Interaction analysis
- 1. PRESENTED BY: SYAMA S M Ed, School of Education, Pondicherry University
- 2. Interaction Dimensions of interaction Interaction Analysis Theoretical assumptions of interaction analysis Flanders’ category systems
- 3. Advantages of FIACS Limitations of FIACS Uses of interaction analysis in classroom
- 4. 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)
- 5. 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.
- 7. 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.
- 8. 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.
- 9. 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)
- 10. 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)
- 11. 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)
- 12. 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)
- 13. 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)
- 14. 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 a)Teacher talk
- 15. Response: 8. Pupil talk response Initiation: 9. Pupil talk initiation 10. Silence or confusion b) Pupil Talk c) Silence or confusion
- 17. Observation procedure Observer 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
- 18. 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 Rule 1 Rule 2
- 19. Rule 3
- 20. 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
- 21. The observed categories are; 10, 2, 2, 4, 4, 5, 6, 6, 1, 7, 8, 5, 9, 9, 10
- 22. 10 2 7 2 8 4 5 4 9 5 9 6 10 6 1
- 23. 1 2 3 4 5 6 7 8 9 10 Tot al 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 Tot al 1 2 0 2 4 2 1 1 2 1
- 24. 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
- 25. 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
- 26. 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
- 27. Vicious cells Vicious cells ratio (6-6) + (7-7) + (7-6)+ (7-7) / N * 100 Constructive integration cells
- 28. 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
- 29. Steady state ratio: SSR SSC (steady state cells) * 100 N ssc = (1-1) (2-2) (3-3) …..(10-10)
- 30. 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
- 31. 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
- 32. 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.
- 33. 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
- 34. 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.
- 35. To improve classroom instructions To develop and control the teaching behaviour To investigate the classroom interactions
- 36. 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.