1. INTERACTION!!!! A presentation brought to you by: Linda Hetherington and Erich Ziroll

2. What is interaction?? Interaction is… What are some good and bad examples from your own school experience or perhaps placement? What made it a positive experience? Or negative?

3. IRE/IRF Video http://www.learner.org/channel/workshops/tfl/session_02/analyze.html Watch then discuss the videos at your own table for about 5 minutes. What similarities do you see between the two short clips? Differences? **Pay special attention to the subtitles of the conversations between students and teachers.

4. Initiation Response Evaluation vs. Initiation Response Follow-up Questions directed to a student Student answers Teacher responds with an affirmation or negation Interaction ends Teacher is the sole bearer of knowledge Can create student anxiety and limit participation Is very useful for comprehension checks Questions directed to a student Student responds Teacher may rephrase and elaborates by asking follow-up questions to class or specific students Interaction continues Creates friendlier and expressive atmosphere Students share responsibility for learning Promotes higher-level thinking through scaffolding

5. Bloom’s Taxonomy

7. Scientists claim to clone monkey embryos Breakthrough is potential boon for stem cell research Scientists in Oregon say they’ve reached the long-sought goal of cloning monkey embryos and extracting stem cells from them, a potentially major step toward doing the same thing in people. The research has not been published yet or confirmed by other scientists. But if true, it offers fresh hope in field that has been marked by frustration and even fraud. The claim of a similar breakthrough with human embryos by a South Korean scientist in 2004 turned out to be false. The hope is that one day, such a procedure could be used to create transplant tissue that’s genetically matched to an ailing patient. Because stem cells can form all types of tissue, the approach might one day help treat conditions like diabetes and spinal cord injury without fear of rejection by the patient’s body.

8. Examples These are questions that we came up with… Knowledge: Where did the article take place? Comprehension: Summarize the main points of the article. Application: Relate this article to something you have learned in Science class. Analysis: Investigate the process of stem cell research. Synthesis: Rewrite this article from the perspective of…(a personal with a terminal illness, an animal rights activist, etc) Evaluation: Debate the ethical issues involved in stem cell research.

9. So what? How can we as future world language teachers apply these principles of interaction to help our students learn to communicate in the TL? **Think in terms of scaffolding, SLA, affective constraints, the TL, and contextualization

10. Conclusion Interaction is needed for output and output needed for acquisition. Just because students are talking doesn’t mean that it is authentic and thought-provoking interaction. Extended interaction provides students the opportunity for negotiation of meaning Students need to be in a challenging but comfortable learning environment Students should be learning how to think in the TL and use it for real purposes. We need to scaffold using different level questions. TL vocabulary and structures are needed to answer higher-level questions, so supplying the students with such skills is essential.