Abstract
Patterns of teaching across subjects
Internationally seen (e.g. TIMMAS video study 1994-95), in Denmark, the field of big scale observation studies of teaching is still in its infancy in Denmark. In connection with the Demonstrationskoleforsøg 2013-15 Bundsgaard & Hansen (2018) have carried out a highly structured observation study. In continuation of this research, we have carried out a similar study (2016-17) by collecting highly structured in situ observations of the 4th to 9th grade teaching of 6 schools in 4-6 classes each on 2 times 2 consecutive days. In other words, on these days we followed all the teaching of the selected classes. Based on an elaborated scoring manual that distinguishes between organizational forms and types of student activities we collected a range of properties to these basic categories such as visible goals, teachers’ scaffolding, use of it, communication forms. The use of a digital online scoring instrument made it possible to analyze the data by both a statistical approach, based on duration and frequency and a qualitative visual analysis based, on the notion of functional weight. While other research focuses on pattern like IRE (Mehan 1979), IRF or even more differentiated patterns (Cazden 2001), that all – from different theoretical stands – scrutinize classroom communication, we focus on basic patterns in the light of teaching methods and Didaktik (Graf 2012). Bundsgaard & Hansen identified some patterns typical to specific subject. In addition, we scrutinize in depth a) how much times is used for the teachers framing of the teaching and time on task, b) whether there are typical relationships between organizational forms and student activities such as listening, training, producing, investigating, and so forth. Preliminary analysis makes it plausible that there are some typical patterns, but it is questionable whether it is appropriate to call them either traditional or innovative teaching patterns.
Bundsgaard, J., & Hansen, T. I. (2018). Blik på undervisning. In J. Bundsgaard, M. Georgsen, S. T. Graf, T. I. Hansen, & C. K. Skott (Eds.), Skoleudvikling med it - Forskning i tre demonstrationsskoleforsøg I (pp. 106-142). Århus: Århus Universitetsforlag.
Cadzen, Courtney B. (2001). Classroom Discourse. The Language of Teaching and Learning. Portsmouth, Heinemann.
Graf, S. T. (2012). Læremidler og almendidaktiske modeller – en ny didaktisk strukturmodel. In S. T. Graf, J. J. Hansen, & T. I. Hansen (Eds.), Læremidler i didaktikken - didaktikken i læremidler (pp. 89-114). Århus: Klim i samarbejde med Læremiddel.dk.
Mehan, Hugh (1979). Learning Lessons. Social Organization in the Classroom. Harvard University Press.
Internationally seen (e.g. TIMMAS video study 1994-95), in Denmark, the field of big scale observation studies of teaching is still in its infancy in Denmark. In connection with the Demonstrationskoleforsøg 2013-15 Bundsgaard & Hansen (2018) have carried out a highly structured observation study. In continuation of this research, we have carried out a similar study (2016-17) by collecting highly structured in situ observations of the 4th to 9th grade teaching of 6 schools in 4-6 classes each on 2 times 2 consecutive days. In other words, on these days we followed all the teaching of the selected classes. Based on an elaborated scoring manual that distinguishes between organizational forms and types of student activities we collected a range of properties to these basic categories such as visible goals, teachers’ scaffolding, use of it, communication forms. The use of a digital online scoring instrument made it possible to analyze the data by both a statistical approach, based on duration and frequency and a qualitative visual analysis based, on the notion of functional weight. While other research focuses on pattern like IRE (Mehan 1979), IRF or even more differentiated patterns (Cazden 2001), that all – from different theoretical stands – scrutinize classroom communication, we focus on basic patterns in the light of teaching methods and Didaktik (Graf 2012). Bundsgaard & Hansen identified some patterns typical to specific subject. In addition, we scrutinize in depth a) how much times is used for the teachers framing of the teaching and time on task, b) whether there are typical relationships between organizational forms and student activities such as listening, training, producing, investigating, and so forth. Preliminary analysis makes it plausible that there are some typical patterns, but it is questionable whether it is appropriate to call them either traditional or innovative teaching patterns.
Bundsgaard, J., & Hansen, T. I. (2018). Blik på undervisning. In J. Bundsgaard, M. Georgsen, S. T. Graf, T. I. Hansen, & C. K. Skott (Eds.), Skoleudvikling med it - Forskning i tre demonstrationsskoleforsøg I (pp. 106-142). Århus: Århus Universitetsforlag.
Cadzen, Courtney B. (2001). Classroom Discourse. The Language of Teaching and Learning. Portsmouth, Heinemann.
Graf, S. T. (2012). Læremidler og almendidaktiske modeller – en ny didaktisk strukturmodel. In S. T. Graf, J. J. Hansen, & T. I. Hansen (Eds.), Læremidler i didaktikken - didaktikken i læremidler (pp. 89-114). Århus: Klim i samarbejde med Læremiddel.dk.
Mehan, Hugh (1979). Learning Lessons. Social Organization in the Classroom. Harvard University Press.
| Originalsprog | Engelsk |
|---|---|
| Publikationsdato | 15 maj 2019 |
| Status | Udgivet - 15 maj 2019 |