Year: 2017
Author: John, Mak Ka Kui, Harfitt, Gary, Wing-Yan Yip, Valerie, Ah Chee Ma, Ida, Wong, Alice, Chun-Iok Fung, Dennis, Yu-Yan Chan, Cherri, Man-sang Lee, Arthur, Kam-ho Chan, Amy, Bik-may Tsui, Amy
Type of paper: Abstract refereed
Abstract:
This paper proposes the use of spaghetti diagram to help understand classroom observational data. "Fundamental research needs fully developed, reliable observational instruments and analytic systems." (Allwright & Bailey, 1991, P.11). Spaghetti diagram is a reliable observational instrument that was developed by the automotive industry and in this paper I will share how it has been used on a study of how mathematics and science subjects are taught through a second language (L2) in Hong Kong secondary school classrooms. I will try to identify if there is any underlying factors of discourse pattern that influence the construction of student's knowledge through linguistic competencies in mathematics and science lessons with spaghetti diagram.
In 1970, Flanders (1970) developed Flanders' Interaction Analysis Categories, FIACand then Moskowitz (1967, 1968, 1971, 1976) developed his Foreign Language interaction analysis system, FLint. Fanselow (1977) adopted Bellack's analytical system to develop Foci for Observing Communications Used in Settings, FOCUS. Sinclair and Coulthard (1975) developed discourse analysis in categorizing the discourse of classroom into transactions, exchanges, moves and acts. With the development of discourse analysis, researchers have the tool to analyze every act within the classroom setting.
"Research on classroom language learning, then has shifted away from teacher training as a central focus, not only in its moves from prescription to description and from technique to process, but also in its search for the most appropriate observational tools." (Allwright & Bailey, 1991, P.14)
In the 1980s, Toyota Production System (TPS) developed many lean manufacturing tools that are observational tools. One of the lean manufacturing tools is a Spaghetti diagram. It can track the movement of a worker within a factory. I proposed that spaghetti diagram is applicable to the education sector as a type of observation tool.
Spaghetti diagram provides a visual tool to track teacher's movement within the classroom. It has the advantage of locating a teacher precisely and accurately. It can also determine the proximity of distance between teacher and a specific student during a lesson. Spaghetti diagram also reveals teacher's preferred teaching location. Is the teacher at the front next to the blackboard or among the students in the middle of the classroom? It can indirectly reveal the closeness of teacher and student relationship as quantified by teacher-student proximity.
Spaghetti diagram can provide a quantitative answer to explain some classroom scenarios. For example, if a pair of students are sitting at the remote corner of a classroom away from teacher, can student A be totally disengaged from the lesson simply because of the proximity away from the teacher? At the same time, can student B be totally engaged with the lesson disregarding the teacher proximity effect? With the quantified data, can computer simulation illustrate this effect?
In 1970, Flanders (1970) developed Flanders' Interaction Analysis Categories, FIACand then Moskowitz (1967, 1968, 1971, 1976) developed his Foreign Language interaction analysis system, FLint. Fanselow (1977) adopted Bellack's analytical system to develop Foci for Observing Communications Used in Settings, FOCUS. Sinclair and Coulthard (1975) developed discourse analysis in categorizing the discourse of classroom into transactions, exchanges, moves and acts. With the development of discourse analysis, researchers have the tool to analyze every act within the classroom setting.
"Research on classroom language learning, then has shifted away from teacher training as a central focus, not only in its moves from prescription to description and from technique to process, but also in its search for the most appropriate observational tools." (Allwright & Bailey, 1991, P.14)
In the 1980s, Toyota Production System (TPS) developed many lean manufacturing tools that are observational tools. One of the lean manufacturing tools is a Spaghetti diagram. It can track the movement of a worker within a factory. I proposed that spaghetti diagram is applicable to the education sector as a type of observation tool.
Spaghetti diagram provides a visual tool to track teacher's movement within the classroom. It has the advantage of locating a teacher precisely and accurately. It can also determine the proximity of distance between teacher and a specific student during a lesson. Spaghetti diagram also reveals teacher's preferred teaching location. Is the teacher at the front next to the blackboard or among the students in the middle of the classroom? It can indirectly reveal the closeness of teacher and student relationship as quantified by teacher-student proximity.
Spaghetti diagram can provide a quantitative answer to explain some classroom scenarios. For example, if a pair of students are sitting at the remote corner of a classroom away from teacher, can student A be totally disengaged from the lesson simply because of the proximity away from the teacher? At the same time, can student B be totally engaged with the lesson disregarding the teacher proximity effect? With the quantified data, can computer simulation illustrate this effect?