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This Concept Map, created with IHMC CmapTools, has information related to: EDCU6312(Curr Enact & Comm) Summary, Communication NOISE Whatever distorts a message and causes loss of information received, e.g.: 1. Physical-cars, horns lawnmower 2. Physiological 3. Channel static; 4. Environmental conditions; 5. Ineffective encoding or decoding; 6. Psychological-existing biases and prejudices, inaccurate expectations., Sociocultural & Behavioural Theories TALK Presentational Talk /Triadic Dialogue (Traditional), Communication Nature of Communication (Types of Communication) Non-verbal communication – the deliberate or unintentional use of objects, actions, sounds, time and space to invoke meaning in others [part of the hidden curriculum]. (i) Multiple channels :non-verbal occur simultaneously (ii) continuous and unintentional (iii) “ the unconscious nature of non-verbal behaviour explains why it offers so many useful cues about how others are feeling” - not deliberate., Curriculum Enactment Definition The classroom-based interactions and decision making processes that occur during: (i) The delivery of technically developed curricula in classrooms; (ii)The process of designing and using non-technically developed curricula in classrooms. Sowell, 2000, p.249 By ‘enact’ I mean come together in meaningful communication – (i) talk, write, read books, (ii) collaborate, (iii) become angry with one another, (iv) learn what to say and do, and (v) how to interpret what others say and do (Barnes, 1992) 3 Views of Comm in Curr Enactment(DeVito) 1. Linear View 2. Interactional View 3. Transactional, 1. typical of the early stages of approaching new ideas. 2. hesitant and incomplete because it enables the speaker to (i) try out ideas, (ii)to hear how they sound, (iii) to see what others make of them, (iv)to arrange information and ideas into different patterns 3. Facilitates working on understanding, but (i) learners must feel at ease, (ii) free from the danger of being made fun of. In exploratory talk the speaker is more concerned with sorting out his or her own thoughts Criteria for using EXploratory Talk 1. Barnes defines a particular type of talk observed between peers in classrooms that is different from the type of language used in interactions with the teacher (presentational talk) 2.Reflects the degree of control over knowledge which the children feel that they have 3.Use of language to problem-solve 4. Presence of detours, dead-ends, confusion and inexplicitness 5.Students know one another well 6. Collaboration / open discussions 7. Equal status and mutual trust exists 8. Exploratory talk is a “dialogical model of reasoning. Its ‘ground rules’ are those which allow for different voices to inter-animate each other in a way which not only constructs shared knowledge but also critically assesses the quality of that knowledge” 9.For exploratory talk to occur there needs to be a task that is sufficiently open-ended to elicit alternative possibilities for consideration and a classroom ethos that encourages students to engage with and share the perspectives of others in order to understand them., Sociocultural & Behavioural Theories TALK Exploratory Talk(Non Traditional), Barnes Principles Informing Barnes Model 1. Children use speech to learn 2. Learning in classroom depends on the communication patterns set up by teachers 3. Teachers must understand how their communicative behaviours influence student learning. Good or bad? 4. Curriculum delivery must be INTERACTIVE Language Summary-Language in the Curriculum: Role and Function 1. Curriculum – those systems of meaning available to and used by teachers and students alike; 2. Language must enter into curriculum via: (i) The communication system of classroom and school – exists through interactions and constrains interaction. (ii)As a means of learning- A tool for learning – meanings change as we communicate., Presentational talk- (i)occurs in response to teachers’ questions (ii) testing pupils’ understanding of a topic that has already been taught. (iii)discourages exploration- focus on getting it right, on right answers. the speaker’s attention is primarily focussed on adjusting (i) the language, (ii) content and (iii)manner to the needs of an audience Triadic Dialogue (Lemke, 1990) “Triadic Dialogue” consists of three moves in whole-class discussions: 1. An initiation - usually in the form of a teacher question; 2. A response – the student attempt to answer the question; 3. Evaluation/ Follow-up – the teacher provides feedback about the response to the student, IRF involves three moves or exchanges. 1.the teacher initiating a question [open ended] 2.the student then responds to the question. 3.the follow-up several possibilities exist for teachers “to promote open dialogic classroom interaction” Assumptions the teacher in the follow-up move(s), encourages (i) justifications, elaboration or comment,Clarification (ii)counter-arguments (iii)allows students input challenging students’ views” then there will be a “a more conversation-like genre” [Dialogue] IRF Pros IRF 1. Based on the openness of this discourse format- it can be applied for a range of tasks - can allow more negotiation - student-initiation 2. The teacher is no longer the primary knower. The teacher can then enable students to contribute and co-construct understanding of an issue- as there is no one correct answer Teacher supports utterances in the roles of -initiator - affirmer -clarifier -questioner -summarizer 3. Although the teacher still controls the topic, in their uptake in the follow-up move, students can make their contributions as primary knowers- that is giving their views, opinions and ideas 4. IRF Triadic dialogue more dialogic- by giving students more opportunities to contribute and think further about content and language use, Communication Nature of Communication (Types of Communication) Verbal Communication – messages encoded/transmitted as words, sentences and paragraphs, through the media of voice/print (i)occupy a single channel and received one at a time (ii)discrete with beginnings and endings and intentional (iii) most verbal are Concious messages which are deliberate, 1. typical of the early stages of approaching new ideas. 2. hesitant and incomplete because it enables the speaker to (i) try out ideas, (ii)to hear how they sound, (iii) to see what others make of them, (iv)to arrange information and ideas into different patterns 3. Facilitates working on understanding, but (i) learners must feel at ease, (ii) free from the danger of being made fun of. In exploratory talk the speaker is more concerned with sorting out his or her own thoughts Characteristics of Exploratory Dialogue 1. Tentative (many suggestions [“perhaps” “is it.?” “what about.?”] and are either taken up or allowed to die down) 2. Sometimes inexplicit – particulars are playing with ideas, rather than presenting final conclusion, 3.students may be vague about concept offered, or may offer global, partially-defined propositions, 4.teachers may present proposals for consideration rather than acceptance; 5. Creates equal opportunities for each participant to take up the topic and expand, present alternative perspectives, seek clarification, pose new, related problems, evaluate, suggestions offered etc. 6. Curtailed/Constrained: students should not see this as a form of assessment [not used for assesment], Exploratory Talk(Non Traditional) What is Exploratory Talk? 1. typical of the early stages of approaching new ideas. 2. hesitant and incomplete because it enables the speaker to (i) try out ideas, (ii)to hear how they sound, (iii) to see what others make of them, (iv)to arrange information and ideas into different patterns 3. Facilitates working on understanding, but (i) learners must feel at ease, (ii) free from the danger of being made fun of. In exploratory talk the speaker is more concerned with sorting out his or her own thoughts, 1. typical of the early stages of approaching new ideas. 2. hesitant and incomplete because it enables the speaker to (i) try out ideas, (ii)to hear how they sound, (iii) to see what others make of them, (iv)to arrange information and ideas into different patterns 3. Facilitates working on understanding, but (i) learners must feel at ease, (ii) free from the danger of being made fun of. In exploratory talk the speaker is more concerned with sorting out his or her own thoughts Teacher Principles (Interpretation) 1. Believes knowledge exist in person’s ability to organize thought and action 2. Values the learner’s commitment to interpret reality, so that criteria is from both learner and teacher 3. Perceives teacher’s task is to set up a dialogue in which learner reshapes his knowledge through interaction 4. Perceives learner as possessor of knowledge and means to reshape it., Communication Definition “a process during which sources initiate messages using verbal and non-verbal symbols and contextual cues to express meaning by transmitting information in such a way that similar or parallel understandings are constructed by the intended receiver” De Fleur et al, 1998, Communication Classroom Communication Process Instructional, Communication Classroom Communication Process Interpersonal, Barnes Principles Informing Barnes Model 1. Children use speech to learn 2. Learning in classroom depends on the communication patterns set up by teachers 3. Teachers must understand how their communicative behaviours influence student learning. Good or bad? 4. Curriculum delivery must be INTERACTIVE Knowledge Students 1-make sense of new knowledge based on what they know already 2-have their personal history outside of school and the school’s curriculum 3-School then is “a confrontation between what [students] ‘knows’ already and what the school offers” 4-Learning must not be viewed as adding of new blocks of knowledge 5-must not be seen as empty vessels 6-We change knowledge by recoding it and by verbalizing it 7-learn by talking with each other 8-Talking aloud could help control one’s thinking, hence resulting in interpretation, IRE: 1. the teacher usually initiating a Known Information Question (KIQ) 2. a student then responds to the teacher’s question, 3. the teacher then evaluates the student’s answer, thus ending the exchange Assumptions (i) the teacher is the expert who controls discussion. (ii). The teacher’s questions are used to garner the correct answers from students only (closed ended questions) (iii)IRE mode is asymmetrical and a form of monologic discourse [Teacher centered] IRE Cons 1. It minimises opportunities for students to (i) collaboratively explore (ii) think critically (iii) Problem solve (iv) develop communication & interpersonal skills: prevents students from pursuing conversations, negotiations 2. very teacher-centred curriculum 3. Control of content and participation 4. less supportive communication climate for learning 5. Students more likely to be engaged in a ‘testing’ situation, not a ‘learning' situation (Nissaja & Wells, 2005)., Barnes Principles Informing Barnes Model 1. Children use speech to learn 2. Learning in classroom depends on the communication patterns set up by teachers 3. Teachers must understand how their communicative behaviours influence student learning. Good or bad? 4. Curriculum delivery must be INTERACTIVE Concepts of Barnes Model Expectations 1.The pupils bring own knowledge and skills to the class 2.The expectations about the kinds of behaviour the teacher approves of, constrains the pupil’s participation in the shaping of learning. 3.verbal and nonverbal communication through tone of voice, gestures , stance, the way he receives students’ replies etc. 4.The learning strategies students use are filtered through the communication system of the class 5.The communication system consists of (i)how teacher sets up classroom relationships and discourse and (ii)also how students interpret what the teacher does 6.The communication pattern of any class is the outcome of a history of mutual interpretation by teacher and pupils based upon previous experiences which they bring to the lessons. 7. A child’s participation in lessons depends on (i)his attempts to understand the teacher and (ii)teacher’s attempts to understand him “teacher and pupils join in setting up the social context or communication system, and it is this which will shape the range of language strategies used by pupils as the grapple with learning tasks.”, Barnes Principles Informing Barnes Model 1. Children use speech to learn 2. Learning in classroom depends on the communication patterns set up by teachers 3. Teachers must understand how their communicative behaviours influence student learning. Good or bad? 4. Curriculum delivery must be INTERACTIVE Language 1. Language-a means by which we consciously organize experiences and reflect on them 2. Language- an instrument that shapes experience, and as such a means of learning 3. Language makes knowledge and thought processes readily available to introspection and revision 4. Language allows people to reflect on their thoughts 5. If language is considered as a means of learning then the learner is regarded as an active participant in making meaning.