Flanders Interaction Analysis CategoriesFIACS Prof Abhijit Kumar Pal

Flander’s Interaction Analysis Categories(FIACS) Prof. Abhijit Kumar Pal Head, Dept. of Education West Bengal State University Barasat, Kolkata-126 akpal. india@gmail. com Study Material of M. A Sem-II

Introduction • Interaction means contacts of teachers with students, students with students and students with objects.

Assumptions • Observation of classroom behavior • Verbal behavior can be observed more reliably than non verbal behavior • Classroom environment is not important in learning process. • Teacher’s behavior influences teaching • Democratic behavior is highly appreciable • Class room behavior can be changed by using feedback • Mutual relationship between the pupil and the teacher carries importance

Categories of FIAC • 1. Teacher Talk –a) Accepts feeling, b)Praises or encourages, c)Accepts or uses ideas of pupils, d)Asks questions, e)Lecturing, f)Giving directions, g)Criticising or justifying authority 2. Pupil talk-a) Pupil talk response) Pupil talk initiation 3. Silence – Silence or confusion

Limitations of FIAC • Teacher focused system • Focuses on narrow range of behavior • Process is expensive and complicated • Time-consuming process • All types of class room activities can not be explained by it.

Galloway’s System of Interaction • 1. Verbal behaviour/Indirect-Direct – 10 behaviours • 2. Nonverbal behaviour/Encouraging-Restricting -9 behaviours

Criteria for Teacher Evaluation • Product-Outcomes of the Edn. al processes, Eg. -employability Outcomes • Process-Actions associated with presage variables. Eg. - Instructional design, pedagogy, resources • Presage- Resources and factors that go into the teaching & learning process. Eg. - Learner, Instructor, institution, Platform

Student Self –Assessment Rubric • 1. Novice • 2. Developing • 3. Proficient • 4. Exceeds

Oral reading Self Assessment Rubric • Volume • Pace • Pause • Clarity • Expression • Fluency

Rubrics for Peer Evaluation • Use short evaluation scales • Evaluation questions should be clear with examples • Make question responses • Match the questions • Ask about one thing at the time • Use meaningful sections to break up question • Combine qualitative and quantitative questions.

Self Assessment Rubrics for Letter writing • Sentence & paragraph • Grammar & spelling • Salutation and closing • Content accuracy • Ideas

Steps of Construction for self & peer evaluation • Conduct student induction and training session • Manage confidentiality • Address the issue of reliability • How to distribute work for peer assessment • Promote the generation of good quality feedback • Think about whether to use Problem Solving Assessment(PSA) summatively or formtively • Use occasional technique