DEFINITION OF CLASSROOM INTERACTIONS
Classroom
interaction is a practice that enhances the
development of the two very important language skills which are speaking and
listening among the learners. This device helps the learner to be competent
enough to think critically and share their views among their peers.
The
Purpose of Classroom
interaction:
·
to enhance (increase)
the learning and “achievement”
·
to help the learners to
identify their own learning methods
·
to guide the learners
to communicate with their peers easily and will give them an exposure to the
vase genres of language learning
·
to come face to face
with the various types of interaction that can take place inside the classroom
·
as meaningful
communication among the students in their target language
·
probing into the
learners’ prior learning ability and their way of conceptualizing facts and
ideas
·
to help the teacher to
have a detailed study of the nature and the frequency of student interaction
inside the classroom
·
the learners will be
able to get themselves involved with concepts, ideas and various other devices
and products for language and culture learning.
Objectives of Classroom Interaction :
·
This type of
interaction helps the learners to identify their own learning methods :
ü This
interaction will guide the learners to communicate with their peers easily and
will give them an exposure to the vase genres of language learning.
ü It
will help the learner to come face to face with the various types of
interaction that can take place inside the classroom.
ü Classroom
Interaction aims at meaningful communication among the students in their target
language.
ü It
also aims at probing into the learner’s prior learning ability and his way of
conceptualizing facts and ideas.
ü This
practice will help the teacher to have a detailed study of the nature and the
frequency of student interaction inside the classroom.
TYPES OF
CLASSROOM INTERACTION
·
Type of learning should
be;
ü Active,
Students must be happy in the class so they will be more active than the
teacher
ü Interactive,
The class will have mutual communication
ü Communicative,
Two way communication
ü Effective;
Students can absorb the material from the teacher well enough, Students
response—it means they understand, learning goals, can transfer the indicator
on time
ü Exciting
·
Classroom Interaction
can be categorized under these main headings such as;
ü Collaborative Learning
Collaborative learning is an educational approach that involves groups of
learners working together to solve a problem, complete a task, or create a
product. It is based on the idea that learning is a naturally social act.
Learning occurs though active engagement among peers, either face-to-face or
online. We can also define Collaborative learning is a method of teaching and
learning in which students team together to explore a significant question or
create a meaningful project. A group of students discussing a lecture or
students from different schools working together over the Internet on a shared
assignment are both examples of collaborative learning.
The main characteristics of collaborative learning are: a common task or
activity; small group learning, co-operative behaviour; interdependence; and
individual responsibility and accountability (Lejeune, 1999).
Benefits of collaborative learning
Collaborative
learning activities create opportunities for students to:
· Engage in subject specific discussions with peers
· Learn how to work cooperatively and support each other
· Develop effective teamwork and communication (including interpersonal and
cross cultural awareness) skills
· Assimilate multiple views to deepen knowledge and promote critical thinking
· Foster individual accountability to the team
· Develop independent learning strategies
· Structure out-of-class learning
· Mitigate learner isolation
ü Discussions
and Debates
ü Interactive
Sessions
ü Readingaloud
Reading aloud is a classroom activity in which one
person is reading while others listen. Reading aloud may be performed by the
teacher or student. Reading aloud may be performed by a single person or by a
group taking turns. This form of highly structured classroom interaction allows
all students to be focused at exactly the same point in a reading. This allows
students to easily focus on vocabulary and pronunciation.
ü Story-telling
ü Soliloquies
ü Classroom
Conversation
Classroom conversation is a form of classroom
interaction in which students in the class discuss a given topic. The
conversation may be held across the whole class or in smaller groups.
Conversation is an important form of classroom interaction because it helps
students develop their language skills. In a conversation, students may apply
the skills and knowledge they have acquired in the class, making classroom
conversation a practical form of interaction.
ü Role
Play
Role-playing is an activity in which students take
on given or chosen roles and act out a scene with others. This form of
interaction lends itself to almost any situation, and the only restriction is a
student's imagination. Role-playing allows students to demonstrate their
creativity and knowledge about their roles, and it allows students to think
outside of the constraints of the classroom and consider how they might apply
the learned material to the real world. This form of interaction can integrate
different subjects into one activity.
ü Question
and Answer
Question-and-answer is a traditional form of
classroom interaction in which a teacher or student explains and poses a
question for the other. Questions asked by the teacher are usually for the
purpose of assessment, while questions asked by the students are usually for
obtaining new information. The Socratic method is also a form of
question-and-answer interaction. The Socratic method is a form of asking
questions with the intent of leading students to discover the answer
themselves. Question-and-answer as a form of interactive learning allows
students to have a large influence on the agenda of the classroom, because it
allows them to freely express their thoughts and feelings.
STEPS OF
CLASSROOM INTERACTION
·
These are the steps
of classroom interactions :
1. Establish group goals.
Effective collaborative learning involves establishment of group goals,
as well as individual accountability.
This keeps the group on task and establishes an unambiguous
purpose. Before beginning an assignment,
it is best to define goals and objectives to save time.
2. Keep groups
midsized. Small groups of 3 or less lack
enough diversity and may not allow divergent thinking to occur. Groups that are too large create
“freeloading” where not all members participate. A moderate size group of 4-5
is ideal.
3. Establish flexible group norms. Research suggests that collaborative learning
is influenced by the quality of interactions.
Interactivity and negotiation are important in group learning. In the 1960’s studies by Jacobs and Campbell
suggested that norms are pervasive, even deviant norms were handed down and not
questioned. If you notice a deviant
norm, you can do two things: rotate
group members or assist in using outside information to develop a new
norm. You may want to establish rules
for group interactions for younger students.
Older students might create their own norms. But remember, given their durable nature, it
is best to have flexible norms. Norms
should change with situations so that groups do not become rigid and intolerant
or develop sub-groups.
4. Build trust and promote open communication. Successful interpersonal communication must
exist in teams. Building trust is
essential. Deal with emotional issues
that arise immediately and any interpersonal problems before moving on. Assignments should encourage team members to
explain concepts thoroughly to each other.
Studies found that students who provide and receive intricate
explanations gain most from collaborative learning. Open communication is key.
5. For larger tasks, create group roles. Decomposing a difficult task into parts to
saves time. You can then assign
different roles. A great example in my
own classroom was in science lab, fifth grade student assumed different roles
of group leader, recorder, reporter, and fact checker. The students might have turns to choose their
own role and alternate roles by sections of the assignment or classes.
6. Create a pre-test and post-test. A good way to ensure the group learns
together would be to engage in a pre and post-test. In fact, many researchers use this method to
see if groups are learning. An
assessment gives the team a goal to work towards and ensures learning is a
priority. It also allows instructors to
gauge the effectiveness of the group.
Changes can be made if differences are seen in the assessments over
time. Plus, you can use Bloom’s taxonomy to further hone in on specific skills.
Individuals should also complete surveys evaluating how well the group functioned.
“Debriefing” is an important component of the learning process and allows
individuals to reflect on the process of group learning.
7. Consider the learning process itself as part of
assessment. Many studies such as those
by Robert Slavin at Johns Hopkins have considered how cooperative learning
helps children develop social and interpersonal skills. Experts have argued that the social and
psychological effect on self-esteem and personal development are just as
important as the learning itself. In
terms of assessment, it may be beneficial to grade students on the quality of
discussion, engagement, and adherence to group norms. Praise younger groups for following collaborative
learning standards. This type of
learning is a process and needs explicit instruction in beginning stages. Assessing the process itself provides
motivation for students to learn how to behave in groups. It shows students
that you value meaningful group interactions and adhering to norms.
8. Consider using different strategies, like the Jigsaw
technique. The jigsaw strategy is said
to improve social interactions in learning and support diversity. The workplace is often like a jigsaw. It
involves separating an assignment into subtasks, where individuals research
their assigned area. Students with the
same topic from different groups might meet together to discuss ideas between
groups. This type of collaboration
allows students to become “experts” in their assigned topic. Students then return to their primary group
to educate others. Here are some easy
steps to follow the Jigsaw approach.
There are other strategies discussed here by the University of Iowa,
such as using clusters, buzz groups, round robin, leaning cells, or fish bowl
discussions.
9. Allow groups to reduce anxiety. When tackling
difficult concepts, group learning may provide a source of support. Groups often use humor and create a more
relaxed learning atmosphere that allow for positive learning experiences. Allow groups to use some stress-reducing
strategies as long as they stay on task.
10. Establish group interactions. The quality of discussions is a predictor of
the achievement of the group.
Instructors should provide a model of how a successful group functions. Shared leadership is best. Students should work together on the task and
maintenance functions of a group. Roles
are important in group development. Task functions include:
a.
Initiating Discussions
b.
Clarifying points
c.
Summarizing
d.
Challenging assumptions/devil’s advocate
e.
Providing or researching information
f.
Reaching a consensus.
Maintenance
involves the harmony and emotional well-being of a group. Maintenance includes roles such as:
a.
sensing group feelings
b.
harmonizing
c.
compromising and encouraging
d.
time-keeping
e.
relieving tension
f. bringing people into discussion
11. Use a real
world problems. Experts suggest that project-based learning using open-ended
questions can be very engaging. Rather
than spending a lot of time designing an artificial scenario, use inspiration
from everyday problems. Real world problems can be used to facilitate
project-based learning and often have the right scope for collaborative
learning.
12. Focus on
enhancing problem-solving and critical thinking skills. Design assignments that allow room for varied
interpretations. Different types of
problems might focus on categorizing, planning, taking multiple perspectives,
or forming solutions. Try to use a step-by step procedure for problem solving.
Mark Alexanderexplains one generally accepted problem-solving procedure:
a.
Identify the objective.
b.
Set criteria or goals.
c.
Gather data.
d.
Generate options or courses of action.
e.
Evaluate the options using data and objectives.
f.
Reach a decision
g.
Implement the decision
13. Keep in mind
the diversity of groups. Mixed groups
that include a range of talents, backgrounds, learning styles, ideas, and
experiences are best. Studies have found
that mixed aptitude groups tend to learn more from each other and increase
achievement of low performers. Rotate
groups so students have a chance to learn from others.
14. Groups with an
equal number of boys and girls are best.
Equally balanced gender groups were found to be most effective. Some research suggests that boys were more
likely to receive and give elaborate explanations and their stances were more
easily accepted by the group. In
majority male groups girls were ignored.
In majority girl groups, girls tended to direct questions to the boy who
often ignored them. You may also want to
specifically discuss or establish gender equality as a norm. This may seem obvious, but it is often
missed. It may be an issue you may want
to discuss with older students.
15. Use scaffolding
or diminished responsibility as students begin to understand concepts. At the beginning of a project, you may want
to give more direction than the end.
Serve as a facilitator, such as by gauging group interactions or at
first, providing a list of questions to consider. Allow groups to grow in
responsibility as times goes on. In your
classroom, this may mean allowing teams to develop their own topics or products
as time goes on. After all, increased
responsibility over learning is a goal in collaborative learning.
16. Include
different types of learning scenarios.
Studies suggests that collaborative learning that focuses on rich
contexts and challenging questions produces higher order reasoning. Assignments can include laboratory work,
study teams, debates, writing projects, problem solving, and collaborative
writing.
17. Technology
makes collaborative learning easier.
Collaboration had the same results via technology as in person,
increased learning opportunities. Try incorporating free savvy tools for online
collaboration such as Stixy, an online shared whiteboard space, Google groups,
or Mikogo for online meetings. Be aware that some research suggests that more
exchanges related to planning rather than challenging viewpoints occurred more
frequently through online interactions.
This may be because the research used students that did not know one
another. If this is your scenario, you
may want to start by having students get to know each other’s backgrounds and
ideas beforehand on a blog or chat-board.
18. Keep in mind
the critics. As with any learning strategy,
it’s important to have a balanced approach.
Cynics usually have a valid point. A recent New York time article, cites
some criticism of collaboration for not allowing enough time for individual,
creative thinking. You may allow some individual time to write notes before the
groups begin. This may be a great way to
assess an individual grade.
19. Be wary of
“group think”. While collaborative
learning is a great tool, it is always important to consider a balanced
approach. At times, group harmony can override the necessity for more critical
perspectives. Some new research suggests that groups favored the more confident
members. Changing up groups can help counter this problem.
20. Value
diversity. Collaborative learning relies
on some buy in. Students need to respect
and appreciate each other’s viewpoints for it to work. For instance, class discussions can emphasize
the need for different perspectives.
Create a classroom environment that encourages independent
thinking. Teach students the value of
multiplicity in thought. You may want to
give historical or social examples where people working together where able to
reach complex solutions.
BIBLIOGRAPHY
Clifford,Miriam. 2012. Facilitating Collaborative Learning: 20 Things You Need to Know From
the Pros. (Online). Available at http://www.opencolleges.edu.au/informed/features/facilitating-collaborative-learning-20-things-you-need-to-know-from-the-pros/, downloaded at April 29,2014.
Ghosh,Amrita. 2010. Classroom
Interaction -Part 1 (Definition, Objectives, Types, Teacher's Role and Merits.
(Online). Available at http://www.examiner.com/article/classroom-interaction-part-1-definition-objectives-types-teacher-s-role-and-merits, dowloaded at April 29, 2014.
2014. Collaborative
Learning. (Online). Available at https://otl.curtin.edu.au/teaching_learning_practice/student_centred/collaborative.cfm, downloaded at April 30, 2014.
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