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The Development of classroom research, To analyze how is the behavoir of…
The Development of classroom research
What has happened to the early concerns?
Stop looking at teaching (teacher) as everything of importance
Started looking at the way people interact
in the classroom to collectively produce
Learning opportunity
Step down in the approach, method, technique hierarchy
Do a small-scale instead of large scale research
at the level of method
Test an approach (Choamsky´s theory)
by experimentation with techniques
Research from children to adults
Learn better from explanations and practices than from practice alone.
Two retreats
From prescription to description
then processes in the language lesson
Socially-constructed event
Principle of classroom economics (Politzer, 1970)
The value of any technique despends
part of the relative value of other technique
What is classroom research?
It is a classroom completely conscious of the investigation.
See and analyze what is going on into the classroom
A Classroom-centred research
Focus on classroom language learning and teaching.
And in the classroom setting.
How is it done?
Inolves getting as well informed as possible in the issue that you are investigating.
An actual research is a collection of data and analysis.
Records are needed to analyse them after
Direct Observation
Example: Observe the class by sitting in the classroom and take notes.
You can do:
audio record and video record
Sometimes we cannor just have information by observating since there are things that happen but we cannot assure that they are having those feeling.
Self Report
Ask to report for themselves what has happened to them.
-Written quiestionnaries or interviews (not all the ansers will be answered truthfully)
called
EXPERT OPINION
What has been investigated before and helps to sort out the issue investigated.
How related questions have been investigated in the past to get better infromed about how to start
Where did classroom research come from?
Began in the 1956s
among teacher trainers
as a response to the problems
Student teacher in subject-matter classes
By giving feedback during class
Teacher practice
Realize they need to investigate
What constituted an effective teacher training
How has it developed?
Teacher Training is fundamental
can provide the basic tools of classroom observation.
Flanders
FIAC (Flander's Interaction Analysis Categories)
Indirect Influence
Accepts feeling: accepts and clarifies the feeling tone of the students in a non-threatening manner. Feelings may be positive or negative. Predicting and recalling feelings are included
Praises or encourages: praises or encourages student action or behaviour. Jokes that release tension, not at the expense of another individual, nodding head or saying 'uh huh?' or 'go on' are included
Teacher Talk
Direct Influence
Accepts or uses ideas of student: clarifying, building, or developing ideas or suggestions by a student. As teacher brings more of his own ideas into play, shift to category five.
Asks questions: asking a question about content or procedure with the intent that a student may answer
Lectures: giving facts or opinions about content or procedures; expressing his own ideas; asking rhetorical questions
Gives directions: directions, commands, or orders with which a student is expected to comply.
Student Talk
Student talk-responses: talk by students in response to teacher. Teacher initiates the contact or solicits student statement.
Student talk-initiation: talk by students which they initiate. If 'calling on' student is only to indicate who may talk next, observer must decide whether student wanted to talk. If he did, use this category
What has happened to the basic tools?
Using observation schedules
The language is essential in
In content and as giving instructions.
Ten-category observation schedule.
General education purposes
Direcly or Indirectly teachers influenced learner behaviour.
Direct Influence: criticising or justifying authority.
Indirect Influence: like accepted other ideas for students.
FOCUS
Observation schedules taking in mind teacher training
Human interaction and the roles their take in the interaction.
Foci for Observing Communications Used in Setting
COLT
Communicative Orientation of Language Teaching
This intrument was born in order to distinguish Communicative language teaching .
In classrooms where teacher-centred and forms-focused is present.
Embryinic Category System
it was created to apprecite the developmental nature of the research.
"was used to code the communicative variety in
transcripts
of speech produced by learners"
Tools are created, modified, and progressive depending on the research.
FLint
Foreign Language Interaction
Research tools have been developed to improve the processes of data collection.
To analyze how is the behavoir of teacher training and get a correct feedback.
Geraldin cruz
Laura Orduña
Vanesa Valderrama
