The role of teacher cognitions in the design and planning of a content-based class

The Role of Teacher Cognitions in the

Design and Planning of a Content-based

Class

Christopher Stobart

Instituto de Idiomas

Universidad del Norte

Barranquilla

Contents

1. Setting the scene

2. Literature review

3. Research objectives

4. Methodology

5. Results

6. Conclusion

Setting the scene

Teacher Cognition

Beliefs

Assumptions

Knowledge Influenced by

Planning Decisions

Quality of Teaching and S learning

Influenced by

How can I be a better teacher?

How can I improve my decision making?

Literature Review

Think Do

Educational psychology

1970’s

Teacher Education

1980’s

Language Teaching 1990´s

(Borg 2009)

Teacher cognition

“unobservable cognitive dimension” (Borg 2003)

Literature Review

“the notion of teacher cognition is somewhat ambiguous” (Kagan1990)

“teachers are active, thinking decision makers who play an important

role in shaping classroom events” (Borg 2006)

“what is really happening in our teaching and why we really do what we do”

(Woods 1996)

Teacher considered an “unknown quantity” in SLA. (Larson-Freeman 1991)

(Borg 2003)

Research question

What planning procedures do I use when structuring a level 8

undergraduate English syllabus in the Language Institute of the

Universidad Del Norte?

Specific questions

1 • What planning decisions do I make at

different stages of the design process?

2 • What motivates these decisions?

(BAK)

3 • Why do I make these decisions?

Methodology

•Instrument summary

document

•Comments on patterns and

trends

•Triangulation of data

3 instruments

• Journal

• Video Observation

• Lesson plan analysis

Decisions

• Pre

• Interactive

• Post

6 classes

• 2 hours each

• Leadership Module

• Pilot course

Qualitative

Video Observation

Teacher Journals

What event occured? What decisions were made and

when?

What factors led to this

decision?

What components of BAK were

involved when making the

decision?

What was the outcome of

the decision in terms of

my learning as a teacher

when designing a

syllabus?

Student punctuality

affecting class planning

I needed to change the activity

very quickly as the 1st activity

lays the foundations for the

rest of the class. I had to create

2 groups and just give them 2

of the 4 leadership styles. I

tried to pick an engaging topic

which would create

communication and discourse

between the group. DURING

task

Wanting to keep interest

high and explain

effectively the message of

message of the activity.

Regrouping had to occur

for the activity to be

completed

B- Comes from my belief that the

1st activity lays the foundation for

the rest of the class. It needs to

inform about what we will be

doing or engage the Ss in the

class.

Not much change-

depends more on students

than syllabus design

External factors need to

be taken into

consideration; they can

affect the outcome of the

activity.

Consider how I can

improve punctuality in

the class.

Student uncertainty over

activity instructions

The leaders were not sure how

to proceed in the groups and

just acted as normal, there was

no clear difference in their

behaviour. I decided not to

intervene as it would have

complicated matters further. I

had the chance to explain after

the activity to combat any

doubts.

POST class

Uncertainty visible from

the leaders and confusion

when the group was asked

to identify the leaders’

style. They were not too

sure what they needed to

do after clarifying terms

Knowledge of how students react

when they don’t fully understand

a task.

I assumed the students would be

able to adapt to the acting role

quickly, I thought they had

enough time and background

knowledge to fulfill the role

Beliefs on how to explain and

give instructions

I didn’t intervene as I thought it

wouldn’t have improved the

quality of the activity. These

interventions can sometimes

hinder the momentum of an

activity and reduce its

effectiveness.

For next class I will

distribute a little note that

explains their leadership

style, they can refer to

this during the length of

the activity. It is also

important to consider

how I begin a class,

perhaps an activity can

be introduced that allows

the majority of the class

to arrive.

9.3

Class 1

Journal summary

Moment of decision: 1 pre-class

3 during class

1 post class

Type of decisions made Pre-class: B, K

During class 1: B, A K, K

During class 2: B, A

During/post class 3: B, A, K

Class 1- 14th October

Objectives: Define leadership and discuss different types of leaders.

Describe traits of effective leaders

Discuss and evaluate different leadership styles.

Comments

In this class, the majority of the decisions came during the class. The pre-class

decision was based on previous experience teaching this class with different material.

The mix of decisions is evenly spread over Beliefs, Assumptions and Knowledge.

Lesson Plan Analysis

•Comments written on lesson plans about

modifications to class and course.

•Introduction activities not aiding

understanding

Lesson plan analysis

Comments Actual written comments

Omission of task evident in lesson plan.

Notes taken to describe the change of

activity in class.

I wrote comments explaining the type of

activity I would introduce in the future.

“match definitions in pairs..…didn’t do,

include next time”

Annotations made to signal the need for a

more suitable final task. A group work

activity involving some type of problem

solving objective.

“Final task- problem solving game with

leadership activity”

A future solution to this problem was

proposed

“Give info cards to explain”

comments made in lesson plan stating

need to review vocab using a different

activity

Match definitions in pairs, go back and

review. Include next time.

Class 1:

This lesson plan displays comments about the type of activity that would be beneficial in the future and also

suggestions for how to improve the introductory activity that was used in class. There are also comment made

about adjusting the length of the presentation involved in the class in order to keep the students focused on

the themes and move them on to a more production based activity. Notes made on the type of final activity

that would best serve the class along with the introduction of a problem -solving activity to conclude the

session.

Instrument summary document Decision Journal Lesson Plans Observation Implications

PRE-CLASS

Modified lesson plan

content

I decided to take out a

vocab activity where

the Ss had to write

definitions for the

categories on the

board. The class was

very information

centered and the

students were losing

their focus and

attention

(K) Knowledge about dynamic classes from

the ICELT course, it is recommended to offer

variety in methodology to maintain the

students’ attention.

(B) Too much of the same style of activity

causes the Ss to lose focus. We had been

following the same strategies of a teacher led

class and it was obvious to see their interest

dropping off.

Omission of task

evident in lesson

plan.

Notes taken to

describe the change

of activity in class.

I wrote comments

explaining the type

of activity I would

introduce in the

future.

“match definitions

in pairs..…didn’t do,

include next time”

No indication in teacher

language. Decision

occurred before class.

Pre-class planning decision

was made using knowledge

of what is “best practice” and

what I assume would be best

for the students.

Which one of the two

cognitions is the most

dominant? It seems my

knowledge is being used to

justify the beliefs I have and

practices I implement in the

class room.

1-DURING CLASS

Realization that the

balance of the class

wasn’t right and it

needed changing.

I decided a final

activity (a post task)

could be used to show

different qualities of

leadership, it would

also change the pace

of the class and make

it more dynamic.

(K)Knowledge of the problem solving

activities and their benefits in the acquisition

of language. They are designed to help

people work as a team and generate leaders.

(A)I am assuming that actually doing a visual

activity would be a better example that

talking about the idea theoretically.

(B)Beliefs about how more meaningful

activities can improve language learning and

that fun/dynamic activities can effectively

transmit important language ideas.

(K) Knowledge about interaction patterns

during a class and how then need to vary in

order to maintain students’ attention and

interest in a subject

Annotations made to

signal the need for a

more suitable final

task. A group work

activity involving

some type of

problem solving

objective.

“Final task-

problem solving

game with

leadership activity”

Comments made describing

the type of activity I asked

the students to perform.

They were linking the ideas

from class to their local

situations and culture.

so……. what we are going

to do now is I want you to

think locally, so in your

groups I want you to write a

list, you have a space in

your books, I want you to

write some ideas about

this…(writing)………..what’

s the best leadership style in

Colombia? In general,

which one do you think is

the most effective in your

culture and society?

This interactive decision was

seen in all 3 instruments and

was noted twice during the

lesson and once post-class.

All 3 areas were used to

come to a decision to best

serve the needs of the class.

It seems my personal

convictions (beliefs,

assumptions) carried more

weight in this decision and

had more influence over my

actions. The decision was

taken quickly and this deep

cognitive decision surfaces

out from the beliefs and

assumptions I have about

teaching, whilst being

modified and justified by my

professional knowledge.

Class summary implications

By looking at the results, it seems that knowledge cognitions were being predominantly utilized to justify

decisions made pre-class. Knowledge cognitions were registered more in pre and post-decisions than

interactive decisions. Interactive decisions displayed a range of cognitions but there seems to be a weighting

preference towards belief and assumption cognitions regarding the final decision. Quicker, “in the moment”

decisions” originated more from beliefs and assumptions than knowledge cognitions as there is less time to

consider all the ramifications and impacts of the decisions I was taking. Decisions that have more time

available for critical reflection show a broader range of cognitive influences than those which are made quickly

under time constraints.

Class 1:

Instrument summary

Moment of decision Number of total decisions in the

units of analysis

Decisions based

on Belief

cognition

Decisions based on

Assumption

cognition

Decisions based on

Knowledge cognition

Pre-class 23 7 6 10

During class 40 12 12 16

Post class 20 8 4 8

Results

•Interactive decisions, double the number of pre and post

•Reading classes- B and A decisions negative impact

•Consider contextual influence on learning

•Pre and post class decisions

•More influence from knowledge

•Similar decison origins ratio

•Process influenced decisions being made

Results

•Interactive decisions dominated by B and A

• Even proportion of BAK decisions

Classes 1-3

• More K decisions

• Less A decisions

• Interactive decision more balanced

Classes

4-6

Conclusions

•My beliefs and assumptions dominant in interactive decisions- NEGATIVE

•K more visible later in study

•Knowledge based decisions vital to filter and validate assumption and belief

cognitions (Pennington 1995)

•Awareness of B and A vital to assess classroom decisions

•Do we know?

Knowledge

Assumption Beliefs

Conclusions

•More aware of what I do and why

•Analyse “what” and “why”

•Impact of decisions on class and student learning

•Identification of areas for improvement

•Reading classes

•Assumptions on what students understand, benefit from

•Personal reflection of teaching practices and decision making

•Sounds obvious right?

What does the future hold……?

•Changes in beliefs in ESP Especialization students- 2 semester study

•Teacher cognition in Evaluation/ assessment

•Everyday application of self-reflection in Teaching environments

•Practical and effective model needed

Thanks for your interest

[email protected]

References

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Language Teaching 36, 81-109

Borg, S. (2009). Introducing language teacher cognition. Retrieved 2010

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Kagan, D, M. (1990). Ways of evaluating Teacher Cognition: Inferences Concerning the Goldilocks Principle. Review of Educational

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