Difference between revisions of "Decoding as a writing process"
(typo, links added) (Tag: Visual edit) |
(finished translation) (Tag: Visual edit) |
||
| (4 intermediate revisions by the same user not shown) | |||
| Line 1: | Line 1: | ||
| − | Although frequently featured, the [[Step 2 - Decoding Interview|Decoding interview]] is by now means the exclusive method for decoding expertise. Svenja Kaduk and Swantje Lahm have developed a structured writing process that allows teachers to decode their expertise by themselves. To this end they answer a series of questions about the bottleneck and then about the thinking they do to get through the bottleneck. The questions are provided as writing prompts. Originally the prompts have been written in German.<ref>[[ | + | Although frequently featured, the [[Step 2 - Decoding Interview|Decoding interview]] is by now means the exclusive method for decoding expertise. Svenja Kaduk and Swantje Lahm have developed a structured writing process that allows teachers to decode their expertise by themselves. To this end, they answer a series of questions about the bottleneck and then about the thinking they do to get through the bottleneck. The questions are provided as writing prompts. Originally the prompts have been written in German.<ref>[[Decoding the Disciplines - Ein Ansatz für forschendes Lernen und Lehren]]</ref> |
| − | Formally the writing process is a combination of Steps 1 and 2 of the [[Decoding the Disciplines|Decoding process]]. | + | Formally, the writing process is a combination of Steps 1 and 2 of the [[Decoding the Disciplines|Decoding process]]. |
==Writing prompts== | ==Writing prompts== | ||
[[File:writing process.jpg|alt=photo of writing prompts printed on cards|thumb|Flash cards containing writing prompts]] | [[File:writing process.jpg|alt=photo of writing prompts printed on cards|thumb|Flash cards containing writing prompts]] | ||
| − | |||
===Determine the bottleneck=== | ===Determine the bottleneck=== | ||
Ask yourself: In which situation do students struggle or fail in my class? What type of tasks or (exam) problems are regularly difficult for them? List some of these situations. | Ask yourself: In which situation do students struggle or fail in my class? What type of tasks or (exam) problems are regularly difficult for them? List some of these situations. | ||
| Line 14: | Line 13: | ||
===What do you do?=== | ===What do you do?=== | ||
| − | Describe what you as an expert in your discipline | + | Describe what you as an expert in your discipline do, such that you do not get stuck. For example ask yourself: What do I do to cope with the bottleneck? |
===Check=== | ===Check=== | ||
Look again at the bottleneck and ask yourself: Have I selected a too large bottleneck? Or one that is too small? Is its description too vague? Is the bottleneck really about an issue which is essential to my discipline or class? | Look again at the bottleneck and ask yourself: Have I selected a too large bottleneck? Or one that is too small? Is its description too vague? Is the bottleneck really about an issue which is essential to my discipline or class? | ||
| − | Again, describe the bottleneck as precisely as possible. Ask yourself: Is the bottleneck | + | Again, describe the bottleneck as precisely as possible. Ask yourself: Is the bottleneck related to characteristic misconceptions? |
===What experts do=== | ===What experts do=== | ||
| − | |||
| − | + | Try to describe in more detail how a professional in your discipline would proceed when faced with the problem: What steps would a professional take to accomplish the task? What would he/she do? | |
| − | |||
| − | === | + | Many of these steps may be so obvious to you that you are not aware of them. Try to make yourself aware of these steps and break large steps down into as many sub-steps as possible. |
| − | . | + | |
| + | Example: A specialist in German studies says: "Students must first observe before they interpret." The next question would be: What does a Germanist do when she observes? | ||
| + | |||
| + | ===Obtain feedback (1)=== | ||
| + | Explain the learning obstacle to a colleague from another subject. Then describe what you do as a professional. The colleague will ask if he/she has not understood something. | ||
| + | |||
| + | ===Obtain feedback (2)=== | ||
| + | Now ask the colleague to describe in their own words how he/she understood the learning obstacle and your approach. If he/she is also dealing with a learning obstacle, you can then swap roles. | ||
===Continue writing=== | ===Continue writing=== | ||
| − | ... | + | Now return to your text and read what you have written so far. Try to become even clearer: What am I doing? How exactly? Which steps follow each other? Continue to stick to the description of your solution to the problem. It is not about explaining how you would teach these steps to others, only about describing the steps yourself precisely. |
| − | |||
===Detect difficulties=== | ===Detect difficulties=== | ||
| − | + | Ask yourself: Is there something that makes this topic difficult for me? If so, what is it? Make notes on this too. | |
===Continue writing=== | ===Continue writing=== | ||
| − | .. | + | Continue to describe your approach. If you realize that you are getting stuck, ask yourself: What is missing? What haven't I said yet |
| + | |||
| + | ===Review=== | ||
| + | Ask yourself: Does this feel complete? | ||
| + | |||
| + | If YES: Check again how you notice this and write down something about it. | ||
| + | |||
| + | f NO, think about: What is missing? Which steps are still too big or too unclear? | ||
===Reflect=== | ===Reflect=== | ||
| − | + | Write down in one or two sentences what you have achieved so far by following the individual reflection steps. | |
==References== | ==References== | ||
Latest revision as of 20:35, 25 July 2024
Although frequently featured, the Decoding interview is by now means the exclusive method for decoding expertise. Svenja Kaduk and Swantje Lahm have developed a structured writing process that allows teachers to decode their expertise by themselves. To this end, they answer a series of questions about the bottleneck and then about the thinking they do to get through the bottleneck. The questions are provided as writing prompts. Originally the prompts have been written in German.[1]
Formally, the writing process is a combination of Steps 1 and 2 of the Decoding process.
Contents
Writing prompts
Determine the bottleneck
Ask yourself: In which situation do students struggle or fail in my class? What type of tasks or (exam) problems are regularly difficult for them? List some of these situations.
Then decide to proceed with a bottleneck on your list you are really concerned about.
Explicate the bottleneck
Describe the bottleneck as precisely as possible. What is it that students don't do or don't do correctly? What is it that they don't understand?
What do you do?
Describe what you as an expert in your discipline do, such that you do not get stuck. For example ask yourself: What do I do to cope with the bottleneck?
Check
Look again at the bottleneck and ask yourself: Have I selected a too large bottleneck? Or one that is too small? Is its description too vague? Is the bottleneck really about an issue which is essential to my discipline or class?
Again, describe the bottleneck as precisely as possible. Ask yourself: Is the bottleneck related to characteristic misconceptions?
What experts do
Try to describe in more detail how a professional in your discipline would proceed when faced with the problem: What steps would a professional take to accomplish the task? What would he/she do?
Many of these steps may be so obvious to you that you are not aware of them. Try to make yourself aware of these steps and break large steps down into as many sub-steps as possible.
Example: A specialist in German studies says: "Students must first observe before they interpret." The next question would be: What does a Germanist do when she observes?
Obtain feedback (1)
Explain the learning obstacle to a colleague from another subject. Then describe what you do as a professional. The colleague will ask if he/she has not understood something.
Obtain feedback (2)
Now ask the colleague to describe in their own words how he/she understood the learning obstacle and your approach. If he/she is also dealing with a learning obstacle, you can then swap roles.
Continue writing
Now return to your text and read what you have written so far. Try to become even clearer: What am I doing? How exactly? Which steps follow each other? Continue to stick to the description of your solution to the problem. It is not about explaining how you would teach these steps to others, only about describing the steps yourself precisely.
Detect difficulties
Ask yourself: Is there something that makes this topic difficult for me? If so, what is it? Make notes on this too.
Continue writing
Continue to describe your approach. If you realize that you are getting stuck, ask yourself: What is missing? What haven't I said yet
Review
Ask yourself: Does this feel complete?
If YES: Check again how you notice this and write down something about it.
f NO, think about: What is missing? Which steps are still too big or too unclear?
Reflect
Write down in one or two sentences what you have achieved so far by following the individual reflection steps.