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SETT FRAMEWORK MODES - Coggle Diagram
SETT FRAMEWORK MODES
Managerial
Pedagogic Goals
- to transmit information related to the management learning
- to organize the physical conditions for learning to take place
- to refer learners to specific materials
- to introduce or conclude an activity
- to move to and from alternative forms of learning: lockstep (whole class),
pair- and group- work, or individual
Interactional Features
- a single, extended teacher turn, frequently in the form of an explanation or
instruction
- the use of transitional markers (all right, now, look, OK, etc.) to focus attention
or indicate the beginning or end of a lesson stage
- confirmation checks (Is that clear? Do you understand? Have you got that?
Does everyone know what to do?)
- the absence of learner contributions.
- Managerial mode copes with the management of learning, locating learning at the opening of a lesson, and demarcating the borders between nodes at the end (Walsh, 2006,2011)
- While being thoroughly controlled by the teacher, managerial mode makes use of discourse or transition markers in order to gain the two aims:
- (a) By locating the material, the teacher initially ensures the stage is prepared for learners to learn
- (b) It acts as a support to the other three modes
Classrom Context
Pedagogic Goals
- To enable learners to express themselves clearly
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In one of the microcontexts identified by Seedhouse (1996: 125), the teacher’s aim
is ‘to maximize opportunities for interaction presented by the classroom itself’
The whole classroom discourse really emphasises on the opportunities given to the students to voice out their thoughts and opinions more into the particular topic of discussion. This opportunity will simultaneously activates the students' mental schemata (McCarthy, 1992) where the students are able to apply the knowledge from diverse experiences and cultrual background to put more into their discussion.
Skills and systems
Pedagogic Goals
- to enable learners to produce correct forms
- to enable learners manipulate the target language
- to provide corrective feedback
- to provide learners with practice in sub-skills
- to display correct answers
Interactional Features
- the use of direct repair
- the use of scaffolding
- extended teacher turns
- display questions used for eliciting target language
- teacher echo used to display responses
- clarification requests
- form focused feedback
Closely related to providing language practice in relation to aparticular language system (phonology, grammar, vocabulary, discourse) or language skills (reading, listening, writing and speaking)
- The focus of this mode is a specific language system or sub-skill
- Learning outcomes are achieved by tightly controlled turn taking and topic selection
- The interaction are from-focused, characterized by extended teacher turns, display questions and direct repair
Materials
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- Pedagogically, the focus can be interpreted as providing vocabulary practice around a specific piece of material.
- Key items are elicited, confirmed and displayed by the teacher through echoes of previous contributions.
- In this mode, teacher echo serves as a useful function, confirming a contribution and amplifying it for the other learners.
- Patterns of interaction evolve from the material that largely determines who may speak, when and what they may say; the interaction may or may not be managed exclusively by the teacher.
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