Situational-Based Interactive Learning Model - Research

- Group or mass orientation: The question in this case is not

not intended for individual learners, but rather for a group or a whole class. If

It is a terrible mistake to prepare questions for individual answers, because then the questioning technique is no longer valuable in supporting the teacher to have a positive influence on the learners . Because of the group or majority orientation, the question will affect many people and that impact has the effect of encouraging participation, thinking together, empathy, connection and cooperation in action as well as friendly relationships and a sense of shared responsibility of many learners. To clarify the group or majority orientation, one must choose questions and the way of expression so that the learners feel that it is not a question or interrogation, but feel as if it is the students asking or it is their own question, or it is the teacher expressing this problem or idea on their behalf. The question must cause a reaction in many students, everyone feels responsible for answering, everyone is concerned and thinks, thanks to that the group or class atmosphere is not scattered. The pronouns referring to people in the questions should be used in the plural, avoid calling an individual by name, avoid using the pronoun I but should use We, Our problems, Our thoughts...

- Appropriate for the age and ability of the learner: Questions must be within the limits of the learner's ability to perceive linguistic information, understand semantics, meaning in sentences and speech etiquette, experience in perceiving communication situations, thinking ability , imagination , etc. Moreover, it is necessary to use question types in a harmonious and balanced way. Not only should we avoid using questions that are too difficult, too complex, highly problematic, too multi-valued for weak learners or vice versa, but we also need to avoid applying only one-sided questions that are too easy, too difficult, too narrow for a group of good, average or weak students. It is also absolutely necessary to avoid using questions that create conditions for students to follow suit, agree or show off their knowledge .

- Variability or situationality: Questions need to be presented in a flexible and adaptable way to control the learning activities of learners, not mechanically or in a formulaic way that reduces interaction or curiosity in learners. The set of questions needs to be mixed in terms of type, form, difficulty, tendency , and target audience. It is necessary to take advantage of different questions and clearly visualize when and how to use which questions to teach effectively.

After having a fairly clear orientation on the content as well as the question type based on the learner's basic ability and experience, this is the time to

The teacher seeks to reflect the ideas and content that will be included in the question-and-answer interaction in the form of conversational or dialogic language, defining the questions in physical form rather than in ideas. The general question words and phrases used are as follows:

- Who, What, When, Where, Which, When?... are often used in convergent, single-valued, simple, low-level questions, aimed at events, questions of reproduction , association, review, systematization, and learning about the learner's experience.

- Why, Why, How, Wherefore, How, By what means, What will happen?... are often suitable for expressing high-level, difficult, divergent, multi-valued, complex, problematic, deductive, generalizing, conceptual, and evaluative questions.

With the same content and ideas, the same purpose, the shorter the question, the fewer words, clauses, structures, and new terms, the better. In the question, avoid rhetorical forms, reduplication, repetition, figurative meanings, and avoid using homonyms.

2- Organize questions and answers in class

persuasive because learners have time to think; enhance reasoning reactions because learners still have time to choose different directions of thinking; enhance reactions between learners; create conditions for collecting more evidence when reasoning and answering ; increase opportunities for learners to ask questions; create conditions for slow-responding learners to participate in time . 3/ Use body language (eye contact, smiling, nodding, ...) to encourage learners to answer. 4/ Praise or acknowledge the correct answers of learners. 5/ Avoid making learners " embarrassed " with their answers . 6/ Questions are given briefly, clearly, using easy-to-understand language. 7/ Distribute questions evenly throughout the class.

Often we have to use probing, diagnostic and guiding types of questions to help learners overcome impasses, redirect their thinking and reasoning, and feel secure and safe while participating in answering questions from the teacher and from their peers. If we can express our questions in the questions of the learners, all the better.

When you find that your questioning method is not getting a response from the learners, or that they are not enthusiastic about the content or implications of the question, you need to go back to combining questioning with visual demonstration of the material or skills, then the question must be based on visual and vivid events. To maintain this process, the teacher must promptly form and use supplementary and extended questions to both guide and consolidate the results that the learners have achieved.

This question affects many learners at the same time, and only a few students need to answer , but the teacher can still grasp the general situation by observing the reactions of groups or the whole class. It allows to "scan" different levels from easy to difficult, so it can evaluate the average level. The question should be focused on a few key points of the lesson, especially the conceptual and application factors. If the learner

There is nothing to worry about regarding the individual events in the article.

2) Discussion organization techniques

The key principles of discussion are: 1/ The meeting, direct contact between teachers and students , between students with each other organized by the teacher . 2/ The free exchange of ideas and feelings about a learning topic. If considering the nature, it can be divided into 3 types of discussion: controlled, semi-controlled; uncontrolled - showing the decreasing level of control from the teacher over the teaching and learning process and the increasing level of initiative of the student in the discussion. It is also possible to divide discussion models into two types: formal and informal. Formal discussion is a model that has been carefully planned and clearly conceived before implementation, while informal discussion is not planned and is carried out spontaneously. To use the teaching process, it is necessary to organize it in a formal discussion style. There are

The main discussion techniques commonly used are : 1/ Small group discussion; 2 /

Whole class discussion; 3/ Discussion and answers. Below is a general description of each organization technique.

discussion function above .

1- Small group discussion techniques

- Small group size from 4 to 6 people. Group members demonstrate unity and positive interdependence , all acknowledge that there is a common problem that requires group effort and the solution depends on the efforts of each individual.

- The interaction between learners is high and continuous: no one has a monopoly on imposing ideas, no one is allowed to hide their thoughts. The main responsibility of the discussion leader is to maintain the discussion, explain the key points more clearly, clarify the places where learners are easily confused or distract the discussion, and prevent opinions.

extreme and encourage shy people to participate, not giving answers or many

ideas are directive and imposed.

- Free exchange of ideas : friendly, open exchange , continuous flow of ideas