Transcript Week 9

Week 9
Analysing classroom interactions
Assignment 1
• See me if not yet collected
• Over 25% of students received a 6 or 7; 47%
received a 5 – congratulations
• Issue of number of policies: ‘synthesis’; “What
counts as literacy in current policy documentS?’
• If you have questions, believe that the standard
of your work does not reflect the grade you
received – see me!!
• Email cautions
Assignment 2: Reminders
• Due Friday
• Submit a criteria grid – download from
website
• Include a copy of the extract from your chosen
policy document
• Include reference to your own reading
position – part of the ‘Process of Production
and Interpretation’
Fairclough’s dimension of discourse
and discourse analysis
Explanation: why
is it this way?
(social analysis)
Interpretation:
what does it all
mean?
(processing
analysis)
Conditions of production & interpretation
Socio
cultural
practice
Process of production &
interpretation
Text
Situational
Discourse
practice
Institutional
Societal
Description: what does it look
like? (text analysis)
Aims
• To review last week’s content
• To explore another lens for examining
classroom discourse
• To demonstrate how different lenses can by
complementary
Outline
• Review Week 8
• Guided walk through this week’s reading
• Conclusion
Reviewing Week 8
Analysing classroom discourse
• classroom discourse mostly consists of
question and answer sequences called an
‘Exchange’ – IRF or IRE structure
– Initiation (by the teacher, usually in the form of a
question)
– Response (by the student)
– Feedback (by the teacher) – also called Evaluation
Lenses for analysis
Influence of classroom discourse on
literary learning
What constitutes knowledge and learning; what constitutes literacy and
literate practice?
 Propositional (knowing about) v Procedural (knowing how) knowledge
 Knowledge about literacy v knowledge about how to do literacy
 How social and cultural aspects of discourse can influence participation in
learning
 How patterns of discourse can aid or hinder learning
◦
◦
◦
◦
Role of question and answer exchanges
Managing the function of classroom discourse and learning
Maintaining the focus of discourse on the learning objective
Discourse around an imaginary learning context
 Lesson Phases
Patterns can advantage and disadvantage
Lesson Phases
For ‘knowing how’ focussed lessons:
 Focus – what’s the lesson about?
 Review – what’s been done and learned previously?
 Guided identification – examples of new
knowledge/skills (modelling)
 Guided practice – trying out new knowledge/skills with
teacher support
 Guided transfer – trying out new knowledge/skills in
new context/s – still with appropriate support
Challenging IRE with PIE
David Rose (2004)
• Prepare
• Identify
• Elaborate
Used with indigenous communities.
Another perspective on
classroom analysis
Using a Functional Model of
Language
A functional model of language
Ideology
Genre
Register
(field, tenor,
mode)
Language
Ideology
• Shared values, beliefs, theories and
assumptions
• In Thwaite and Rivalland: ‘a systematic body
of ideas, organized from a particular point of
view’
• In the classroom:
– What may be valued by the teacher?
– How do they express these values in relation to
the lesson content or topic?
From Harry Potter and the Chamber of
Secrets, pp72-73
Professor Sprout was standing behind a trestle bench in the centre of the
greenhouse. About twenty pairs of different coloured earmuffs were lying
on the bench. When Harry had taken his place between Ron and
Hermione, she said, ‘We’ll be re-potting Mandrakes today. Now, who can
tell me the properties of the Mandrake?’
To nobody’s surprise, Hermione’s hand was first in the air.
‘Mandrake, or Mandragora, is a powerful restorative,’ said Hermione,
sounding as usual as though she had swallowed the textbook. ‘It is used to
return people who have been transfigured or cursed to their original
state.’
‘Excellent. Ten points to Gryffindor,’ said Professor Sprout. ‘The Mandrake
forms an essential part of most antidotes. It is also, however, dangerous.
Who can tell me why?’
Hermione’s hand narrowly missed Harry’s glasses as it shot up again.
‘The cry of the Mandrake is fatal to anyone who hears it,’ she said promptly.
“Precisely. Take another ten points,’ said Professor Sprout. ‘Now, the
Mandrakes we have here are still very young.’
She pointed to a row of deep trays as she spoke and everyone shuffled
forward for a better look. A hundred or so tufty little plants,
purplish green in colour, were growing there in rows. They look
quite remarkable to Harry, who didn’t have the slightest idea what
Hermione meant by the ‘cry’ of the Mandrake.
‘Everyone take a pair of earmuffs,’ said Professor Sprout.
There was a scramble as everyone tried to seize a pair that wasn’t pink
and fluffy.
‘When I tell you to put them on, make sure your ears are completely
covered,’ said Professor Sprout. ‘When it is safe to remove them, I
will give you the thumbs up. Right – earmuffs on.’
Harry snapped the earmuffs over his ears. They shut out sound
completely. Professor Sprout put a pink fluffy pair over her own
ears, rolled up the sleeves of her robes, grasped one of the tufty
plants firmly, and pulled hard.
Harry let out a gasp of surprise that no one could hear.
Instead of roots, a small muddy and extremely ugly baby popped out
of the earth. The leaves were growing right out of his head. He had
pale green, mottled skin, and was clearly bawling at the top of his
lungs.
Professor Sprout took a large plant pot from under the table and
plunged the Mandrake into it, burying him in a dark, damp compost
until only the tufted leaves were visible. Professor Sprout dusted off
her hands, gave them all the thumbs up and removed her own
earmuffs.
‘As our Mandrakes are only seedlings, their cries won’t kill yet,’ she
said calmly, as though she’d just done something nothing more
exciting than water a begonia. ‘However, they will knock you out for
several hours, and as I’m sure none of you want to miss your first
day back, make sure your earmuffs are securely in place while you
work. I will attract your attention when it is time to pack up.
‘Four to a tray – there is a large supply of pots here – compost in the
sacks over there – and be careful of the Venomous Tentacula, it’s
teething.’
She gave a sharp slap to a spiky, dark red plant as she spoke, making it
draw in the long feelers that had been inching sneakily over her
shoulder.
Ideology: Professor Sprout
• What is valued by Professor Sprout?
– Knowledge – what is important to know
– Ways of learning
– Ways of managing students
– Qualities of students
• How are these values expressed in her
classroom?
Genre
‘staged, purposive, goal-driven activities in
which teachers and students structure and
organise teaching-learning processes of
various kinds’
Ask:
• What stages does the lesson go through to
reach the teacher’s aims?
• Who controls the stages and how?
Genre: Structure in Sprout’s lesson
• Initiation-Response-Evaluation/Feedback (IRE/F)
Some phases
• Focus – what’s the lesson about?
• Review – what’s been done and learned previously?
• Guided identification – examples of new
knowledge/skills (modelling)
• Guided practice – trying out new knowledge/skills with
teacher support
• Guided transfer – trying out new knowledge/skills in
new context/s – still with appropriate support
IRE: who controls the flow?
Initiation
When Harry had taken his place between Ron and Hermione, she said, ‘We’ll be repotting Mandrakes today. Now, who can tell me the properties of the Mandrake?’
Response
To nobody’s surprise, Hermione’s hand was first in the air.
‘Mandrake, or Mandragora, is a powerful restorative,’ said Hermione, sounding as
usual as though she had swallowed the textbook. ‘It is used to return people who
have been transfigured or cursed to their original state.’
Evaluation/Feedback
‘Excellent. Ten points to Gryffindor,’ said Professor Sprout.
Initiation
‘The Mandrake forms an essential part of most antidotes. It is also, however,
dangerous. Who can tell me why?’
Response
Hermione’s hand narrowly missed Harry’s glasses as it shot up again.
‘The cry of the Mandrake is fatal to anyone who hears it,’ she said promptly.
Evaluation
“Precisely. Take another ten points,’ said Professor Sprout. ‘Now, the Mandrakes we
have here are still very young.’
From Harry Potter and the Chamber of
Secrets, pp72-73
[FOCUS]
‘We’ll be re-potting Mandrakes today.
[REVIEW]
Now, who can tell me the properties of the Mandrake?’
To nobody’s surprise, Hermione’s hand was first in the air.
‘Mandrake, or Mandragora, is a powerful restorative,’ said Hermione,
sounding as usual as though she had swallowed the textbook. ‘It is
used to return people who have been transfigured or cursed to
their original state.’
‘Excellent. Ten points to Gryffindor,’ said Professor Sprout. ‘The
Mandrake forms an essential part of most antidotes. It is also,
however, dangerous. Who can tell me why?’
Hermione’s hand narrowly missed Harry’s glasses as it shot up again.
‘The cry of the Mandrake is fatal to anyone who hears it,’ she said
promptly.
“Precisely. Take another ten points,’ said Professor Sprout.
[GUIDED IDENTIFICATION]
‘Now, the Mandrakes we have here are still very young.’
She pointed to a row of deep trays as she spoke and everyone shuffled
forward for a better look. A hundred or so tufty little plants, purplish green
in colour, were growing there in rows. They look quite remarkable to
Harry, who didn’t have the slightest idea what Hermione meant by the
‘cry’ of the Mandrake.
‘Everyone take a pair of earmuffs,’ said Professor Sprout.
There was a scramble as everyone tried to seize a pair that wasn’t pink and
fluffy.
‘When I tell you to put them on, make sure your ears are completely covered,’
said Professor Sprout. ‘When it is safe to remove them, I will give you the
thumbs up. Right – earmuffs on.’
Harry snapped the earmuffs over his ears. They shut out sound completely.
Professor Sprout put a pink fluffy pair over her own ears, rolled up the
sleeves of her robes, grasped one of the tufty plants firmly, and pulled
hard.
Harry let out a gasp of surprise that no one could hear.
Instead of roots, a small muddy and extremely ugly baby popped out of the
earth. The leaves were growing right out of his head. He had pale green,
mottled skin, and was clearly bawling at the top of his lungs.
Professor Sprout took a large plant pot from under the table and plunged the
Mandrake into it, burying him in a dark, damp compost until only the
tufted leaves were visible. Professor Sprout dusted off her hands, gave
them all the thumbs up and removed her own earmuffs.
‘As our Mandrakes are only seedlings, their cries won’t kill yet,’ she said
calmly, as though she’d just done something nothing more exciting than
water a begonia. ‘However, they will knock you out for several hours, and
as I’m sure none of you want to miss your first day back, make sure your
earmuffs are securely in place while you work. I will attract your attention
when it is time to pack up.
[GUIDED PRACTICE]
‘Four to a tray – there is a large supply of pots here – compost in the sacks
over there – and be careful of the Venomous Tentacula, it’s teething.’
She gave a sharp slap to a spiky, dark red plant as she spoke, making it draw in
the long feelers that had been inching sneakily over her shoulder.
Comments? How is this different from Snape’s lessons?
Does Professor Sprout maintain the focus?
Genre: Structure in Sprout’s lesson
Some phases
✓ Focus – what’s the lesson about?
✓ Review – what’s been done and learned previously? BUT…what
about students who don’t answer? And: Harry…didn’t have the
slightest idea what Hermione meant by the ‘cry’ of the Mandrake.
✓ Guided identification – examples of new knowledge/skills
(modelling)
✓ Guided practice – trying out new knowledge/skills with teacher
support
We don’t see:
Guided transfer – trying out new knowledge/skills in new context/s –
still with appropriate support
Genre
• Why bother with looking at classroom
discourse using IRE and Phases?
Register (field, tenor, mode)
• Field = subject matter: what the text is about
• Tenor = roles (who is speaking to whom) and
relationships (power, distance, affect)
• Mode = the channels of communication
(written, visual, gestural, audio, spatial)
What is the lesson about? (chaining)
Professor Sprout was standing behind a trestle bench in the centre of the
greenhouse. About twenty pairs of different coloured earmuffs were lying
on the bench. When Harry had taken his place between Ron and
Hermione, she said, ‘We’ll be re-potting Mandrakes today. Now, who can
tell me the properties of the Mandrake?’
To nobody’s surprise, Hermione’s hand was first in the air.
‘Mandrake, or Mandragora, is a powerful restorative,’ said Hermione,
sounding as usual as though she had swallowed the textbook. ‘It is used to
return people who have been transfigured or cursed to their original
state.’
‘Excellent. Ten points to Gryffindor,’ said Professor Sprout. ‘The Mandrake
forms an essential part of most antidotes. It is also, however, dangerous.
Who can tell me why?’
Hermione’s hand narrowly missed Harry’s glasses as it shot up again.
‘The cry of the Mandrake is fatal to anyone who hears it,’ she said promptly.
“Precisely. Take another ten points,’ said Professor Sprout. ‘Now, the
Mandrakes we have here are still very young.’
She pointed to a row of deep trays as she spoke and everyone shuffled
forward for a better look. A hundred or so tufty little plants,
purplish green in colour, were growing there in rows. They look
quite remarkable to Harry, who didn’t have the slightest idea what
Hermione meant by the ‘cry’ of the Mandrake.
‘Everyone take a pair of earmuffs,’ said Professor Sprout.
There was a scramble as everyone tried to seize a pair that wasn’t pink
and fluffy.
‘When I tell you to put them on, make sure your ears are completely
covered,’ said Professor Sprout. ‘When it is safe to remove them, I
will give you the thumbs up. Right – earmuffs on.’
Harry snapped the earmuffs over his ears. They shut out sound
completely. Professor Sprout put a pink fluffy pair over her own
ears, rolled up the sleeves of her robes, grasped one of the tufty
plants firmly, and pulled hard.
Harry let out a gasp of surprise that no one could hear.
Instead of roots, a small muddy and extremely ugly baby popped out
of the earth. The leaves were growing right out of his head. He had
pale green, mottled skin, and was clearly bawling at the top of his
lungs.
Professor Sprout took a large plant pot from under the table and plunged the
Mandrake into it, burying him in a dark, damp compost until only the
tufted leaves were visible. Professor Sprout dusted off her hands, gave
them all the thumbs up and removed her own earmuffs.
‘As our Mandrakes are only seedlings, their cries won’t kill yet,’ she said
calmly, as though she’d just done something nothing more exciting than
water a begonia. ‘However, they will knock you out for several hours, and
as I’m sure none of you want to miss your first day back, make sure your
earmuffs are securely in place while you work. I will attract your attention
when it is time to pack up.
‘Four to a tray – there is a large supply of pots here – compost in the sacks
over there – and be careful of the Venomous Tentacula, it’s teething.’
She gave a sharp slap to a spiky, dark red plant as she spoke, making it draw in
the long feelers that had been inching sneakily over her shoulder.
What else is this lesson about?
How do students learn – the modes (written, visual, gestural, audio,
spatial)?
Roles and relationships: use of naming
and pronouns
Professor Sprout was standing behind a trestle bench in the centre of the
greenhouse. About twenty pairs of different coloured earmuffs were lying
on the bench. When Harry had taken his place between Ron and
Hermione, she said, ‘We’ll be re-potting Mandrakes today. Now, who can
tell me the properties of the Mandrake?’
To nobody’s surprise, Hermione’s hand was first in the air.
‘Mandrake, or Mandragora, is a powerful restorative,’ said Hermione,
sounding as usual as though she had swallowed the textbook. ‘It is used to
return people who have been transfigured or cursed to their original
state.’
‘Excellent. Ten points to Gryffindor,’ said Professor Sprout. ‘The Mandrake
forms an essential part of most antidotes. It is also, however, dangerous.
Who can tell me why?’
Hermione’s hand narrowly missed Harry’s glasses as it shot up again.
‘The cry of the Mandrake is fatal to anyone who hears it,’ she said promptly.
“Precisely. Take another ten points,’ said Professor Sprout. ‘Now, the
Mandrakes we have here are still very young.’
She pointed to a row of deep trays as she spoke and everyone shuffled
forward for a better look. A hundred or so tufty little plants,
purplish green in colour, were growing there in rows. They look
quite remarkable to Harry, who didn’t have the slightest idea what
Hermione meant by the ‘cry’ of the Mandrake.
‘Everyone take a pair of earmuffs,’ said Professor Sprout.
There was a scramble as everyone tried to seize a pair that wasn’t pink
and fluffy.
‘When I tell you to put them on, make sure your ears are completely
covered,’ said Professor Sprout. ‘When it is safe to remove them, I
will give you the thumbs up. Right – earmuffs on.’
Harry snapped the earmuffs over his ears. They shut out sound
completely. Professor Sprout put a pink fluffy pair over her own
ears, rolled up the sleeves of her robes, grasped one of the tufty
plants firmly, and pulled hard.
Harry let out a gasp of surprise that no one could hear.
Instead of roots, a small muddy and extremely ugly baby popped out
of the earth. The leaves were growing right out of his head. He had
pale green, mottled skin, and was clearly bawling at the top of his
lungs.
Professor Sprout took a large plant pot from under the table and
plunged the Mandrake into it, burying him in a dark, damp compost
until only the tufted leaves were visible. Professor Sprout dusted off
her hands, gave them all the thumbs up and removed her own
earmuffs.
‘As our Mandrakes are only seedlings, their cries won’t kill yet,’ she
said calmly, as though she’d just done something nothing more
exciting than water a begonia. ‘However, they will knock you out for
several hours, and as I’m sure none of you want to miss your first
day back, make sure your earmuffs are securely in place while you
work. I will attract your attention when it is time to pack up.
‘Four [?] to a tray – there is a large supply of pots here – compost in
the sacks over there – and [?] be careful of the Venomous
Tentacula, it’s teething.’
She gave a sharp slap to a spiky, dark red plant as she spoke, making it
draw in the long feelers that had been inching sneakily over her
shoulder.
Roles and relationships: who is
certain?
Professor Sprout
The Mandrake forms an essential part of most antidotes. It is also,
however, dangerous.
the Mandrakes we have here are still very young.
As our Mandrakes are only seedlings, their cries won’t kill yet.
However, they will knock you out for several hours, and as I’m sure
none of you want to miss your first day back, make sure your
earmuffs are securely in place while you work. I will attract your
attention when it is time to pack up.
Hermione
Mandrake, or Mandragora, is a powerful restorative.
It is used to return people who have been transfigured or cursed to
their original state.
The cry of the Mandrake is fatal to anyone who hears it.
Compare with Snape’s lesson
Snape
You are here to learn the subtle science and exact art of potionmaking…As there is little foolish wand-waving here, many of
you will hardly believe this is magic. I don’t expect you will
really understand the beauty of the soft simmering cauldron
with its shimmering fumes, the delicate power of liquids that
creep through human veins, bewitching the mind, ensnaring
the senses…I can teach you how to bottle fame, brew glory,
even stopper death – if you aren’t as big a bunch of
dunderheads as I usually have to teach.
For your information, Potter, asphodel and wormwood make a
sleeping potion so powerful…
Harry
I don’t know, sir
I don’t know.
I think Hermione does, though, why don’t you try her?
Language
Systems of
choice
Subject matter
Participant
Process
Circumstance
Noun group
Roles and
relationships
Mode and
medium
Mood
Theme and Rheme
Modality
Cohesion
Appraisal
Nominalization
A functional model of language
Ideology
Genre
Register
(field, tenor,
mode)
Language
Relationship to questions from last week…
For example: Managing the function of classroom discourse and
learning
1.What is the major focus of the lesson?
2.If the focus is on management, what was it that made this so?
3.How can I manage and plan my lessons to reduce management talk?
4.How can I provide more information about how to do the task and
when it is useful?
5.Can I engage students in a real-life example to assist in the learning
and thus demonstrate its utility?
6.Did I model cognitive as well as behavioural processes when I
explained how to do the task?
Conclusion
Remember
These lectures are designed to help you make
sense of the readings and put the ideas into
practice. The lecture does not replace a close
reading of the required articles!
Tutorial
• Questions
• Writing about language
• Time to work together and consult
References
Rowling, J. K. (1998). Harry Potter and the
Chamber of Secrets. Bloomsbury: London.
Thwaite, A. and Rivalland, J. (2009). How can
analysis of classroom talk help teachers reflect
on their practices? Australian Journal of
Language and Literacy. Vol 32:1, pp38-54.