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System-Based Approaches, "Ad Hoc" Approaches - Coggle Diagram
System-Based Approaches
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Bellack et al. (1966)
Bellack and colleagues developed one of the first system-based, structured observation instruments in 1966.
Three- part exchange:
solicit, respond, react – or as it is now more
commonly described: initiation, response, feedback (IR(F))
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"Ad Hoc" Approaches
A group of practitioners, an outside researcher, or another colleague may be included in the process, and they will work together to create an instrument to solve a specific pedagogical issue.
Scaffolding: strategies for shaping learner talk to elicit fuller, more accurate or more appropriate responses.
1. Reformulation (Rephrasing a learner's contribution)
2. Extension (Extending a learner's contribution)
3. Modelling (Providing an example for learner(s))
Provide the creation of a more adaptable instrument, which might be focused on a specific classroom issue or area of interest.
1. Participants will have more ownership in the research design process and will have a better understanding of the issues being investigated.
2. Focusing on the detail of the interaction allows practitioners gain access and understanding of complex phenomena which take years of class experience to accumulate.
3. Allows attention to be dedicated to the microcosms of interactions which may so easily be missed by the ‘broad brush’ descriptions provided by systems- based approaches.
Advantages of "Ad Hoc" Approaches
1.Permit a finer grained understanding of a selected feature of the discourse.
2. Teacher's involvement is to sensitize the user of the instrument to the various sorts of scaffolding which may be employed.