Browsing by Subject "dialoginen opetus"

Objectives. The aim of this study is to find out how language modeling appears in primary school drama lessons taught by teachers who are specialized in drama. Language modeling includes dialogical teaching which is highlighted in the new Finnish curriculum via student orientation and co-operation. According to recent studies, dialogical teaching improves the pupils' involvement and motivation to study by increasing conversations and interactions in the classroom. Language modeling also includes physical modeling of the teacher's instructions and the reflection of the students' activities. In this study I use The Classroom Assessment Scoring System™ (CLASS) as a meter which I have adapted to drama lessons. I used the CLASS-scoring system to find out what kind of values the drama teachers received with their two filmed drama lessons. I also estimate how suitable the CLASS-scoring system is in valuing language modelling in drama lessons. Methods. This study can be defined as a qualitative case study and the method was video analysis. I analysed eight drama lessons with my research partner. The drama lessons were filmed in 2013 and 2014. There were four teachers who each had two drama lessons. I analysed each lessons' language modelling with the CLASS-scoring system. Results and conclusions. All the drama teachers in this research received averages that were in the mid-range of the CLASS-scoring system. The teacher-led work phases of the drama lessons lowered the points of the whole lesson and student orientated work phases brought them up. Also the work phases where the teacher instructed the pupils by showing the example his-/herself, increased the points and the instructions were clearer. The CLASS-scoring system was well suited to simulating language modeling in the context of dialogue teaching and teacher's instructions.