K12 teacher-student interaction patterns in the smart classrooms

2021 ◽  
Vol 29 (3) ◽  
pp. 267
Author(s):  
Zehui Zhan ◽  
Qianyi Wu ◽  
Wenchang He ◽  
Shuyue Cheng ◽  
Jinyao Lu ◽  
...  
Keyword(s):  
Student Interaction ◽  
Interaction Patterns ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Smart Classrooms

K12 teacher-student interaction patterns in the smart classrooms

2021 ◽  
Vol 29 (3) ◽  
pp. 267
Author(s):  
Yining Han ◽  
Jinyao Lu ◽  
Shuyue Cheng ◽  
Wenchang He ◽  
Qianyi Wu ◽  
...  
Keyword(s):  
Student Interaction ◽  
Interaction Patterns ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Smart Classrooms

scholarly journals TINJAUAN SISTEMATIS: STRATEGIS SCAFFOLDING PADA PEMBELAJARAN MATEMATIKA

2020 ◽  
Vol 10 (1) ◽  
pp. 102
Author(s):  
Imam Kusmaryono ◽  
Dyana Wijayanti
Keyword(s):  
Literature Review ◽  
Mathematics Anxiety ◽  
Mathematics Learning ◽  
Student Interaction ◽  
Scientific Article ◽  
Interaction Patterns ◽  
Scientific Publications ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Scaffolding Strategies

<p>This scientific article presents the results of a literature review on scaffolding strategies in mathematics education (2015-2020). The literature review was based on 32 scientific publications that met the inclusion criteria and were included in the final analysis with a total sample size of 1368 students (participants). In theory, this literature research aims to provide an empirical picture of the latest literature on the application of scaffolding strategies and analyze teacher-student interaction patterns when scaffolding is implemented in mathematics learning. The results of this literature review indicate that the pattern of teacher-student interaction when scaffolding support follows an approach: one-to-one scaffolding, peer-scaffolding, and computer-based scaffolding. here are three categories of teacher tendencies in providing scaffolding support,  namely: cognitive scaffolding, affective scaffolding, and metacognitive scaffolding. The results of the literature review also concluded that the application of scaffolding strategies in mathematics learning was effective in terms of reducing mathematics anxiety, motivating and increasing student achievement</p>

Teacher-Student Interaction Patterns In Mainstreamed Classrooms

1984 ◽  
Vol 5 (6) ◽  
pp. 51-61 ◽  
Author(s):  
Ray H. Thompson ◽  
Patrick A. Vitale ◽  
John P. Jewett
Keyword(s):  
Student Interaction ◽  
Interaction Patterns ◽  
Teacher Student ◽  
Teacher Student Interaction

Teacher-Student Interaction during Oral Reading and Rereading

1994 ◽  
Vol 26 (2) ◽  
pp. 191-209 ◽  
Author(s):  
Cathy M. Roller
Keyword(s):  
Case Studies ◽  
Oral Reading ◽  
Critical Factor ◽  
Student Interaction ◽  
Interaction Patterns ◽  
Student Interactions ◽  
Instructional Goals ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teacher Student Interaction

In this article I report six case studies of interactions between less proficient readers and their teachers during oral reading and rereading. The questions were: Does children's reading accuracy determine teacher-student interaction patterns? Are there additional factors that explain differential interaction patterns? I determined whether the focus of teacher-student interactions shifted from decoding to meaning as accuracy rates improved with successive readings. Results indicated that a clear shift to a meaning focus occurred for one of five cases for which there were data. In the remaining cases, teacher-student interaction did not shift from decoding to meaning as accuracy improved. In one case, accuracy remained below a threshold level for achieving a meaning focus. For the others, the decoding focus decreased as accuracy improved but the shift from decoding did not lead to a focus on meaning. Children's control of meaning and teachers' focus on fluency goals, were influenced by the teachers' pursuit of alternative instructional goals. Accuracy was a critical factor in achieving meaning-focused teacher-student interactions in these case studies; however, the nature of text material and teachers' instructional goals also influenced the nature of teacher-student interactions.

scholarly journals The Dilemmas of Complexity in Design Studios and The Teachers' Role

2021 ◽  
pp. 83-95
Author(s):  
Dania Abdelaziz ◽  
Keyword(s):  
Student Interaction ◽  
Learning Design ◽  
Interaction Patterns ◽  
Teacher Student ◽  
Design Learning ◽  
Complex Process ◽  
Holistic Understanding ◽  
Teacher Student Interaction ◽  
Teaching Learning

Learning in design studios is a complex process that overwhelms the students and results in common mutual-misunderstandings between student-teacher. This research aims to tackle teachers' role in the design studio and explore how they can help students navigate the design learning complexities. The emphasis in learning design is primarily on students who are not aware of their learning. This puts teachers at a disadvantage, sometimes not knowing what to do or concentrating on students' learning but not knowing their teaching, or even focusing on their teaching but not aware of the importance of learning how to teach. What is the teacher-student interaction patterns that can help students get over/deal with complexities in design studios learning environments? Can building up awareness of the teachers' role help the students learn and enhance their teaching methods? The research carried out a literature review to draw a holistic understanding of the dimensions of complexities in design studios and teachers' role to solve these difficulties. It can be concluded the importance of the teacher's role in teaching design is as essential as the role of the students in learning design. Teacher-student interaction enhances the students' design learning and the teachers' design teaching. Students should be aware of their roles as learners and the role of their teachers. Agreeing with the students makes the teaching-learning journey more fruitful while students get rid of their uncertainty and be more confident.

scholarly journals Teacher-Student Interaction Patterns Change During an Early Science Teaching Intervention

2021 ◽  
Author(s):  
A. Menninga ◽  
P. van Geert ◽  
S. van Vondel ◽  
H. Steenbeek ◽  
M. van Dijk
Keyword(s):  
Novice Teachers ◽  
Scientific Reasoning ◽  
Student Interaction ◽  
Interaction Patterns ◽  
Complex Dynamic Systems ◽  
Questioning Strategies ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Reasoning Skills ◽  
Scientific Reasoning Skills

AbstractThis study aimed to explore the interaction between teachers and young students in terms of their question and answer patterns during science lessons and to investigate whether this changes over the course of an intervention called ‘Language as a Tool for learning science’ (LaT). It also compared experienced teachers with novices. A total of 16 teachers—of which 8 experienced and 8 novice teachers—and their students participated in this study. The teachers’ utterances were coded with regard to the use of questioning strategies, and the students’ reasoning skills were categorized by the use of three types of scientific reasoning skills (observations, predictions, explanations). Consistent with a complex dynamic systems orientation, we analyzed the interactions among these dimensions by means of state space grids (SSG). The results showed that before the intervention, the teacher-student interaction often took the form of a relatively rigid pattern in which teachers did not ask questions and students did not respond with reasoning expressions. In the course of the LaT intervention, a richer repertoire and a greater amount of interactions emerged in which knowledge was “co-constructed” by means of open-ended questions of the teacher and reasoning by the students. The results also suggest that the patterns of experienced and novice teachers were quite similar to each other.

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