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See detailDialogic Teaching. Investigating Teacher-Student Talk from a CA Perspective.
Arend, Béatrice UL; Sunnen, Patrick UL

in International Journal for Cross-Disciplinary Subjects in Education (2016), 7(4), 2906-2912

In this article we demonstrate how a CA based study can shed light on the complex phenomenon of classroom talk. Through a fine-grained single case analysis, it turns out that apparently ‘disordered’ ... [more ▼]

In this article we demonstrate how a CA based study can shed light on the complex phenomenon of classroom talk. Through a fine-grained single case analysis, it turns out that apparently ‘disordered’ moments in a French high school grammar lesson can be considered as an instance of dialogic teaching. We identify occurring overlaps and students’ self-selections as accounts of dialogue promoting joint thinking and learning. [less ▲]

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See detailDialogic Teaching: Rethinking "Messy" Classroom Interactions in a French Grammar Lesson
Arend, Béatrice UL; Sunnen, Patrick UL

in Shoniregun, Charles A. (Ed.) Ireland International Conference on Education, Dublin 25-28 April 2016 (2016)

In our paper, we will investigate classroom talk in terms of “dialogic teaching” in order to rethink classroom interactions that appear to be “messy” at first sight. To do so, we will analyse a video ... [more ▼]

In our paper, we will investigate classroom talk in terms of “dialogic teaching” in order to rethink classroom interactions that appear to be “messy” at first sight. To do so, we will analyse a video excerpt taken from the film “Entre les murs” that shows classroom interactions in a French secondary school. A fine-grained analysis of teacher- student interactions is conducted according to a conversation analytic approach. With reference to the concept of “dialogic teaching”, analysing sequence organisation of the classroom talk occurring in the selected French grammar lesson opens up a new perspective on the event, i.e. it becomes possible to consider students’ utterances not as digressions but as enriching contributions to an expansion of the learning/teaching object. [less ▲]

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See detailDialogic Teaching: Rethinking "messy" classroom interactions
Arend, Béatrice UL; Sunnen, Patrick UL

Scientific Conference (2015, November)

The study relies on the concept of "dialogic teaching" (Alexander 2004, Mercer & Littleton 2007, Reznitskaya, 2012) in order to rethink classroom interactions that appear to be “messy” at first sight. To ... [more ▼]

The study relies on the concept of "dialogic teaching" (Alexander 2004, Mercer & Littleton 2007, Reznitskaya, 2012) in order to rethink classroom interactions that appear to be “messy” at first sight. To do so a video sequence is taken from the film “Entre les murs” (Cantet, 2008) that is based on François Bégaudeau’s semi-autobiographical novel of the same name. A fine-grained analysis of teacher-student interactions is conducted according to an ethnomethodologically and conversation analytic inspired approach (see e.g. Psathas, 1995). The results of this analysis and the reference to “dialogic teaching” open up a new perspective on the event, i.e. it becomes possible to consider students’ utterances not as digression but ass enriching contributions to an expansion of the learning/teaching object. Teachers can rely on the conducted analysis and the findings to develop their analytical stance and to reflect on their own classroom practice. Furthermore, the study can inspire docents to rely on video sequences in a similar way during their seminars. References: • Alexander, R. (2004) Towards Dialogic Teaching: Rethinking Classroom Talk, Cambridge: Dialogos. • Bégaudeau, F. (2006). Entre les murs. Paris: Éditions Verticales. • Cantet, L. (2008). Entre les murs [Motion picture]. Haut et Court. • Mercer, N. & Littleton, K. (2007). Dialogue and the Development of Children’s Thinking. A sociocultural approach. Oxon, New York: Routledge. • Psathas, G. (1995). Conversation Analysis. Thousand Oaks, London & New Delhi: Sage • Reznitskaya, A. (2012). Dialogic Teaching. Rethinking Language Use During Literature Discussions. The Reading Teacher, 65(7). 446-456. • Vygotsky, L.S. (1978). Mind in Society. The Development of Higher Psychological Processes. Cambridge, Massachusetts; London, England: Harvard University Press. [less ▲]

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See detailDoing co-constructing the learnable: how do cross-aged children co-construct the learnable in a joint activity
Sunnen, Patrick UL; Arend, Béatrice UL

Scientific Conference (2015, August 07)

From an ethnomethodologically/CA inspired view learning can be conceived as “a jointly produced and publicly inspectable activity of the participants, both in everyday environments and in educational ... [more ▼]

From an ethnomethodologically/CA inspired view learning can be conceived as “a jointly produced and publicly inspectable activity of the participants, both in everyday environments and in educational settings” (Wagner/Pekarek Doehler 2011). Participants display that they are doing learning, i.e. they make learning intersubjectively recognizable and accountable to each other (see Wagner 2011). In this paper we shall focus on the multimodally organised negotiation of what the participants take to be the learnable (see Zemel/Koschmann 2014, Koschmann et al. 2014). By tackling two video- recorded empirical cases , we show how two pairs of cross-aged children situatedly co-construct a learnable while being engaged in an open-ended cooking/baking activity. Our previously designed methodological tool (Arend et al. 2014) allows us to grasp and to visualise the co-construction of joint comitment and mutual understanding within joint activity. Our analyses will show how the children take on different epistemic roles establishing one of them as more knowledgeable with regard to the matter in question (e.g. the ongoing elaboration of dough), and how they jointly produce the learnables as instantiated in the material world in a way that could not be specified a priori. Thus this paper attempts to make a contribution to recent discussions about an emic approach on learning and provides an opportunity to present and to discuss the multimodally embodied co- construction of a learnable in its deepened around view visualisation. References - Arend, B., Sunnen, P., Fixmer, P., Sujbert, M. (2014). Perspectives do matter: ‘Joint Screen’ a promising methodology for multimodal interaction analysis. Classroom Discourse 5 (1), 38-50. - Koschmann, T., Zemel, A., & Neumeister, M. (2014). “Case n’ Point”: Discovering Learning in the Nonce. In Joseph L. Polman et al. (eds.), Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014 (pp. 551-557), Vol. 1, 551-557. - Wagner, J./Pekarek Doehler S. (2011). Unpacking learning in interaction [Panel Abstract]. Program Book of Abstracts of the 10th IEMCA Conference, p. 96. - Wagner, J. (2011). Proceeding from process to product: “Doing learning” and having learned” while exploring material objects [Abstract]. Program Book of Abstracts of the 10th IEMCA Conference, p. 98. - Zemel, A., & Koschmann, T. (2014). ‘Put your fingers right in here’: Learnability and instructed experience. Discourse Studies, Vol 16(2), 163-183. [less ▲]

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See detailEliciting artefacts: How participants co-construct artefacts as relevant in the social and semiotic organisation of activity
Fixmer, Pierre; Arend, Béatrice UL; Sunnen, Patrick UL

Scientific Conference (2014, October 07)

In this paper we focus on artefacts as they are actually mobilised and co-constructed by participants in interaction. By tackling a video-recorded empirical case1 we show how young children make artefacts ... [more ▼]

In this paper we focus on artefacts as they are actually mobilised and co-constructed by participants in interaction. By tackling a video-recorded empirical case1 we show how young children make artefacts relevant in the social and semiotic organisation of a baking activity. Our previously designed methodological tool Joint Screen2 allows us to grasp and to visualise the emergent and/or continuous co-constructed relevance of the artefacts in its phenomenological depth in time and space. In the observed processes the children mobilise various artefacts to realise a task. In our analyses we focus on an illustrated recipe and on the continuously transforming dough as eliciting artefacts. We could observe how the children’s "prior knowledge" about doing using artefacts is situatedly displayed through the mobilisation and transformation of the artefacts. Analysing the children’s negotiated responsive comprehension of the literacy artefact in its materialization allows us to point out how the artefacts and the children’s multimodal embodied orientations to ‘what is next to do’ are intertwined. Thus this paper provides an opportunity to present and to discuss the complex mutually co-constructed interrelationship between artefacts and participants in its deepened around view visualisation by Joint Screen. [less ▲]

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See detailPerspectives do matter - «Joint Screen» a promising methodology for multimodal interaction analysis
Arend, Béatrice UL; Sunnen, Patrick UL; Fixmer, Pierre UL et al

in Classroom Discourse (2014), 5(1), 38-50

This paper discusses theoretical and methodological issues arising from a video based research design and the emergent tool Joint Screen when grasping joint activity. We share our reflections regarding ... [more ▼]

This paper discusses theoretical and methodological issues arising from a video based research design and the emergent tool Joint Screen when grasping joint activity. We share our reflections regarding the combined reading of four synchronised camera perspectives joint in one screen. By these means we reconstruct and analyse multimodal moment-to-moment interaction between young peers engaged in an open-ended baking activity. We rely on a fine-grained analysis of three multimodally transcribed video extracts to highlight how a combined viewing of multiple joint camera perspectives provides access to how participants do joint activity through the simultaneous and continuous use of embodied resources. We argue that Joint Screen generates an ‘expanded around’ view that allows to seize multimodal interactional processes in their phenomenal depth in time and space. [less ▲]

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See detailMit Video einen mikroanalytischen Blick auf gemeinsam konstruierte Lernprozesse von Kindern richten
Sujbert, Monika UL; Sunnen, Patrick UL; Arend, Béatrice UL et al

in Kopp, B.; Martschinke, S.; Munser-Kiefer, M. (Eds.) et al Individuelle Förderung und Lernen in der Gemeinschaft. Jahrbuch Grundschulforschung. Bd. 17 (2014)

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See detail« Sibling Stories » - L’invasion des chercheurs. Réflexions méthodologiques et déontologiques sur la construction d’observables vidéo en contexte familial
Sunnen, Patrick UL; Arend, Béatrice UL; Fixmer, Pierre UL

in Poncelet, Débora (Ed.) Méthodes de recherche en Education familiale. Enjeux, bénéfices et difficultés. (2013)

Dans ce rapport de présentation nous portons le regard méthodologique et déontologique sur des situations d’enregistrements vidéographiques réalisés en contexte familial dans le cadre de deux projets de ... [more ▼]

Dans ce rapport de présentation nous portons le regard méthodologique et déontologique sur des situations d’enregistrements vidéographiques réalisés en contexte familial dans le cadre de deux projets de recherche. Nous allons soulever les enjeux et les limites de notre dispositif d’observation mis en place dans ce contexte complexe et sensible. En adoptant une approche relevant de l’ethnométhodologie, nous recourons à l’enregistrement audiovisuel qui nous permet d’appréhender l’observation des interactions sociales en temps réel en préservant la temporalité et la spatialité de l’événement. Or, par le recours à des caméras dans le dispositif d’observation, nous touchons à l’anonymat habituellement visé en sciences humaines et sociales. Ainsi, dans le souci d’une démarche qui se veut la moins invasive possible dans une zone non publique et protégée, il nous est important de nous interroger sur la place de l’instrument (outil) caméra en contexte de recherche familial ; d’autant plus que la construction des observables faite dans une perspective holistique est soumise à un certain nombre d’exigences de qualité. Nous allons aborder la problématique soulevée en nous reportant à des questions méthodologiques et déontologiques surgies lors du recueil d’observables en contexte familial. [less ▲]

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See detailEinführende Überlegungen zum Beobachten mit Video
Sunnen, Patrick UL; Sujbert, Monika UL

Presentation (2012, December 13)

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See detailLernen. Ausführungen zum erziehungswissenschaftlichen Lernbegriff bei Gerold Scholz
Sunnen, Patrick UL

in de Boer, Heike; Deckert-Peaceman, Heike; Westphal, Kristin (Eds.) Irritationen - Befremdungen - Entgrenzungen. Fragen an die Grundschulforschung (2011)

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See detailWir haben das Mega-Orange gemacht! - Vorschulkinder inszenieren sich als Lernende an der Schnittstelle von Schul- und Gleichaltrigenkultur
Sunnen, Patrick UL

in de Boer, Heike; Deckert-Peaceman, Heike (Eds.) Kinder in der Schule. Zwischen Gleichaltrigenkultur und schulischer Ordnung. (2009)

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See detailVorschulkinder mit Migrationshintergrund auf dem Weg zur Schriftsprache
Sunnen, Patrick UL

Presentation (2008, July 24)

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See detailLiteracy-Erfahrungen von Vorschulkindern mit Migrationshintergrund in einer mehrsprachigen Klasse in Luxemburg
Sunnen, Patrick UL; Christmann, Nadine

in Hofmann, Bernhard; Valtin, Renate (Eds.) Checkpoint Literacy, Tagungsband 1 zum 15. Europäischen Lesekongress 2007 in Berlin (2008)

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See detailKann man Wasser waschen? Kinder experimentieren mit Wasser
Sunnen, Patrick UL; Fautsch, Linda; Hoffmann, Isabelle et al

in www.Widerstreit-Sachunterricht.de (2008), 6(11),

Detailed reference viewed: 77 (8 UL)
See detailLernprozesse am Computer. Theoretische und empirische Anmerkungen
Sunnen, Patrick UL

Book published by Peter Lang (2006)

Diese Studie untersucht den Umgang von Kindern mit dem Computer in einem schulischen Kontext. Im Mittelpunkt steht dabei nicht die Frage, wie man Kinder lehrt den Computer zu bedienen, denn er ist Teil ... [more ▼]

Diese Studie untersucht den Umgang von Kindern mit dem Computer in einem schulischen Kontext. Im Mittelpunkt steht dabei nicht die Frage, wie man Kinder lehrt den Computer zu bedienen, denn er ist Teil eines übergeordneten Unterrichtsziels geworden, den man als Gestaltungskompetenz beschreiben kann. Bei der Untersuchung dieses Gegenstandes stellen sich pädagogische, theoretische und methodische Fragen. Welchen Sinn macht das Einbeziehen des Computers in das schulische Aufgabenfeld? Auf welche Weise lassen sich die Prozesse des Umgangs der Kinder mit dem Computer als Lernprozesse und sich der Computer als ein das Handeln mitgestaltendes Medium beschreiben? Welche methodische Vorgehensweise eignet sich dazu, um Lernprozesse am Computer zu dokumentieren und darzustellen? [less ▲]

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See detailIndividuelles Lernen am Computer. Kritische Anmerkungen und Hinweise
Sunnen, Patrick UL

in Burk, K.; Deckert-Peaceman, H. (Eds.) Auf dem Weg zur Ganztags-Grundschule (2006)

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