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ERIC Number: ED307243
Record Type: Non-Journal
Publication Date: 1986-Aug
Pages: 39
Abstractor: N/A
Reference Count: N/A
Developing Classroom Interactions Which Signal Effective Teaching. A Module for Undergraduate Instruction in Teacher Education in the RAFT Program at Mississippi State University.
Handley, Herbert M., Ed.
In this module, developed by the Research Applications for Teaching (RAFT) project, preservice teachers study the major types of classroom interactions which occur between teachers and students and review the research findings showing how these interactions are related to effective teaching. Much effort is spent on describing procedures for developing questioning strategies, the most useful tool a teacher possesses for the development of students' understanding of concepts. Good attending and listening behaviors of teachers are also illustrated. Special interactions and procedural strategies for working with junior high age students are discussed in detail. The preservice teachers' learning experiences are centered around viewing videotapes of teachers with effective interaction techniques. They audiotape classroom interactions similarly to the way researchers do when they study the classroom behaviors of teachers. In simulation, each preservice teacher does an inductive-based presentation in cooperation with a peer group. This simulation is videotapes so that the listening, questioning, and attending skills of the presenter may be observed. (JD)
Publication Type: Reports - Descriptive; Guides - Classroom - Learner
Education Level: N/A
Audience: Students
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Mississippi State Univ., Mississippi State. Bureau of Educational Research and Evaluation.