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Field Experience I:�FE Foundation Course

Session 6

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Classroom Interaction / Teaching Exchanges (IRF model)

Initiation

Response

Feedback

  • Giving instructions
  • Questioning skills
  • Organising learning activities

Sinclair and Coulthard (1992)

  • Group-focused vs Individual-focused
  • Positive vs Negative
  • Descriptive vs Evaluative
  • Direct vs Indirect
  • Verbal
  • Non-verbal
  • Written

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Types of Feedback

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Group-focused vs Individual-focused

Collective – common errors

Personalised – Feedback to individual

Positive vs Negative

Specific praise

Correct the error

Descriptive vs Evaluative

Value neutral

Judgment

Directive vs Indirective

Providing the correct form of errors

Draw students’ attention to the error without giving the correct form

  1. Coded: consistent use of symbols supported by systematic instruction
  2. Uncoded: errors underlined / circled

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How to Provide Verbal Feedback

  • What can the student do?
  • Positive and reassure students that they’re on the right path with their thinking

1. Be Affirmative on “What is Right”

  • What can’t the student do?
  • Implicit way – corrects the error by asking for clarification
  • Explicit way – points out the error and providing a reason for this

2. Correcting and Explaining

  • How can the student do better?
  • Direct their thought process onto the right path

3. Achieve the learning goal

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Activity 2.1: Giving instructions on a group activity (video)

  1. Learning objective and product: identify the causes and effects of global warming; draw a graphic organizer to show the causes and effects, and present to the class
  2. Different roles:
    • Student 1: take charge of the iPad
    • Student 2: present the group work
    • Students 3-4: report the information
  3. Materials: iPad, paper, marker
  4. Time: 20 minutes

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Activity 3.1: Asking questions

https://youtu.be/zxA-UYy1F5M

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  1. plan/ask
  2. wait time
  3. share privately
  4. share publicly

 

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Bloom’s Taxonomy

(Cognitive Level)

Demonstration Verbs

Create

Build new ideas/Form a new whole

Produce, Plan, Generate, Construct, Create, Design, Compose, Formulate

Evaluate

Develop opinions, judgements or decisions

Appraise, Justify, Value, Prioritize, Decide, Defend, Evaluate, Choose

Analyze

Breaking a whole into component parts

Examine, Categorize, Differentiate, Compare, Classify, Specify, Infer

Apply

Use facts, rules or principles in a new way

Demonstrate, Illustrate, Solve, Show

Give an example, Determine, Apply,

Understand

Explain ideas or concepts

Describe, Explain, Interpret, Summarize, Retell in your own words

Remember

Recall of information or remember facts

Define, Describe, Identify,

Name, Label, Locate, Match, Underline

High Order Thinking

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Complex & Abstract

Lower

Order Thinking

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Simple & Concrete

Activity 3.2 Asking a higher order question to enhance learning