Difference between revisions of "Explainee moves"

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<h2>Acknowledgment responses</h2>
An interactive but non-constructive type of response might be mere acknowledgment type of comments, such as continuers “o.k.” or “uh-huh”; it may also include head nods, gestures, and eye gazes. That is, a student can be responsive in the sense of attentive eye gaze and appropriate turn taking (with comments such as “o.k.”) and yet be non-interactive in terms of the content of what the tutor says.
<!-- <ref>Chi, M. T., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive science, 25(4), 471-533.</ref>
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<h2>irrelevant substantive response</h2>
Irrelevant responses are those that are not responsive to the Tutor’s comments but are nonetheless substantive <!--\parencite{chi2008observing}-->.<ref name="chi2008observing">Chi, M. T., Roy, M., & Hausmann, R. G. (2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive science, 32(2), 301-341</ref>
The highlighted response below is an example of an irrelevant but substantive response:
-Tutor: It seems reasonable?
-Tutee: That the Earth is accelerating.
-Tutor: Because of these masses.
-Tutee: [tutee laughs] '''''No. Those are some pretty big masses.''''' ---> '''''irrelevant substantive response'''''
<h2>Non-substantive response</h2>
A nonsubstantive segment is defined as a continuer, a repetition, an agreement, or off-task remarks <!-- \parencite{chi2008observing}--><ref name="chi2008observing"/>. For example, to the Tutor explanation shown below the Tutee has responded with “alright,” which would be coded as a nonsubstantive response:
'''Example (1):'''
  -'''Tutor:''''' See this equation is true for constant acceleration.
        Now the acceleration is constant here.
        Forces are not changing on the weight so the acceleration is constant.
  -'''Tutee:''' alright.
'''Example (2):'''
-'''Explainer:''' ["So essentially, the way I'd apply negative harmony", 'would be this idea of polarity, you know,', 'between the overtone series and the undertone series,', 'or you know, the one side and the other side.', 'The perfect and the play goal.', 'The feeling of a minor perfect--', '(keyboard music)', "Resolving, it's so moving, you know?", "And it's a good alternative to something like,", '(keyboard music)']
-'''Explainee:''' ["It's funny, you know, you doing that", 'makes something in a major key', 'sound like kind of a wistful sad song.']
-'''Explainer:''' ['''''Right.''''']
-'''Explainee:''' ['You know, you changed the feeling of it,', 'what otherwise would, you know, if you were to tell a kid', 'that this is a major song, we should be happy.']
-'''Explainer:''' ['Exactly, yeah.', 'No, for sure.', 'And, you know, F major can be something you arrive in from,', 'if you arrive in F major from D flat,', "then it's like the sun's come up."]
-'''Explainee:''' ['''''Right.'''''] ----> '''''Non-substantive response'''''
-'''Explainer:''' ['But if you arrive in F major from A major,', "then it's like the sun's gone in."]
-'''Explainee:''' ['''''Interesting.'''''] ----> '''''Non-substantive response'''''
-'''Explainer:''' ["So, there's a lot about context, I think.", "Once you have a language, it's about using it", 'and applying it in those emotional ways.', "I think that's what makes the difference."]
-'''Explainee:''' ['''''All right.'''''] ----> '''''Non-substantive response'''''
       
<h2>no-response</h2>
a non-constructive and non-interactive type of responses would be ones whereby the students either ignore the tutors’ comments or simply give no responses <!--\parencite{chi2008observing}-->.<ref name="chi2008observing"/>
<h2>off-task remark</h2>
off-task referring to learners' behaviour/remark, where they lose focus on a relevant activity (usually set by the teacher) and engage in irrelevant action or conversation <!--\parencite{chi2008observing}--><ref name="chi2008observing"/>
<h2>relevant substantive response</h2>
Substantive segments can be further divided into those that are relevant or irrelevant. Relevant substantive segments are those that are responsive to the Tutor’s comments in the sense of building on or following up to the Tutor’s comments. The following highlighted segment would be an example of a relevant substantive response <!--\parencite{chi2008observing}--><ref name="chi2008observing"/>
-Tutor: If I push it, it’s, velocity becomes some—something.
-Tutee: Mm hmm. [tutee nods yes]
-Tutor: So from zero to something, there is a change.
-Tutee: Ok, so yeah.//  '''''It wouldn’t be a constant.''''' ----> '''''Relevant substantive response'''''
<h2>Request clarification</h2>
A move which applies when some of the input has been understood <!--\parencite{karagjosova2005dialogue}--><ref name="karagjosova2005dialogue">Karagjosova, E., & Tsovaltzi, D. (2005). Dialogue moves for DIALOG.</ref>. It has basically the form of questions, but can be also an imperative i.e., it can be an action directive
Examples:
-What do you mean by F (F a formula)?
-What should the x represent?
-What does that mean?
-Is that the answer to my question or a new attempt at a solution?
-Please explain your step more precisely!
<h2>Self-initiated responses</h2>
a constructive but non-interactive type of response would be self-initiated ones whereby the students are not following up to the tutors’ comments. Instead, the students ignore what the tutors say (in terms of the content), and initiate a response on their own (such as self-explaining), initiate a new topic of discussion, or simply read <!--\parencite{CHI2001471}-->.<ref name="CHI2001471"/>
-->
<h2>Deep follow-up</h2>
<h2>Deep follow-up</h2>
a deep follow-up, which is an elaborative inference that extends what the tutor said <!-- \parencite{CHI2001471} -->.<ref name="CHI2001471">Chi, M. T., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive science, 25(4), 471-533.</ref>
a deep follow-up, which is an elaborative inference that extends what the tutor said <!-- \parencite{CHI2001471} -->.<ref name="CHI2001471">Chi, M. T., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive science, 25(4), 471-533.</ref>
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<h2>Substantive segment</h2>
<h2>Substantive segment</h2>
A substantive segment is defined as a meaningful contribution to an ongoing activity, such as problem solving, or a relevant response to the Tutor’s explanations <!--\parencite{chi2008observing}--><ref name="chi2008observing"/>. For example, to the Tutor explanation shown below the Tutee’s response would be coded as a substantive one:
We reserve this move mostly for mathematical practices. A substantive segment/response is defined as a meaningful contribution to an ongoing activity, such as problem solving, or a relevant response to the Tutor’s explanations <!--\parencite{chi2008observing}--><ref name="chi2008observing">Chi, M. T., Roy, M., & Hausmann, R. G. (2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive science, 32(2), 301-341</ref>. For example, to the Tutor explanation shown below the Tutee’s response would be coded as a substantive one:
         -'''Tutor:''' See this equation is true for constant acceleration. Now the acceleration is constant here. Forces are not changing on the weight so the acceleration is constant.
         -'''Tutor:''' See this equation is true for constant acceleration. Now the acceleration is constant here. Forces are not changing on the weight so the acceleration is constant.
         -'''Tutee:''' '''''The initial velocity is zero then.''''' ---> '''''Substantive response'''''
         -'''Tutee:''' '''''The initial velocity is zero then.''''' ---> '''''Substantive response'''''

Latest revision as of 11:46, 28 September 2022

Deep follow-up

a deep follow-up, which is an elaborative inference that extends what the tutor said .[1] Examples of deep follow-ups are as follows: 

  Context: Each  of  the  valves  consists  of  flaps  of  tissue  that  open  as  blood  is pumped out of the ventricles.
   -Tutor:“blood actually flows out through there.”
   -Student: This contracts like a balloon and forces this venous blood up here. ---> deep follow-up



  Context: At first the molecules of sugar are more concentrated in and around the sugar cube and less concentrated in the water farther from the cube.
   -Tutor:“This cube of sugar is disintegrating, breaking apart, expanding into all spaces . . .”
   -Student:Until, until equilibrium is accomplished. ---> deep follow-up



shallow follow-up

a shallow follow-up is an elaborative paraphrase of what the tutor said. .[1] Examples of shallow follow-ups are as follows: 

   Text  sentence  #1:  Human  life  depends  on  the  distribution  of  oxygen,  hormones,  and nutrients to cells in all parts of the body and on the removal of carbon dioxide and other wastes.
  -Tutor:  “Basically, what we are talking about is the circulatory system is an exchange of materials.”
  -Student:  You  take  out  the  waste  and  you  put  in  the nutrients. ----> shallow  follow-up



  Text  sentence  #16: Each  of  the  valves  consists  of  flaps  of  tissue  that  open  as  blood  is pumped out of the ventricles.
   -Tutor: “OK. So opening and closing, what would that do?”
   -Student: It would allow the blood to enter like from the atrium without it falling straight through. ----> shallow  follow-up


Substantive segment

We reserve this move mostly for mathematical practices. A substantive segment/response is defined as a meaningful contribution to an ongoing activity, such as problem solving, or a relevant response to the Tutor’s explanations [2]. For example, to the Tutor explanation shown below the Tutee’s response would be coded as a substantive one: 

       -Tutor: See this equation is true for constant acceleration. Now the acceleration is constant here. Forces are not changing on the weight so the acceleration is constant.
       -Tutee: The initial velocity is zero then. ---> Substantive response




Notes

  1. ↑ 1.0 1.1 Chi, M. T., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive science, 25(4), 471-533.
  2. ↑ Chi, M. T., Roy, M., & Hausmann, R. G. (2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive science, 32(2), 301-341
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