ORF and
CHAPTER 6: DIRECT OBSERVATION IN THE CLASSROOM
6.2 Classification and framing relations
6.2.2 Framing
The concept of framing relations has been described as useful in generating a general characterization of pedagogic discourse in terms of control. Two dimensions were taken into account in my research. They are:
. Discursive rules . Hierarchical rules
Framing refers to the control that teachers and learners have over the instructional knowledge. Framing also refers to the hierarchical rules. These hierarchical rules refer to t he n orms o f s ocial conduct i n t he classroom b etween t eacher-learner a nd learner- learner. I used a similar instrument when observing teachers and learners' activities and behavior. That instrument is described in Chapter 4.
6.2.2.1 Discursive rules
The discursive rules are the extent to which the teacher controls selection, sequencing and pacing of content and the extent to which the teacher makes explicit the rules for evaluation of learners' performances. They refer also to the extent of control learners have over the content due to teacher's strategy to allow them access to it. The evaluative rules are not more discussed in this section because only teachers controlled all evaluative activities (F++) except in L1BV and L2BV where there were shared activities (teachers and learners). I coded these lessons F+. I argue this because for instance in L1BV, students asked questions and gave some observation about findings from group discussions, teacher being a facilitator.
To result of my research I can make general comment that the lessons that I observed were strongly framed with respect to which learners had control over the selection, sequencing and pacing of instructional knowledge. I shall now separately analyze the observed lessons.
Selection and sequencing
The strength of framing over sequence and selection was discerned in:
. The introduction/discussion to a task,
. Doing an activity and when learners concluded an activity.
Lesson L1BO was very strongly framed (F++). Learners did not have any occasion to select the knowledge. Here are some extracts that show it was the teacher who introduced all the classroom activities and determined explicitly what to do, how and when.
T: Okay. Today we are going to study the diseases that devastate our country....
Now we are going to name only the diseases caused by the bacteria and
viruses...Now we are going to study the Sexually Transmitted Diseases...Now I am going to ask you some questions.
The second lesson L2BO was also very strongly framed (F++). Below is an example from the transcript.
T: Before we study how HIV enters the body, see first the consequences of HIV on the immune system. ...Okay. Stop here.
Write a comment about this list. Do people get HIV from all these factors? Now I am going to make sure that you have understood well. Take a quarter of a sheet.
In the GBP, the lesson LIBP was coded F++ in terms of selection and sequence of transmission of knowledge. L2BP was less strongly framed (F+) than LIBP. At the beginning, the lesson was very strongly framed. The teacher was very specific about selection and sequencing. But at the end learners' interventions brought a little change in selection. For example, the teacher had not previously planned to teach about the antiretroviral drugs. Although the teacher accepted a learner's intervention he did not change the order that he has planned in the sequencing (F++).
In PBV, selection and sequencing were also strong. For example, in the lesson L1BV, teacher clearly determined the content of group work for students to discuss (F+). The students determined the sequence of knowledge (definitions and importance of each religious value). The teacher played the role of regulator. Here is one extract to illustrate this:
T: Thank you. All the answers that you gave are correct but today we are going to analyze three of them. They are abstinence, faithfulness and the respect of God's commandments. Now you are going to form three groups for discussion. The first group, from number 1 to 16, your topic is Abstinence. Your task is to define the concept and to demonstrate its importance in fighting the spread of HIV etc...Stop time up. You are going to report your findings orally.
Two situations were presented in the lesson L1BV. There was strong framing with respec to selection (the teachers controlled the content to be discussed) but with respect to sequencing, framing was weaker because the students decided on what order to do things in their groups. The two extremes would produce F+. The lesson L2BV is also
strongly framed (F+). The teacher's objective was to sensitize learners to fight against discrimination and stigmatization. He determined the content: "We are going to discuss about stigmatization and discrimination". Nevertheless, the lesson was conducted in a climate in which the teacher implicitly provoked dialogue.
Pacing
Literally the concept pace means the speed at which something or somebody walks, runs or moves. In the classroom situation, the pacing is the extent to which teacher and learner have control over the speed at which the lesson is conducted. This means that it is the extent to which the teacher deliberately and systematically teaches particular content to the learner so that the latter can learn a logical concept in the respect of individual differences (Fraser, 1990:9). There are many activities that teachers and learners may engage in, in the class situation. Different forms of pacing can be observed. On the other hand, for other teachers, the content is not itself a target but a tool to provide learners with some skills. It is obvious that content-centred and learner- centred teaching differ in terms of pacing. What happened in the six observed lessons?
My analysis leans to two indicators that are:
. In the introduction/ discussion/ question and answer . In the learners doing an activity
The lesson LI BO was conducted without any debate and discussion (F++). The lesson process was to name, to write, to repeat and to answer or to read teacher's questions.
L2BO differed from LI BO. It can be coded (F+) because of dialogue introduced in the classroom: