ES- Situated Theory

We began the lesson to be asked the question. “During your Erasmus you have probably studied things you also studied in your home country. Was there any difference? “And we discussed with our neighbors.

We found the differences. They are blogs, teaching technique, more practicing. 

Situated theory is that when we change the situation then we change the way of learning knowledge.  How the situation influence what we learn and how we learn. Social constructed decide truth together, knowledge is constantly change and agree.

We tried to understand through the carton Batman and his helper:

Communities of practice

Component and the peripheral participation

Full participation:

·         Practice

·         Social competent

·         Personal experience 

Legitimate peripheral participation:

·         Legitimate: he is accepted

·         Peripheral: he is not in the center as master yet.

·         Participation

After learning of the situated theory we watched Green Streets Hooligans. We divided into the groups and we watched according to Behaviorism, Constructivism, Hofstede and Social Identity Theory. Our group tried to explain the some scene of the movie according to the Hofstede Theory. After we found, we made a poster.

DC- Evaluation

    In this lesson, Thomas wanted the evaluation of the lesson from us. According to the questions as a group, we tried to explain. And now, I want to show you our answers. And highlighted sentences are from Thomas, he highlighted if they were interesting...

    Our Evaluation of the Lesson

   

   How did the discussions and activities give you stimulus to reflection on how to teach and on your role as a teacher?

   

   As a teacher we can also use the same method. we had a chance to have the basic knowledge about democracy and how to integrate these concepts about democracy in our teaching process. We make communicative classroom atmosphere and these also give chance to students to learn, to discuss and to understand their roles in the society.  

    How did the literature give you stimulus to reflection on how to teach and on your role as a teacher?

    Literature helps us to have much more idea about topics. They are more general and as a teacher we can develop our own knowledge. And also it gives us different perspectives. Literature is not for teachers but also for students to read them and to be ready for the next lesson. Both of them can have a prior knowledge about the topic and what will happen -as an activity- in the lesson. And thus, we can understand subject deeply.

   How did the progression of the course help you developing competence to be a teacher that can incorporate aspects of democracy and human rights into your classroom?

 

    We had the subjects from the simple to difficult ones. We put the theory into practice by making discussions, comparing and activities. It helped us to have critical thinking ability and skill of argument. And also we are from different countries and we had new perspective about the system of other countries. As a teacher in the future we should also start from easy to difficult and so students can be aware of themselves. Students can see differences among them and thus they can respect each other.

       How do you see your own and others effort in the course in general and in the classroom in particular?

      This is the first time we had as a lesson Democracy. It helps us to have an idea about Democracy and then to start discussion in a democratic way. When we were discussing, we respected the others’ opinion. We tried to participate in the activities and discussion of subjects.

      How was the classroom atmosphere in general and did it have an effect on learning? 

     We felt free. The teacher was not dominant in the class, sometimes we changed our roles. And it felt us we were at the same stage, so we said what we were thinking about the subjects. It was very effective on learning. Because if you are motivated and listened even by the teacher you felt secure and free when you were expressing your opinions without thinking they were true or not. There was no judgement and no just one correct answer. Then positive, effective and friendly learning atmosphere is inevitable. 

     Suggestions on how can it be improved - if necessary? 

     We tried to participate as a group almost all the time but we prefer sometimes choose individually to understand the every students understanding like philosophy thinking activities. In general, it was perfect :D Tak Thomas :D  

 

EAL - Contingency Theory

1. Describe the stages from transmission to transformation and the teacher’s role in these.

    Transmission is the basic point, it is a core. There is just one person who gives the knowledge to learners. In one-way, mono-logic format. And from there, there is 2 stages to transformations. They are IRF questioning and transaction.

     IRF questioning shows the performance.

     Transaction is a kind of knowledge exchange. Learners make group discussion. Collective studying is important.

     After these two steps, transformation is the last step. Transformation, in this case teacher is not just role agenda, students also learners follow the teacher and they also attribute their knowledge. Transmission to transformation interaction the talk becomes increasingly conversational.

     Teacher’s Role:

• Teacher is an authoritarian.

• Teacher is facilitator.

• Teacher is a model.

• Teacher is a questioner.

• Teacher is a controller.

• Teacher is a guide.

       

      Transformation learning occurs when the learner‘s thinking and perceptions of  the world and their place in it are altered as a result of the acquisition of new  knowledge. For this to occur students must integrate new knowledge so that it becomes a part of themselves allowing them to make connections and use the  new knowledge to deepen their understanding of themselves and their world. Teachers have a key role to play in creating a transformative learning  experience. They must encourage discovery by problematical the curriculum  and inviting students to examine their personal assumptions, explore a range of  perspectives and possibilities and test them all for validity. In so doing, teachers  contribute to creating a community of thinkers in which inquiring minds are  nurtured. Classrooms of inquiry help to ensure meaningful, trans-formative  learning occurs as they engage students in the examinations of beliefs and  assumptions and the formation of new ideas that emerge from the synthesis of  new learning and past experiences.

    Transformation Learning occurs when:

• Students integrate new knowledge so that it becomes a part of themselves allowing them to make connections and use the new knowledge to deepen their understanding of themselves and their world

• Students are willing participants with a vested interest in the learning  process

• Students are encouraged to engage in inquiry

• Critical inquiry contributes to a heightened awareness of oneself within a  global context, one's beliefs, and the impact of one's actions on self,  others and the world around us.
  
  

2. The characteristic of Dialogue and  Conversation

      Each type of speaking activity is different and allows students to practice different skills related to learning a second language.

      There is an element of turn taking in dialogue:

    

      Dialogue involves not just turn-taking but connecting. Perhaps intersecting is a better word. What I say in response to you connects with what you have said. And your responses to me connect with what I have said. We connect.

      Discussion and debate involve give-and-take. Dialogue is not about being spontaneously agreeable. Nor is it about giving in. In true dialogue, conversational partners touch each other in some way. They rub ideas, opinions, and points of view together. Statements such as, "Well, let me think about that," are indications of give-and-take.

      We ‘join in’ dialogue. We become ‘involved’ in dialogue. In dialogue, the conversation takes its own ‘twists’ and reaches its own conclusions. In dialogue conversational partners do not know in advance what will ‘come out’ of a conversation. True dialogue has a ’spirit of its own’.

Dialogue is sth like dancing.‘I-lead-you/you-follow-me’ dancing, but free-form dancing. When you dance, you don't try to score points or ‘win’ in any way. Instead, you work as partners, responding to each other's movements and trying not to tread on each others toes. The idea is to co-operate, rather than compete, so you both enjoy the experience. The outcome is a good time together.

    Conversation:

    Between two or more students; the students are given a topic to discuss, and engage in spontaneous conversation related to the topic. There is no script to use; students must develop the conversation entirely on their own.Conversation is like a journey with the speakers going from one place to another.

    A dialogue is a reciprocal conversation between two or more entities. It is an effective means of on-going communication rather than as a purposive attempt to reach some conclusion or to express some viewpoint(s).

    Conversation is more of purposive attempt to reach some conclusion or to express some viewpoints(s) among two or more entities.

3. Describe the advantages vs. disadvantages of:

1. the IRF-exchange    

1. the turn-taking/ nomination of one specific pupil in class to answer teacher’s questions vs. the opposite approach, non-appointing or nominating

1. IRF

• Initiation

• Response

• Feedback

Main features:

• Exchange is started and ended by teacher

• The first teacher’s turn is designed to elicit some kind of verbal response from a student

• The teacher = primary knower, has an specific idea in his mind, knows the proper answer

• The teacher leads, the students follow

Advantages:

• The teacher is able to lead students in a certain planned direction, in carefully measured steps, following a logical progression

• The student knows immediately whether the answer is correct or incorrect

• The noise and chaos of many students shouting answers at once, or the dangers of confusing or irrelevant commentary, are minimized

Disadvantages of IRF- exchange:

• Teachers usually respond to what their pupils say not replying to it but by evaluating

• In the IRF exchange is students’ response hemmed in, squeezed between a demand to display a knowledge and a judgement on its competence

• The IRF structure therefore does not represent true joint construction of discourse

• Makes it unattractive and unmotivated for students for students to participate in classroom interaction, since their responses may be evaluated or examined publicly  

    It is good to take respond from the initiator and to be evaluated,otherwise, the conversation would be meaningless.

2.Turn-taking refers to the process by which people in a conversation decide who is to speak next.

Teacher in the class should ask each student to express their ideas that’s why turn- taking is quite important.

The Advantages:

*students express different ideas.

*students hear various viewpoints.

*students improve their thinking and speaking skills.

The Disadvantages:

*students can feel confused in understanding the questions coming from the external situation.

* students may not give proper responses.They may just give short answers or sth like hımmm...welll...ummmm…

4. Describe contingency in a classroom and the different components therein (See figure 20)

       Equality and symmetry are important components for classroom interaction. Teacher is power and then how can you ensure the equality? If you distinguish between these two components then you can find a solution to be equal in the classroom. Symmetry is relation with talking. One’s talking follows the other.   

5. Analise of the cases regarding to van Lier’s contingency interaction theory.

 

    Topic: Temporal expressions

    Case 1

   In Case 1 there is this typical structure: Initiation, Response and Feedback. We could ask the students to ask the next question. The teacher then can still give a feedback but in this case the students have a bigger chance to speak and they also improve the task to ask questions.

    Case 2

   In the second case I would let the students ask questions to each other. I think after a while it maybe should be possible that they try to ask and answer the questions in small group.

    Topic: Weather

    Case 1

    In this case it could be good if the teacher first asks the whole class for the answer, give some more time that the students can think about the answer and then pick a student.

The sentence from the third student, which the teacher corrects, could be written on the blackboard, so that all the students have the chance to see the right form again.

   Case 2

   After this situation in the whole class the students can try to do the same in small groups and to ask and answer different questions. If the students aren’t good enough to ask questions on their own, the teacher can write some down on the blackboard.