Decoding as a writing process

Although frequently featured, the Decoding interview is by now means the exclusive method for decoding expertise. Swantje Lahm and Svenja Kaduk 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 an then about the thinking they do to get through the bottleneck. The questions are provided as writing

Formally the writing process is a combination of Steps 1 and 2 of the Decoding process.

using pen and paper. Middendorf and Shopkow (2018) list fur-ther alternatives to the interview. These alternatives can be conducted

developed

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 is related to characteristic misconceptions?