Hiroshima Psychological Research Issue 12
2013-03-31 発行

Classroom interaction and instructional design <資料>

Tanno, Syota
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abstract
Reflections on course styles and instructional modes are presented. The author focused on the lecture course 'Mind and Behaviour' and the seminar course 'Seminar in Psychological Readings' in Hiroshima University. 'Mind and Behaviour' contained talk and group work. Opening with conversation helped the author relax and anticipate the appropriate pace and manner for the day' s lecture, and it encouraged students to have fun in the course. Group work made the lecture bidirectional and helped motivate students to be active, engaged, and attentive towards the course. 'Seminar in Psychological Readings' contained similar conversational interaction and attempted to employ appellative strategy. As in 'Mind and Behaviour', the author benefited from an initial period of informal talk and students found the conversational time pleasant and informative. The author' s observations of seminar activities suggest that conversation also supports good presentation performances and stimulates quality discussions. Although appellative strategy towards the author appeared to be more difficult than anticipated, students called each other using first-names or nicknames and the discussions were active and the participation was lively.
subject
course style
classroom interaction
instructional design
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