Week 9 Analysing classroom interactions Assignment 1 See

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 document. S? ’ • 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 Institutional Societal Discourse practice 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, pp 72 -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, pp 72 -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 Modality Theme and Rheme 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, pp 38 -54.