEACHING TECHNOLOGY AND INSTRUCTIONAL TECHNOLOGYAnitaGupta91
Teaching with technology is a broad topic that includes the use of media tools integrated within Learning Management Systems (LMS) and/or those run more independently over the Internet. It also involves differing media types (i.e. social or dyadic) and functions (i.e. synchronous or asynchronous).
Instructional technology is the branch of education concerned with the scientific study of instructional design and development. The main purpose of instructional designers is to create engaging, effective learning experiences. There are a variety of models (e.g., ADDIE, Backward Design, ASSURE etc)
Meaning of interaction
Classroom inetraction(Characterstics, types and objectives)
Interaction Analysis
Classroom Interaction Analysis
Flanders Interaction Analysis
Advantages of FIACS
Limitations of FIACS
This content consists of 'Andragogy and Assessment' presented by Ms Kalyani K., Assistant Professor, Vijaya Teachers College, Bangalore, in the webinar series 4 hosted by the Department of Education, Manonmaniam Sundaranar University, Tiruenelveli, Tamil Nadu.
Environmental protection awareness refers to the understanding of environmental issues and the
importance of preserving the environment. It involves recognizing the impact of our actions on the
environment and the need for sustainable practices. The objective of this study is to investigate the
impact of environmental protection awareness interventions and strategies, considering locality and
media influence, on the environmental attitude of secondary school students. The study adopted a single
group pre and post-test experimental design method. In this study, a purposive sampling method was
used, selecting a focused group of 50 students from St. Joseph’s Matriculation School in Dindigul. This
study utilized various statistical techniques, including mean and standard deviation calculations for
dataset analysis. The t-test was used for comparing pre and post intervention scores, and percentage
analysis was conducted for understanding attitude changes. The study found that the environmental
education intervention positively influenced secondary school students' environmental attitude. After the
intervention, there was an overall increase in environmental attitude scores, indicating voluntary
participation in environmental activities, sharing of environmental knowledge, and preference for
environmentally-friendly products.
Mobile phones are a dominant form of information and communication technology, with India ranking second in the
global telecommunication market. Most individuals start using mobile phones from the age of 12 and technology
becomes an integral part of their lives. This research studied the impact of mobile phone use on the academic
performance of secondary school students in the Namsai district of Arunachal Pradesh. The study adopted a
descriptive survey research method with a sample size of 40 students from 4 selected schools, each contributing 5
boys and 5 girls by using stratified random sampling technique. A self-constructed scale with four points, referred to
as a Likert-type scale, entitled "Mobile Phone and Students’ Academic Performance of Secondary School
questionnaire, was employed in order to evaluate the utilization of mobile phones as well as the students’ academic
performance of secondary schools. The study's results showed significant impacts of mobile phone use on the
academic performance of students during the COVID-19 pandemic. It pointed out the negative effects of their usage,
such as distractions in academic work, health issues, and time loss. However, the study establishes that appropriate
usage of cellular device can provide benefits in academic performance.
Technology has greatly influenced the educational sector, not only supplemented in-class processes, but also transformed conventional teaching methods. In this context, the Flipgrid application has emerged as a powerful instrument which amplifies students' participation in learning. Particularly in the realm of mobile learning, Flipgrid has gained significant prominence in educational settings. Flipgrid, a versatile and innovative video discussion platform, has been gaining momentum in the realm of education. It delves into the pedagogical foundations of Flipgrid and provides insights into practical applications, demonstrating how it fosters active engagement, fluency, and effective feedback. By combining the benefits of technology and speaking practice, educators can empower students to become confident and proficient communicators in the digital age. Flipgrid is revolutionizing the way we approach oral communication, providing a platform that encourages students to voice their opinions, collaborate with peers, and enhance their speaking abilities. This article explores the role of Flipgrid in enhancing speaking skills among students. Introduction In an era defined by digital transformation, educators are constantly seeking ways to integrate technology into their teaching methods, catering to the needs and expectations of the modern learner. One such technological innovation that has garnered attention is Flipgrid.
The term "collaborative learning" (CL) refers to a broad range of educational strategies including the combined intellectual efforts of teachers and pupils. Students are typically required to work in groups of two or more, looking together for understanding, answers, or meanings or producing a product. People will be able to collaborate with someone far away just as readily as they would with someone in the same room thanks to the usage of ICT in CL. E-collaboration tool enable users to contribute a variety of abilities to group projects that remove time, distance, and resource limitations. Face-to-face engagement is still important, but ICT can enhance it by enabling communication at any time and from any location. ICT functions for group work coordination, tools for tracking progress and providing feedback, libraries of solutions and best practises, as well as meta data, are all available as collaborative technologies. In order to facilitate collaborative learning in all areas of education, the following technological tools can be used: wiki, online forums, chat, video conferencing, email, blogging, learning management systems, virtual classrooms, Sticky notes, etc.
The term ÄJerk Technology (JT) is widely used to get the attention of the learners and provides the
active, lively, interactive classroom atmosphere. Jerk Technology breaks out the boredom way of
traditional teaching by implementing the active learners. Each learner is unique and the way of
learning is divergent because of an Individual difference (Shobana.S, 2014). In teaching – learning
process, attention plays a vital role which the source for transferring the knowledge. The overall
outcomes of the study show that the effect of Jerk can use easily without any strain for teaching
grammar.The main purpose of the study is to find out the ÄEffect of Jerk Technology in Teaching of
Grammar among Higher Secondary School StudentsÇ. The researchers adopted a single group pre
and post - test design. The sample for the present study is of 32 pupils selected from the Government
Model Higher Secondary School, Allinagaram, Theni District. The pre – test is conducted using the
traditional fact to face instruction, but the post test is conducted using effect of Jerk Technology (JT).
The statistical procedures were employed descriptive analysis, mean S.D and t – test. The findings of
the study reveals that implementation of Jerk Technology is very effective for teaching Grammar.
Hence, the Jerk Technology (JT) is potentially the most powerful tool for extending platform in
Educational process.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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1. Flanders Interaction Analysis
M.Deivam
Assistant Professor in ICT in Education
Dept. of Education
The Gandhigram Rural Institute (Deemed to be University)
Dindigul district – 624 302
Email: deivammuniyandi@gmail.com
2. Introduction
• The term modification of teaching or teacher behaviour
stands for the attempts made or processes undergone
for bringing desirable improvement or modification in
the teaching or teaching behaviour.
• The modification of teaching or teaching behaviour is
possible:
• 1. Interaction analysis and transaction analysis
• 2. Action research
• 3. Micro teaching
• 4. Role playing (simulation) and gaming
• 5. Teacher Evaluation
3. Meaning
Interaction analysis refers to a technique consisting
of objective and systematic observation of the
classroom events for the study of the teacher’s
behaviour and the process of interaction going
inside the classroom. It helps a teacher bring
desirable modification in his behaviour and improve
his interaction with his pupils.
4. Definitions
• 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.”
5. Flander’s Interaction analysis categories
• It was developed by Ned.A.Flanders (1966) in the
year 1959, at the university of Minnesota, in the
form of a teachers training technique. It involves
categorization of all the sets of possible verbal
behaviours of a teacher in the classroom while
interacting with his students.
• In Flanders interaction analysis system, the entire
classroom interaction is put into three main
sections.
1.Teacher talk
2.Student talk
3.Silence or confusion
6. Categories of Flanders Interaction Analysis
System
A) Teacher Talk 1. Accepts feelings
Indirect Influence 2. Praises or encourages
3. Accepts or uses pupil ideas
4. Asks questions
Direct Influence 5. Lecturing
6. Giving directions
7. Criticising or justifying authority
B) Pupil Talk 8. Pupil talk response
9. Pupil talk initiation
C) Silence or Confusion10. Silence or confusion
7. 1.Accepts feeling
Accepts and clarifies an attitude or the feeling tone of a pupil in a
non-threatening manner. Feeling may be positive or negative.
Predicting and recalling feelings are included.
2.Praises or encourages
Praises or encourages pupil action or behavior. Jokes that release
tension, but not at the expense of another individual; nodding
head, or saying “Um hm?” or “go on” and included
3. Accepts or uses ideas of pupils:
Clarifying or building or developing ideas suggested by a pupil.
Teacher extensions of pupil ideas are included but as the
teacher brings more of his own ideas into play, shift to category
five.
4.Asking questions
Asking question about content to procedure, based on teacher
ideas, with the intent that a pupil will answer.
5.Lecturing
Giving facts or opinions about content or procedures; expressing
his own ideas, giving his own explanation, or citing an authority
other than a pupil.
8. 6.Giving directions
Directions, commands or orders to which a pupil is expected
to comply
7.Criticizing or Justifing Authority
Statements intended to change pupil behavior from non-
acceptable to acceptable pattern; bawling someone out;
stating why the teacher is doing what he is during; extreme
self-reliance.
8.Student talk responses
Talk by pupils in response to teacher. Teacher initiates the
contact or solicits pupil statement or structures the situation.
Freedom to express own ideas is limited.
9.student talk initiations
Talk by pupils, which they initiate. Expressing own ideas;
initiating a new topic; freedom to develop opinions and a line
of thought, kike asking thoughtful questions; going beyond
the existing structure.
10.silence or confusion
Pauses, short periods of confusion in which communication
cannot be understood by the observer.
9. Basic rules
• Observer should be free from personal biases
• If more than one categories occur during the three
seconds interval, all categories used in that interval
are recorded; therefore, record each change in
category. If no change occurs within three seconds,
repeat that category number
• For silence longer than three seconds, record 10 for
each three seconds.
• A teacher’s joke which is made at the expense of
children is recorded as 7.
10. Procedure of Flander’s Interaction
Analysis
• There are two process of interaction anaylsis.
• Encoding process
• Decoding process
• The encoding process is used for recording
classroom events and preparing observation matrix
by encoding the numbers of ten category system.
The decoding is process of interpreting observation
matrix.
11. ENCODING PROCESS
Encoding Process has three steps:
Memorize the code number:
The first step in the process of encoding is to memorize the code Numbers, in
relation to key phrase of words, which are indicated in capital in ten-category
system.
Place of sitting:
An observer sits on the last bench of the classroom and observes the teacher
when he is teaching.
Recording the category number:
At an interval of every three seconds he writes down that category number
which best represents or communication event just completed
for example
• when teacher is lecturing the observer puts 5.
• when he asks question he puts 4.
• when student replies he put 8.
• when teacher praises he puts 2.
The procedure of recording events goes on at the rate of 20 to 25 observations in
per minute
12. DECODING PROCESS
After encoding the classroom events into ten-
category system 10x10 matrix table is prepared for
decoding the classroom verbal behavior. The
generalized sequence of the pupil-teacher
interaction can be estimated in this matrix table. It
indicates, what form a pair of categories. The first
number in the pair indicates the row and the second
number shows the column for example (5-4) pair
would be shown by a tally in the cell formed by row 5
and column 4. For example the observer has written
down the code numbers beginning with 5 as follows:
5, 4, 3, 10, 6, 2, 6, 1, 8 and 2.
decoding:
13. Original Series Series for pairing Pairing
5 10 10-5
4 5 5-4
3 4 4-3
10 3 3-10
6 10 10-6
2 6 6-2
6 2 2-6
1 6 6-1
8 1 1-8
2 8 8-2
2 2-10
10
15. Interpreting the matrix:
• No classroom interaction can be ever recreated. It is
part of a moment in history. The purpose of interaction
analysis is to preserve selected aspects of interaction
through observation, encoding, tabulating and then
decoding.
• 1. The proportion of teacher talk, pupil talk, and
silence or confusion:
The proportion of tallies in columns 1,2,3,4,5,6and 7,
columns 8,9 and column 10 to the total tallies indicates
how much the teacher talks, the student talks and the
time spent in silence or confusion. After several years
of observing, we anticipate an average of 68 percent
teacher talk, 20 percent of pupil talk and 11 or 12
percent silence or confusion.
16. Contd.,
• 2. The ratio between indirect influence and direct influence:
The sum of column 1,2,3,4, divided by the sum of columns 5,
6, 7 gives this ratio. If the ratio is 1 or more than 1, the
teacher is said to be indirect in his behavior. This ratio,
therefore, shows whether a teacher is more direct or indirect
in his teaching.
• 3. The ratio between positive reinforcement and negative
reinforcement:
The sum of column 1, 2, 3 is to be divided by the sum of the
columns 6, 7. If the ratio is more than 1 then the teacher is
said to be good.
• 4. Student’s participation ratio:
The sum of columns 8 and 9 is to be divided by total sum. The
answer will reveal how much the students have participated
in the teaching-learning process.
etc.,
17. Advantages
• Helps to understand classroom interaction
• Observation after every three seconds ensured
observer records almost all the behaviour of
teacher and students
• Helps to determine the classroom climate
• It Can be used as a mechanism of feedback device
for the modification of teacher behaviour
• Used as an observation technique in pre service and
in service teacher education programmes
• system is employed as a researcher tool for
analysing and studying teacher’s behaviour.
18. Uses of Interaction Analysis to Teachers
• To improve classroom instructions
• To develop and control the teaching behaviour
• To investigate the classroom interactions
19. Limitations
• system cannot describe classroom activity in its
totality
• More emphasis is laid on teacher behaviour as
compared to student behaviour
• Major focus of the system is on verbal behaviour
• Tabulation of data pairs into 10×10 matrix is a time
consuming process
• system is content free ie; the technique provides no
information about the quality of the content.