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TYPES OF INTERACTION Nana Shavishvili December 10, 2004.

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Presentation on theme: "TYPES OF INTERACTION Nana Shavishvili December 10, 2004."— Presentation transcript:

1 TYPES OF INTERACTION Nana Shavishvili December 10, 2004

2 Language Classroom Teacher Learner Learning

3 IRF IRF (Initiation- Response- Feedback).
The teacher initiates an exchange (usually in the form of a question). One of the students answers (or responds). The teacher gives feedback (i.e. assessment, correction, comment), initiates the next question, and so on.

4 Types of Language Interaction
TT- Teacher very active, students only receptive T- Teacher active, students mainly receptive TS- Teacher and students fairly equally active S- Students active, teacher mainly receptive SS- Students very active, teacher only receptive.

5 Interaction Patterns Teacher talk (TT) Choral responses (T)
Closed-ended teacher questioning (IRF) (T) Open-ended teacher questioning (TS) Student initiates, teacher answers (TS) Individual work (S) Full-class interaction (S) Collaboration (S) Group work (S) Self-access (SS)

6 Group Work Methodology
* PROS – Why are groups good? * CONS – Why shouldn’t we use groups? Group work generates interactive language Group work offers an embracing affective climate Group work promotes learner responsibility and autonomy Group work is a step toward individualizing instruction. The teacher is no longer in control of the class. students will use their native language Students’ errors will be reinforced in small groups. Teacher cannot monitor all groups at once. Some learners prefer to work alone.

7 The steps in conducting group work
1 Introduce the technique 2 Justify the use of small groups for the technique 3 Give explicit detailed instructions 4 Divide the class into groups 5 Check for clarification 6 Set the task in motion: a Do not sit at your desk and grade papers b Do not leave the room and take a break c Do not spend an undue amount of time with one group at the expense of others d Do not correct students’ errors unless asked to e Do not assume a dominating or disruptive role while monitoring groups

8 Classroom Climate- How to create a favorable classroom environment
1. Classroom is clean, well-lighted, comfortable, and full of ‘realia’ 2. No praising indiscriminately 3. Everyone knows each other 4. Activities at appropriate level 5. Allow students a measure of choice 6. Choose activities that help establish relationships between students 7. Limit group size. No more than 5 or 6 in a group 8. Set a clear time limit. [Use an egg timer to be a neutral timekeeper]

9 Types of tasks Games Role-play and simulations Drama Projects
Interview Brainstorming Information gap Jigsaw Problem-solving and decision-making Opinion exchange.

10 Lessons from Geese

11 Lesson 1 As each bird flaps its wings, it creates uplift for others behind him. There is 71% more flying range in V-formation, than flying alone. Lesson: People who share a common direction and sense of common purpose can get there quicker.

12 Lesson 2 Whenever a goose flies out of formation, it quickly feels the drag and tries to get back into position. Lesson: It’s harder to do something alone than together.

13 Lesson 3 When the lead goose gets tired, it rotates back into formation and another goose flies at the head. Lesson: Shared leadership and interdependence gives us each a chance to lead as well as opportunities to rest.

14 Lesson 4 The geese in formation honk from behind to encourage those up front to keep up their speed. Lesson: We need to make sure our honking is encouraging and not discouraging.

15 Lesson 5 When a goose gets sick or wounded and falls, two geese fall out and stay with it until it revives or dies. Then they catch up or join another flock. Lesson: Stand by your colleagues in difficult times as well as in good.


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