COMMUNICATION, INTERACTION, AND ASSESSMENT

CLASSROOM MANAGEMENT: communication, interaction, and assessment

Prof. SANDRA CAMELO

How would you describe efl classroom interaction?

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what kind of classroom interaction, what kinds of participation of teacher and learners, are most likely to provide conditions whereby the exercise of individual learner initiative can lead to effective learning? (Thomas, 1987)

communication & classroom interaction

between teacher and student(s), between individual and groups of students, or between student(s) and a textbook or EFL material

Types of classroom interaction

Group work

Small groups on tasks that entail interaction (conveying information, orgroup decision-making). The teacher walks around listening, intervenes little.

(Ur, 1996)

Types of classroom interaction

Closed-ended teacher questioning

Only one ‘right’ response gets approved.

(Ur, 1996)

Types of classroom interaction

Individual Work

Students work on individual tasks independently with the assistance of the teacher

(Ur, 1996)

Types of classroom interaction

Choral responses

Model to be repeated or question to be answered by the whole class in chorus

(Ur, 1996)

Types of classroom interaction

Collaboration

A common task developed in pairs or small gorups to achieve better results.

Right answer

(Ur, 1996)

Wrong answer

Types of classroom interaction

Student initiates, teacher answers

The students think of questions and the teacher responds

(Ur, 1996)

Types of classroom interaction

Full-class interaction

The students debate a topic or do a language task as a class; the teacher may intervene occasionally, to stimulate participation or to monitor.

(Ur, 1996)

Types of classroom interaction

Teacher talk

Silent student response, such as writing

(Ur, 1996)

Types of classroom interaction

Self-access

Students choose their own learning tasks, and work autonomously

(Ur, 1996)

Types of classroom interaction

Open-ended teacher questioning

There are a number of possible ‘right’ answers, so that more students answer each cue.

(Ur, 1996)

EFL Classroom interaction tips

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transactionALversus interactional communication

transactionAL COMMUNICATION

Information is transmitted Traditional teaching emphasizes on transactional communication

interactional communication

Communication for personal, real, communicative purposes (ex. communication gap activities is transmitted) Communicative and constructivist teaching promotes interactional communication

teacher's and students' TALK TIME AND TURNS

Teacher’s talk

Offers comprehensible input to the students Adaptations according to the students’ level (pace, vocabulary, syntax, use of repetitions, emphatic pronunciation)

STUDENT'S TALK

Produce output of the target language by scaffolding or building on the existent knowledge to produce new structure and language expressions (Ellis, 1997)

tYPES OF interactionS: DISPLAY & REFERENTIAL

DISPLAY

Language practice A display question: The teacher asks a student a question with a known the answer, so the student ‘displays’ the language language.

rEfereNTial

A referential question, on the other hand, is one to which the teacher does not know the answer

tYPES OF interactionS: Open & Closed Questions

open questions

Detailed information in the answer

close questions

one word or a yes/no answer

tYPES OF interactionS: Other Questions

Comprehension checks

confirmation checks

clarification checks

Group work Benefits

collaborative & cooperative learning

collaborative learning:

Small groups and a common goal

Collaborative learning requires:

Johnson & Johnson (1987), Slavin (1990): a)Positive interdependence. b) Individual accountability. c)Verbal interaction.

Collaborative learning requires:

Johnson & Johnson (1987), Slavin (1990): d)Social skills. e) Team reflection.

individuals in the groups:

Ur (1996): a) Speed (how fast or slowly / more or less of a task) b) Level (difficult or easier versions of the same task ) c) Topic (interesting/relevant ) d) Language skills or teaching point (what linguistic knowledge)

Mixed ability classrooms

Classrooms where students have different levels of proficiency and development of their communicative skills

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multiple intelligences:

1. Linguistic Intelligence 2. Logical-Mathematical Intelligence 3. Spatial Intelligence 4. Bodily-Kinesthetic Intelligence 5. Musical Intelligence 6. Interpersonal Intelligence 7. Intrapersonal Intelligence 8. Naturalist intelligence

strategies :

- Group work ( co-operation and peer teaching). -Use the same material, but with a range of tasks for different levels of proficiency

strategies :

-Use extension or optional extra activities for learners who finish tasks early. -Remedial work (for example, recycling activities which review and consolidate linguistic elements such as grammar, vocabulary and pronunciation).

strategies :

-Self-access (that is, allowing learners to choose their own activities, then monitor and check their own progress). -Use open-ended activity types (that is, activities that have a range of possible answers which learners can develop to the best of their abilities, rather than one correct answer)

strategies :

.-Tasks can make use of non-linguistic as well as linguistic knowledge (for example, the teacher may use a non-linguistic element such as drawing, music, miming or sharing world knowledge in the L1 as a starting point for an activity).

feedback and assessment

Feedback is information that is given to the learner about his or her performance of a learning task, usually with the objective of improving this performance.(Ur 1996: 242)

TYPESOF feedback

FORMATIVE and summative feedback

Self-assessment peer assessment teacher's assessment

Assessment Tips

BEHAVIOURIST LEARNING THEORY AND CORRECTIVE FEEDBACK

Positive or negative reinforcement of language habits

COGNITIVE CODE-LEARNING THEORY AND CORRECTIVE FEEDBACK

Mistakes should always be corrected, to prevent their recurrence Feedback provide learners with information which they can use to actively modify their linguistic knowledge

INTERLANGUAGE THEORY AND CORRECTIVE FEEDBACK

The information available in feedback allows learners to confirm, disconfirm, and possibly modify the hypothetical, “transitional” rules of their developing grammars

MONITOR THEORY AND CORRECTIVE FEEDBACK

Not to correct, but to provide the learner with plenty of comprehensible input from which he/she can acquire the language. (Krashen, input)

COMMUNICATIVE APPROACHES AND CORRECTIVE FEEDBACK

Focus on those mistakes which impede communication (use), not merely on mistakes of ‘grammar’(usage).