Classroom problem-solving ability is developed by using which as feedback device?

Correct option is C

The correct answer is (c) Interaction Analysis. Interaction Analysis is a method used to systematically observe, record, and analyze the verbal and non-verbal interactions between teachers and students in a classroom. It provides objective feedback that helps teachers understand how their communication patterns, questioning strategies, and responses influence students' thinking and participation. By reflecting on this data, teachers can improve their instructional techniques, thereby enhancing students' problem-solving and critical thinking abilities. Developed by Flanders, this tool encourages a more student-centered, inquiry-driven classroom where learners are active participants in finding solutions.

Information Booster

1. Flanders Interaction Analysis Category System (FIACS):
   A well-known system that classifies teacher and student talk into categories for observation and improvement.
2. Feedback-Oriented:
   Provides quantitative and qualitative feedback to teachers on their teaching behaviors, promoting reflective practices.
3. Promotes Student Engagement:
   Encourages teaching methods that increase student talk and inquiry, crucial for developing problem-solving skills.
4. Classroom Diagnosis Tool:
   Helps identify barriers to communication, lack of questioning, or one-sided interactions that hinder active learning.
5. Improves Teacher Effectiveness:
   Teachers can modify their interaction styles to foster collaborative learning and critical thinking.

Additional Information

• (a) T-Group (Training Group):
  Used for sensitivity training and interpersonal development, not specifically for classroom-based instructional feedback or problem-solving development.
• (b) Micro Teaching:
  Focuses on mastering specific teaching skills in a controlled setting with immediate feedback, but it does not directly target classroom problem-solving through interaction feedback.
• (d) Simulation Technique:
  Involves role-playing or artificial scenarios for training decision-making skills, effective in administrative or vocational settings, but less focused on actual classroom interaction analysis.