interaction analysis
DESCRIPTION
Interaction analysisTRANSCRIPT
INTERACTION ANALYSIS
PRESENTED BY: SYAMA SM Ed, School of Education, Pondicherry University
Interaction
Dimensions of interaction
Interaction Analysis
Theoretical assumptions of interaction analysis
Flanders’ category systems
Content
Advantages of FIACS
Limitations of FIACS
Uses of interaction analysis in classroom
Contd…
Interaction is defined as the learner’s engagement with the course content, other learners, the instructor and the technological medium use in the course. True interactions with other learners, the instructor and the technology results in a reciprocal exchange of information. The exchange of information is intended to enhance knowledge development in the learning environment. Depending on the nature of the course content, the reciprocal exchange may be absent- such as in the case of paper printed content. The ultimate goal of interaction is to increase understanding of the course content or mastery of the defined goals. (Thurmond,2003)
Interaction
Teaching as an interactive process. Interaction means participation of teacher and students in the process of teaching. In this process, teacher influences the students; students also interact with the teacher. Interaction takes place among the students themselves also. It means, in the process of teaching, every body interacts with every other person involved in the process.
According to Ned A Flanders:
Dimensions of interaction
communication
Co-ordination
Integration
It refers to a technique consisting of objective and systematic observation of the classroom events for the study of the teacher’s behaviour and the process of interaction going inside the classroom.
It is a process of encoding and decoding the study pattern of teaching and learning.
Interaction Analysis
A typical system of interaction analysis will usually include:
a) A set of categories, each defined clearly. b) A procedure for observation and a set of ground
rules which govern the coding process.
c) Steps for tabulating data inorder to arrange display
d) Suggestions which can be followed in some of the more common applications.
Contd…
In a normal classroom situation, it is verbal communication which is predominant (Flanders, 1965)
We can normally assume that verbal statements of a teacher are consistent with his non verbal gestures and, in fact, his total behaviour. This assumption was sustained in terms of experience in Minnesota studies (Flanders, 1966)
Theoretical assumptions of interaction analysis
The relation between students and teacher is a crucial factor in the teaching process and must be considered an important aspect of methodology (Haggerty,1932)
It has been established that social climate is related t productivity and to the quality of inter personal relations. It has been proved that democratic atmosphere tends to keep work of a relatively high level even in the absence of the teacher (Lewin and others, 1939)
Contd…
The teacher exerts a great deal of influence on the pupils. Pupils behaviour is affected to great extent by this type of teacher behaviour exhibited (Anderson and others, 1946)
Modification of teacher classroom behaviour through feedback is possible (Flanders, 1963), though how much change can occur and more knowledge relating to the permanence of these changes will require further research (Flanders, 1963, 1966)
Contd…
Children tend to be conscious of a warm acceptance to the teacher and to express greatest fondness for the democratic teacher (H.V. Perkins, 1950)
The role of classroom climate is crucial for the learning process (Perkins, 1956)
Contd…
It is a technique of classroom interaction analysis
It consist of ten categories
Teacher talk, Pupil talk, Silence or Confusion are the possible conditions of communication in the classroom
Teacher talk and Pupil talk involves 2 types of behaviours responsive (indirect influence) & initiative (direct influence)
Flanders’ Category Systems
Indirect influence: 1. Accept feelings 2.Praises or encourages 3.Accepts or uses of ideas
of pupils 4.Ask questions
Direct influence: 5.Lecturing 6.Giving directions 7.Criticising or Justifying
authority
Flanders’ interaction analysis categories
a)Teacher talk
Response: 8. Pupil talk responseInitiation:
9. Pupil talk initiation
10. Silence or confusion
Contd…
b) Pupil Talk
c) Silence or confusion
1 • Encoding
2 • Decoding
3 •Interpretation of 10 by 10 matrix
PROCEDURES
Observation procedureObserver should sit in a best position in
the classroom
He should observe and record teacher’s behaviour in every three seconds by using the categories
1. Encoding
Observer should be free from personal biases
When it is difficult to decide which behaviour belongs to which class,
then choose the category which is
numerically
away from category 5
Rules
Rule 1
Rule 2
If more than one category occurs during 3 seconds then all these categories should be recorded. If no changes occurs within 3 seconds duration then that category number is repeated
Rule 3
Decoding Observation are tabulated and converted
into a 10 by 10 matrix
The matrix consists of 10 coloumns and 10 rows making 100 cells
Each number is entered in the form of sequence pairs being used twice
10 is added at the beginning and end of the series
The observed categories are;
10, 2, 2, 4, 4, 5, 6, 6, 1, 7, 8, 5, 9, 9, 10
Example
10 2 7 2 8 4 5
4 95 9
6 10 6 1
Pairing
1 2 3 4 5 6 7 8 9 10 Total
1 1 1
2 1 1 2
3 0
4 1 1 2
5 11 1 1 4
6 1 1 2
7 1 1
8 1 1
9 1 1 2
10 1 1
Total
1 2 0 2 4 2 1 1 2 1
Interpretation of 10 by 10 matrix Teacher talk: T T =
(1+2+3+4+5+6+7) / N * 100
Indirect teacher talk: I T T = (1+2+3+4)/ N * 100
Direct teacher talk: D T T= (5+6+7)/ N * 100
Pupil talk: P T= (8+9)/ N * 100
Silence/ Confusion SC = (10 )/ N * 100
The ratio between Indirect & direct teacher talk (I/D ratio):
ID= (1+2+3+4)/ (5+6+7) * 100
The ratio between positive and negative reinforcement
Positive/ negative ratio = ∑ f(1+2+3) / ∑ f(6+7)
Pupil initiative ratio: PIR = (9*100) / (8+9) * 100
Contd…
Teacher response ratio: TRR = (1+2+3) / (1+2+3+6+7) * 100
Teacher question ratio: TQR = 4* 100 / (4+5) * 100
Content cross cells
Content cross cells ratio CCR= (4-4) + (5-5)+ (4-5)+ (5-4) / N * 100
Contd…
Vicious cells Vicious cells ratio (6-6) + (7-7) + (7-6)+ (7-7) / N * 100
Constructive integration cells
Contd…
1 2 3 4 5 6 7 8 9 10
1
2
3
4
5
6
7
8
9
10
Content cross cells, Constructive integration cells & Vicious cells
Steady state ratio: SSR SSC (steady state cells) * 100 N ssc = (1-1) (2-2) (3-3) …..(10-10)
Contd…
1 2 3 4 5 6 7 8 9 10
1
2
3
4
5
6
7
8
9
10
Staedy state cells
Helps to understand classroom interaction
Observation after every three seconds ensured observer records almost all the behaviour of teacher and students
Helps to determine the classroom climate
Can be used as a mechanism of feedback device for the modification of teacher behaviour
ADVANTAGES OF FIACS
Used as an observation technique in pre service and in service teacher education programmes
system is employed as a researcher tool for analysing and studying teacher’s behaviour.
Contd…
system cannot describe classroom activity in its totality
More emphasis is laid on teacher behaviour as compared to student behaviour
Major focus of the system is on verbal behaviour
Limitations of FIACS
Tabulation of data pairs into 10×10 matrix is a time consuming process
system is content free ie; the technique provides no information about the quality of the content.
Contd…
To improve classroom instructions
To develop and control the teaching behaviour
To investigate the classroom interactions
Uses of interaction analysis to a teacher
Mangal, s.k., Mangal, U. (2011). Essentials of educational technology. New Delhi: PHI learning private limited.
Sampath, K., Paneerselvam, A., Santhanam, S. (2007). Introduction to educational technology. New Delhi: Sterling publishers.
Lal, M. (2005). Essentials of educational technology. New Delhi: Anmol publications.
References
THANK YOU…