SETT Framework (Definition & The 4 Modes)
The SETT framework was first introduced by Dr. Joy Zabala at the Closing the Gap assistive technology conference in 1994. SETT is an acronym for Student, Environment, Tasks and Tools.
In 1990, Dr. Joy Zabala developed the SETT Framework to promote collaborative decision-making during:
Consideration of assistive technology services for students with disabilities
Implementation of assistive technology services within a school setting
Evaluation of effectiveness of the assistive technology services provided to the student
What is SETT Framework for
The SETT framework’s main aim was to develop ‘an instrument which fairly represented the fluidity of the second language classroom context, which portrayed the relationship between pedagogic goals and language use, which acknowledged that meanings and actions are co-constructed through the interaction of the participants…’ (Walsh, 2006).
The SETT framework was devised on the basis of Conversational Analysis approach, which views classroom as a social context, which is constantly evolving through the learners’ contributions and teacher’s use of language and setting up activities in the form of opening and closing, turn-taking, acts sequencing as well as topic management.
Mode 1 - Managerial
Using SETT for Teacher
Education
Mode 2 -Materials
The aim of this chapter is to consider how the same framework might be used to enhance teachers’ awareness of the complex interrelationship between language, interaction and learning.
Pedagogic Goals
To provide input or practice
around a piece of material
To elicit responses in relation to the
material
To check and display answers
To clarify when necessary
Pedagogic goals
Interactional Features
To evaluate contributions
The use of transitional markers
Interactional features
To move the focus to that of the teacher- participants: The voices heard are theirs, the descriptive and evaluative comments are based largely on their perceptions
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To change from one mode of learning to another
To introduce or conclude an activity
To refer learners to materials
To organize the physical learning environment
To transmit information
The use of confirmation checks
An absence of learner contributions
Teacher's extended turn in explanations and instructions
Mode 3 - Skills & Systems
Pedagogic goals
Interactional Features
To consider how the SETT framework might be used as a tool for teacher education and and professional development.
Predominance of IRF pattern
To enable learners to produce
correct answers
To enable learners to manipulate
new concepts
Extensive use of display
questions
Content- focused feedback
To provide corrective feedback
Corrective repair
The use of scaffolding
To provide learners with practice in
sub- skills
To display correct answers
The use of scaffolding
Extended teacher turns
Display questions
Teacher echo
Clarification requests
Form- focused feedback
Mode 4 - Classroom Context
The SETT framework demonstrates ‘fitness for purpose’ and allows teachers to access the discourse of their classes in a number of ways.
Pedagogic goals
Interactional features
To enable learners to express
themselves clearly
Extended learner turns
To establish a context
Short teacher turns
To promote dialogue and
discussion
Minimal repair
Content feedback
Referential questions
Scaffolding
Clarifi cation requests
The framework equips teachers with appropriate tools to analyze the interactional processes taking place.
The SETT framework provides teacher- participants with an appropriate metalanguage to describe those interactional processes.
The framework allows teachers to construct understandings of the complex relationship between classroom mode and learning opportunity.
It is the quality, not quantity, of the language being used and the extent to which it is suited to intended learning outcomes (ILOs) that is under consideration here.
The use of direct repair
The Reflective Feedback Corpus
Teachers’ Identification of Modes
SETT and Critical Reflective Practice
Classroom Interactional Competence (CIC)
(a) seeking clarification
(c) extended wait- time
(b) reduced teacher echo.
Critical Self-Evaluation
More Conscious Interactive Decision-Making
CIC facilitates interactional space
CIC ‘shapes’ learner contributions
CIC makes effective use of eliciting
Instructional idiolect
Interactional awareness
designed to help teachers both describe the classroom interaction of their lessons and foster an understanding of interactional process