WARNING:
JavaScript is turned OFF. None of the links on this concept map will
work until it is reactivated.
If you need help turning JavaScript On, click here.
This Concept Map, created with IHMC CmapTools, has information related to: EDCU6312(Curr Enact & Comm), 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., used to describe a three-part exchange between teachers and students in whole-class discussions. In essence the pattern of talk between the teachers and students takes place in three stages of sequences. “Triadic Dialogue” consists of three –parts or three moves: -An initiation, usually in the form of a teacher question; -A response – the student attempt to answer the question; -Evaluation/ Follow-up – the teacher provides feedback about the response to the student Pros & Cons of Triadic Dialogue Cons IRE 1. It minimises opportunities for students to collaboratively explore alternate ways of thinking about an issue [reframing], and to develop creative responses to problems posed; 2. It controls discussion, and establishes the teacher as presiding expert – results in a very teacher-centred curriculum; 3. Controls content and participation 4. It promotes a less supportive communication climate for learning, since students know that the teacher knows the answer to the question, 5. Students are more likely to be engaged in a ‘testing’ situation, not a ‘learning situation (Nissaja & Wells, 2005). 6. Evaluative questions - “do not generate adequate language output by students”- 7. “the interaction and interpersonal features of conversation are almost totally absent” 8. The IRE mode prevents students from pursuing conversations 9. Prevents students from negotiating how instruction could unfold. 10. Closed questions- students have fewer opportunities to ask or generate their own questions IRF 1. Takes up time the teacher may not have 2. Teachers need to be trained on how to properly use IRF for effectiveness, 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]., 1. Repeating - using gestures to strengthen verbal messages- example pointing “ Pointing is an example of what social scientists call EMBLEMS – deliberate non verbal behaviours that have precise meanings within a cultural group.” (Alder & Rodman, 2003, p.160) 2. Substitutiong - Non-verbal messages, eg. A smile, or frown may substitute for “How are you?” 3. Complementing At times nonverbal behaviors can match the content of a verbal message. Complementing behaviour consist of illustrators. Which are non- verbal behaviours that accompany and support spoken words. 4. Accenting Nonverbal devices are used to emphasize verbal messages. They Accent the message –use of pitch, gestures etc. 5. Regulating - Nonverbal behavior can control/ regulate the flow of verbal communication. 6. Contradicting - People sometimes express contradictory messages in their Verbal and nonverbal behaviours. 7. Deceiving - Most of messages that are exchanged are not always completely truthful Types of Non-verbal Communication 1. Kinesics/Actions – body language such as facial expressions, gestures, touch etc.; 2. Sounds – paralinguistic elements in verbal communication (tone, pace, loudness, modulation, etc.); bells ringing; intense levels of classroom or environmental noise; 3. Chronemics/Time – meanings attached to use/structure of time (timetables, deadlines, integration/fragmentation of activities across time blocks etc.) 4. Objects – classroom artifacts (meanings attached to existence/appearance of instructional technologies, furniture, instruments of corporal punishment etc.); 5. Proxemics/Space – arrangement of rooms, groups, levels of physical closeness;, 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, Sociocultural & Behavioural Theories TALK Exploratory Talk(Non Traditional), Instructional Models McCroskey, used to describe a three-part exchange between teachers and students in whole-class discussions. In essence the pattern of talk between the teachers and students takes place in three stages of sequences. “Triadic Dialogue” consists of three –parts or three moves: -An initiation, usually in the form of a teacher question; -A response – the student attempt to answer the question; -Evaluation/ Follow-up – the teacher provides feedback about the response to the student Pros & Cons of Triadic Dialogue Pros IRE 1. an effective means of monitoring students’ knowledge and understanding, 2. guiding their learning and 3. making knowledge and experience which is considered educationally significant or valuable. 4. Testing existing status of student knowledge; 5. Calling attention to tasks relevant to an activity; 6. Calling attention to knowledge which is considered particularly significant 7. Structuring learning by indicating what is a desirable response/way of conceptualizing issues; 8. Timely built-in-repair, to correct misapprehensions, before they become entrenched- the exchange as a whole is “collaboratively Constructed - it has the particular merit of having “a built-in repair structure” in the teachers’ last turn so that incorrect information can be replaced with the right answers. 9. Ensuring an acceptable level of student participation, by identifying students who must answer 10. Classroom management – controlling patterns of student interaction. 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, Barnes 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. 3. Interaction of Social and Meaning – Making (i) Expectations set up in the classroom through the communication system constrain pupils’ participation in constructing meaning/ shaping of learning; (ii) Communication system comprises teachers’ structure of human relationships and discourse and students’ interpretation of the structure; (iii) Structures and interpretations are shaped by previous experiences and perceptions of present interactions; (iv) Interpretations shape students’ learning strategies, Exploratory Talk(Non Traditional) Criteria for EXploratory Talk 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) Reflects the degree of control over knowledge which the children feel that they have Use of language to problem-solve Presence of detours, dead-ends, confusion and inexplicitness Students know one another well Collaboration / open discussions Equal status and mutual trust exists 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” 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., Presentational talk- occurs in response to teachers’ questions when they are testing pupils’ understanding of a topic that has already been taught. This discourages exploration- focus on getting it right, on right answers. In presentational talk the speaker’s attention is primarily focussed on adjusting the language, content and manner to the needs of an audience Triadic Dialogue (Lemke, 1990) used to describe a three-part exchange between teachers and students in whole-class discussions. In essence the pattern of talk between the teachers and students takes place in three stages of sequences. “Triadic Dialogue” consists of three –parts or three moves: -An initiation, usually in the form of a teacher question; -A response – the student attempt to answer the question; -Evaluation/ Follow-up – the teacher provides feedback about the response to the student, Communication Nature of Communication (Types of Communication) Verbal Communication – messages encoded/transmitted as words, sentences and paragraphs, through the media of voice/print, Exploratory Talk(Non Traditional) What is Exploratory Talk? Exploratory talk is typical of the early stages of approaching new ideas. Exploratory talk is hesitant and incomplete because it enables the speaker to try out ideas, to hear how they sound, to see what others make of them, to arrange information and ideas into different patterns Exploratory talk provides an important means of working on understanding, but learners must feel at ease, 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, 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, Exploratory Talk(Non Traditional) Characteristics of Exploratory Dialogue Tentative (many suggestions [“perhaps” “is it.?” “what about.?”] and are either taken up or allowed to die down) Sometimes inexplicit – particulars are playing with ideas, rather than presenting final conclusion, students may be vague about concept offered, or may offer global, partially-defined propositions, teachers may present proposals for consideration rather than acceptance; 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. Curtailed/Constrained when students perceive the teacher’s goal to be assessment of their knowledge of an already known topic/situation., Interpersonal Models (Pres 1) Interactive, 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