What Kind of a Flower is That?--An Alternative Model for Discussing Lessons.

Autor/in	Fanselow, John F.
Titel	What Kind of a Flower is That?--An Alternative Model for Discussing Lessons.
Quelle	(1982), (32 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Leitfaden; Unterricht; Lehrer; Body Language; Classroom Communication; Classroom Observation Techniques; Communication Research; Discourse Analysis; English (Second Language); Higher Education; Interaction Process Analysis; Lesson Observation Criteria; Models; Paralinguistics; Speech Communication; Student Teacher Relationship; Teacher Education; Videotape Recordings + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Körpersprache; Klassengespräch; Kommunikationsforschung; Diskursanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Prozessanalyse; Unterrichtsmitschau; Analogiemodell; Paralinguistik; Lehrerausbildung; Lehrerbildung
Abstract	As a botanist uses specific, non-judgmental descriptions that are part of a conceptual framework to help see different varieties and characteristics of plants, so teachers can see more clearly what they do if they describe rather than judge what is done. If the purpose of using a framework or model to discuss lesson presentations and classroom communication is to discover the rules persons follow, a model is needed for teachers to follow in observing tape-recordings of their own lessons. The model described here has five characteristics: (1) the source and target of communication; (2) the purpose; (3) the mediums used to communicate content, namely, linguistic, non-linguistic, para-linguistic, and silence; (4) six ways in which mediums are used, namely, to attend, characterize, present, relate, represent, or set; and (5) content categorized as life, procedure and study. A multidimensional coding system such as this one generates many differences in the descriptions of communication. Using it in conjunction with videotape observation and self-critique accomplishes its major purpose, simply to describe what is. Rules as well as alternative patterns will then readily suggest themselves. Tables illustrate the model and further reference material is provided in the appendices. (AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01