Facilitation of classroom interaction using photographs: the SHARMED project

Baraldi, Claudio, Farini, Federico and Scollan, Angela ORCID logoORCID: https://orcid.org/0000-0001-9005-5838 (2021) Facilitation of classroom interaction using photographs: the SHARMED project. In: World Education Research Association 2021 Virtual Focal Meeting, 07-09 Jul 2021, University of Santiago de Compostela, Spain - online. . [Conference or Workshop Item]


This presentation presents data from SHARMED which is an Erasmus Plus project, Key action 3 (support for policy reform; European Forward Cooperation Projects).
Funded by the Education, Audiovisual and Culture Executive Agency (EACEA), European Union
Three partners: University of Jena (Germany), University of Modena and Reggio Emilia (Italy, coordinator) and University of Suffolk (The United Kingdom).

Research was undertaken in 48 Schools with children aged between 8-12 years of age in
• Thuringer and Saxony-Anhalt (Germany)
• Modena and areas in Friuli Region (Italy)
• London Barnet (The United Kingdom)

Analysis of video-recordings (transcriptions) explore how facilitation can promote:
• children’s agency
• dialogic communication

Facilitation is a non-hierarchical form of interaction promoting children’s agency and dialogue. Agency means that children can choose their ways of acting, thus contributing and leading communication with adults. Promoting children’s agency means upgrading their authority to produce knowledge.

The act and art of facilitation is dimensional and fluid, the following three strategies that engage with questions and complex turns used during facilitation to engage children will be presented, analysed and discussed;
1. Open and focused questions
2. Minimal responses (including repetitions of parts of children’s utterances)
3. Formulations of the gist of children’s utterances (explications or developments).

To conclude;
Research found that engagement with facilitation within classroom environments empower children's participation during;
-complex turns that enhance dialogue through interlacements
-facilitation that is adaptable to contributions and expressions
-facilitation is influenced by individual styles, cultural and local contexts.

Item Type: Conference or Workshop Item (Presentation)
Research Areas: A. > Centre for Education Research and Scholarship (CERS)
Item ID: 33980
Useful Links:
Depositing User: Angela Scollan
Date Deposited: 19 Nov 2021 11:06
Last Modified: 06 Oct 2022 19:19
URI: https://eprints.mdx.ac.uk/id/eprint/33980

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