practicum philosophy

FIACS [FLANDER'S INTERACTION ANALYSIS CATEGORY SYSTEM]

FIACS [FLANDER'S INTERACTION ANALYSIS CATEGORY SYSTEM]

According to Daniel G. Bobrow, there are three dimensions of interaction.

1.communication
2. Coordination
3. Integration
Interaction Analysis:

Interaction analysis is a process of encoding and decoding the study pattern of teaching and learning process of classroom.
A typical system for interaction analysis will usually include

• A set of categories, each defined clearly
• A procedure for observation and a set of ground rules
• Steps for tabulating data in order to arrange a display
• Suggestions which can be followed in some of the more common applications

According to Dr. S.K. Thakur, classroom interaction analysis may be defined as  “an instrument which is designed to record categories of verbal interaction during, or from, recorded teaching learning sessions. It is a technique for capturing qualitative and quantitative dimensions of teacher’s verbal behavior in the classroom.”

FIACS [FLANDER'S INTERACTION ANALYSIS CATEGORY SYSTEM]
Flanders’ system is an observational tool used to classify the verbal behavior of teachers, and pupils as they interact in the classroom.It was developed by Ned.A Flander used in the year 1959 at University of Minnesota as a teacher training technique.

Basic theoretical  assumptions of interaction analysis

• Predominance of verbal communication
• Higher reliability of verbal behaviour
• Consistency of verbal statements
• Teacher’s influence
• Relation between student and teacher
• Relation between social climate and productivity
• Relation between classroom climate and learning
• Use of observational technique
• Role of feedback
• Expression through verbal statement

in Flanders interaction analysis system,the entire classroom interaction is put into three main sections.
1.Teacher talk
2.Student talk
3.Silence or confusion

Teacher  talk
    1.Accepts feeling
    2.Praises  or  encourages
    3.Accepts or uses ideas of pupils
    4.Asks questions
    5.Lecturing
    6.Giving directions
    7.Criticising or justifying authority
Pupil talk
    8. Pupil-talk response
    9. Pupil-talk initiation
Silence
   10. Silence or confusion

Indirect Influence of Teacher Behaviour Concepts
This is defined as actions taken by the teacher which encourages and support student participation.we can define indirect behaviour operationally by noting the percentage of teacher statements falling into categories 1,2,3,and 4.
Direct Influence
This refers to actions taken by the teacher which restrict students participation.This increases the control of the teacher and stimulates conformity and compliance.We can define direct behaviour operationally by noting the percentage of teacher statements falling into categories 5,6,and 7.

1.Accepts feeling
 Accepts and clarifies an attitude or the feeling tone of a pupil in a non-threatening manner. Feeling may be positive or negative. Predicting and recalling feelings are included.
2.Praises or encourages 
Praises or encourages pupil action or behavior. Jokes that release tension, but not at the expense of another individual; nodding head, or saying “Um hm?” or “go on” and included
3. Accepts or uses ideas of pupils: 
Clarifying or building or developing ideas suggested by a pupil. Teacher extensions of pupil ideas are included but as the teacher  brings more of his own ideas into play, shift to category five.
4.Asking questions
Asking question about content to procedure, based on teacher ideas, with the intent that a pupil will answer.
5.Lecturing
Giving facts or opinions about content or procedures; expressing his own ideas, giving his own explanation, or citing an authority other than a pupil.
6.Giving directions
Directions, commands or orders to which  a pupil is expected to comply .
7.Criticizing or Justifing Authority
Statements intended to change pupil behavior from non-acceptable to acceptable pattern;  bawling someone out; stating why the teacher is doing what he is during; extreme self-reliance.
8.Student talk responses
Talk by pupils in response to teacher. Teacher initiates the contact or solicits pupil statement or structures the situation. Freedom to express own ideas is limited.
9.student talk initiations
Talk by pupils, which they initiate. Expressing own ideas; initiating a new topic; freedom to develop opinions and a line of thought, kike asking thoughtful questions; going beyond the existing structure.
10.silence or confusion
Pauses, short periods of confusion in which communication cannot be understood by the observer.

Procedure of Flander’s Interaction Analysis:

There are two process of interaction anaylsis.

• Encoding process
• Decoding process

The encoding process is used for recording classroom events and preparing observation matrix by encoding the numbers of ten category system.
The decoding is process of interpreting observation matrix.

ENCODING PROCESS

Encoding Process has three steps:
Memorize the code number:
    The first step in the process of encoding is to memorize the code Numbers, in relation to key phrase of words, which are indicated in capital in ten-category system.
Place of sitting:
   An observer sits on the last bench of the classroom and observes the teacher when he is teaching.
Recording the category number:
    At an interval of every three seconds he writes down that category number which best represents or communication event just completed
for example

• when teacher is lecturing the observer puts 5.
• when he asks question he puts 4.
• when student replies he put 8.
• when teacher praises he puts 2.
•  when teacher asks to sit down he puts 6.
•  when again the teacher starts lecturing he puts5.

The procedure of recording events goes on at the rate of 20 to 25 observations in per minute

DECODING PROCESS
After encoding the classroom events into ten-category system 10x10 matrix table is prepared for decoding the classroom verbal behavior. The generalized sequence of the pupil-teacher interaction can be estimated in this matrix table. It indicates, what form a pair of categories. The first number in the pair indicates the row and the second number shows the column for example (10-6) pair would be shown by a tally in the cell formed by row 10 and column 6. For example the observer has written down the code numbers beginning with 6 as follows: 6,10,5,1,4,8,8,2,3,6,4,8,9,7.
decoding:
*The proportion of teacher talk, pupil talk, and silence or confusion
*The ratio between indirect influence and direct influence
*The ratio between positive reinforcement and negative reinforcement
*Student’s participation ratio
*Steady state cell
*Content cross cell
*Constructive integration cells and vicious cells

INTERPRETATION

 TOTAL TEACHER BEHAVIOUR (TTB)
  OR
TEACHER TALK(TT):
 It represent the performance of a teacher in term sof action reflecting the tendency of teacher talk. It can be concluded as below:

             Total of categories 1 to 7
TT=                                                                  x100
                           N

Teacher indirect Influence/ Talk
(ITT)/ Area A
It represents the performance of the teacher in terms of his action encouraging and supporting student’s participation:


          Total of categories 1 to 4
ITT=                                                   x100
                           N

Pupil Talk (PT)/ Area C
It concerns pupils’ verbal activities in response to the teacher:


          Total of categories 8 to 9
DTT=                                                   x100
                           N

Silence or confusion (SC)/ Area D
It represent silence during teaching which may be due to confusion or any other reason

          Total of category 10
SC=                                                   x100
                           N

Indirect to Direct Teacher Talk Ratio(ID Ration)
It represent the proportion of indirect to direct influence:
          Total of categories 1to 4
I/D=                                                   x100
          Total of categories 5 to 7

Pure Indirect to Pure  Direct Influence Ratio(ID Ration)
It represent the proportion of pure indirect to pure direct influence:
          Total of categories 1,2 to 3
I/D=                                                   x100
          Total of categories 6 to 7

Pupil initiation Ratio(PIR)
It represent the pupil talk judged by the observer to be  an act of initiation:
          Total of category9
PIR=                                                   x100
          Total of categories 8 to 9

Teacher Response Ratio(TRR)
It represent an  index of teacher’s tendency to react to the ideas and feeling of students:

          Total of categories 1,2 and 3
TRR=                                                           x100
          Total of categories 1,2,3,6 to 7

Content Cross Ratio(CCR)
It  represents the proportion of class room activities related to the teacher’s questions and lecturing with total contents:

          Total of category 4 and 5
CCR=                                                   x100
                              N
Advantages
Dr. M.B. Buch says, it is “ a bold step in the right direction to improve the quality of education.”
Feedback to the teacher
Observation technique for classroom behaviour
Useful for theory of teaching
Effective diagnostic tool to measure the social-emotional climate in the classroom
It supplements the training techniques like microteaching and team teaching
Limitations
1.      The system does not describe the totality of the classroom activity. Some behavior is always over looked and who is to say that the unrecorded aspects of the teaching act are more important than those recorded.
2.      Efforts to describe teaching are often interpreted as evaluation of the teaching act and of the teacher. While descriptions may be used as a basis of evaluation, judgment can be made only after additional value assumptions are identified and applied to the data.
3.      The system of interaction analysis is content-free. It is concerned primarily, with social skills of classroom management as expressed through verbal communication.
4.      It is costly and cumbersome and requires some form of automation in collecting and analyzing the raw data. It is not a finished research tool.
5.      Much of the inferential power of this system of interaction analysis comes from tabulating the data as sequence pairs in a 10 x 10 matrix. This is a time consuming process.
6.      Once the high cost of tedious tabulation (electric computers) is under control but the problem of training reliable observers and maintaining their reliability will still remain.
7.      Its potential as a research tool for a wide application to problems is to be explored.
The system devotes little attention to student talk and focuses a great deal of attention on direct/ indirect nature of Teachers performance. It is considered a great drawback of Flanders system.

LEARNING MANAGEMENT SYSTEM

A Learning Management System (LMS) is a set of software tools designed to manage user learning interventions including online, virtual classroom, and instructor-led courses.
Web-based and facilitate "anytime, anyplace, any pace" access to learning content and administration.
                                                 The focus of an LMS is to manage learners, keeping track of their progress and performance across all types of training activities. It can be used to totally or partially replace face-to-face teaching.
                                                       The virtual learning environment used by universities and colleges allow instructors to manage their courses and exchange information with students.

• Learner self-service (self-registration on instructor-led training) 
• training workflow (user notification, manager approval, waitlist management)
• provision of on-line learning (Computer-Based Training, read & understand) 
• On-line assessment, management of continuous professional education (CPE)
• collaborative learning (application sharing, discussion threads) 
• training resource management (instructors, facilities, equipment)

• Identifies people who need a particular course and tells them how it fits into their academic career, when it’s available, how it’s available (classroom, online, CD-ROM), etc. 
• Once the learners complete a course, the LMS can administer tests based on proficiency requirements, report the test results, and recommend next steps.
• These are instrumental in assuring that organizations meet rigid certification requirements, can simplify global certification efforts, enable entities to align learning initiatives with strategic goals, and provide a viable means of enterprise-level skills management.
• Helps educators create effective online learning communities and create online courses with opportunities for rich interaction. 
• Modular in construction and can readily be extended by creating plugins for specific new functionality
• Promotes collaboration, critical reflection, etc, and is suitable for 100% online classes as well as to supplement face-to-face learning.
• Simple, efficient, compatible, low-tech browser interface and is easy to install. 

 MOODLE

In Moodle a teacher has full control over all settings for a course, choice of course formats such as by week, by topic or a discussion-focussed social format, course themes, facilitates forums, quizzes, glossaries, resources, surveys, assignments, chats, workshops.
400,000 registered users, speaking over 75 languages in 193 countries.

Claroline

Allows teacher to write a course description, publish documents in any format, administer public and private forums, develop learning paths, create groups of students, prepare online exercises, publish announcements
Translated into 35 languages.

OLAT - The Open Source LMS

Multilingual online translation tool having flexible course system.
Offers wikis, single pages with integrated WYSIWYG HTML editor, forums and "file dialog" element to discuss papers, questionnaire for course evaluations, etc.

EFront 

Offers a wide range of features from content creation, test builder, project management, extended statistics, internal messaging system, forum, chat, surveys User management
Lessons, Courses and Categories management, Files management, Exam builders, Assignments builders, Communication tools (Forum, Chat, Calendar, Glossary), Progress tracking, Authentication methods, Enrollment methods, Certifications, Reports generators, Modules management, Payment integration and more.

Fle3 > Future Learning Environment

Supports learner and group centered work that concentrates on creating and developing expressions of knowledge.
Easy to localize to different languages.
Fle3 WebTops can be used by teachers and students to store different items, organize them to folders and share them with others.

KEWL.nextgen:

Two main versions of KEWL- KEWL.NextGen and KEWL 3.0.
Features includes Communication ( Forums, Blog, Podcast, etc), Content ( Content management, Instructional Design, file uploads, timelines, Google Maps, RSS feeds, Wiki), Assessment (Quizzes, podcasts, blogs, essays, etc,) and Other features ( a full online survey capability, muti-language support, GUI management tools, Flexible configuration options at the level of site and course).
Supports full range of educational options from simple delivery and summative assessment through approaches such as problem-based learning.

Brihaspati:

Platform independent, highly scalable content delivery tool for webbased elearning system.
It supports multiple GUI languages including English, Hindi, French, Urdu, Bangla and Marathi.
Can be used to deploy e-learning content for off-campus self as well as mentored learning.
Enables instructors to enhance on-campus learning by sharing course materials, having class discussions, and making assessments on the web.

• Can upload/publish content material in any format directly to the course. 
• Can manage students’ details in his own course, including addition, deletion and modifications.
• They can also take backup of the course material and can create module wise question bank of various types (true/false, short type and multiple type). 
• Online tests can also be conducted by the instructor. The users can communicate online through chat and whiteboard. 

NATIONAL INTEGRATION

NATIONAL INTEGRATION

“National integration is a psychological and educational process involving the development of feeling unity, solidarity and cohesion in the hearts of people, a sense of common citizenship and felling of loyalty to the nation”

                                         -    The national integration conference report 1961

Ø According to Dorothy Simpson –National integration means “creating a mental outlook which will prompt and inspire every person to place loyalty to the country above group loyalties and the welfare of the country above narrower sectarian interests.”

National integration implies Feeling of oneness, brotherhood, cohesion, harmony, loyalty to the country, patriotism, solidarity, tolerance The three basic factors of national integration 1.structural unity  2.cultural unity 3.ideological unity Unifying Forces/forces promoting national integration JDemocracy             J Territorial compactness         JCivilization and Culture JCreating common values J  Strengthening Secularism     J Crusade against inequalities JNational symbols      J National festivals  J Impact of science and technology        JFeeling of the sacredness of the motherland

Challenges of Indian National

Integration

•Regionalism

•Casteism

•Communalism

•Extremism

•Socio economic inequalities

•Linguistic claims

•Parochialism

Role of Education in National Integration

 “National Integration cannot be built by brick and mortar or with chisel and hammer. It has to grow silently in the minds and hearts of men. The process, by which it could be achieved, is education” –Dr.S.Radhakrishnan

“Education can play a vital role in strengthening emotional integration. Education should not only aim at imparting knowledge but should also develop all aspects of a student’s personality. It should broader his outlook, foster a feeling of oneness and nationalism and a spirit of sacrifice and tolerance so that the narrow group interest of the country.”-Sampurnanad Committee, 1961

Measures recommended by different committees and commissions

The National Integration Conference (1961), The National Committee on Emotional Integration headed by Dr.Sampurnanand(1962) and the Education Commission (1966) have put forth their suggestions for realizing national and emotional integration.

1. Suggestions of the National Integration Conference (1961)

•Education should develop in students national feeling and a sense belonging

•Through the proper teaching of history a sense of Indianness should be created in the learners.

•Text-books should be written with a national rather than a regional perspective.

•Day’s work should start with singing of the National Anthem.

•Hindi should be developed as a link language and regional language should be made the medium of instruction. For creating a feeling of oneness the three language formula should be implemented.

2. Suggestions of the National Committee of Emotional Integration (1962)

•* School curriculum should be re-oriented to meet the needs of a democratic state and special emphasis should be    laid on the teaching of social studies at all levels.

•At the beginning of the session, students should be asked to take a pledge of  loyalty  to India.

•*National Anthem should be sung daily in the school assembly.

•All school children should be taught to respect the National Flag.

•*National Days-January 26, August 15 and october 2-should be celebrated in all schools.

•Student tours from one state to another should be encouraged and financed by the state.

•*Lectures on the importance of national unity and social solidarity should be arranged from time to time in all     schools

•Domiciliary restriction as regards the transfer of students from one state to another should be removed.

•*To develop group consciousness there should be as a common uniform for school children.

•An All India Youth Council should be established for solving problem of youth with the help of the authorities.

3. Suggestion of the Education Commission (1966)

•Introducing a common school system of public education.

•Making Social and National service an integral part of education.

•Developing all modern Indian languages and-enriching them, as quickly as possible.

•Making education an effective tool for promoting national consciousness.

•Imparting education in social,moral and spiritual values with the help of the ethical teaching of the great religions.

•Role of the teacher in promoting National Integration

•Teacher should set ideal examples of national integration through their behavior,ways of thinking and doing things

•Teachers should present historical facts in an impartial and objective manner

•They should not discriminate students on the basis of caste,color,language,region or religion

•They should lay balanced stress on the achievements of great leaders belonging to different communities and regions etc.

•In geography and Indian economics,the importance of interdependence of different regions and states should be highlighted

•All possible efforts should be made to inculcate an attitude of rational thinking in students

•Community dinner,camps,educational excursions and tours may be organised so that students get opportunities to appreciate the concept of unity and diversity

•Deeds of patriotism of great persons belonging to all communities should be suitably explained