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© 2003 Wisconsin Center for Education Research, University of Wisconsin-Madison 1
Cognitive Art, Cognitive Science: A Video Case of Teacher Cognition
Click to PlayTime: 1:10
© 2003 Wisconsin Center for Education Research, University of Wisconsin-Madison 2
Research Agenda
• Comparative and developmental case studies of conceptual languages that teachers use to think about and describe videotapes of their teaching.
© 2003 Wisconsin Center for Education Research, University of Wisconsin-Madison 3
The question whether what is involved is a seeing or an act of interpreting arises because an interpretation becomes an expression of experience. And the interpretation is not an indirect description; no, it is the primary expression of the experience.
– Ludwig Wittgenstein, Remarks on the Philosophy of Psychology
© 2003 Wisconsin Center for Education Research, University of Wisconsin-Madison 4
Philosophy of Case Development
• Good video cases for teacher education can be products of legitimate research into teacher and student thinking and development.
• The video cases achieved through research can be interesting artistic expressions that creatively emphasize the message in research findings.
© 2003 Wisconsin Center for Education Research, University of Wisconsin-Madison 5
Research/Case—Development Method
• Video a significant instructional unit.• Teacher conducts Transana analysis.
– Selects clips of important experiences.– Annotates clips with personal keywords and
comments
• Analysis of teacher’s Transana data inter-woven with discussions, video production.
• Consultation/interviews with teacher as story and video progress.
© 2003 Wisconsin Center for Education Research, University of Wisconsin-Madison 6
© 2003 Wisconsin Center for Education Research, University of Wisconsin-Madison 7
Desirable Additional Steps
• Incorporation of contrasting/comparative or elaborated analyses– Example: How African American scholar or
peer teacher or learning scientist or conversational analyst or school administrator sees video
© 2003 Wisconsin Center for Education Research, University of Wisconsin-Madison 8
Example Case: Huck Finn at West High
• John Howe: 5th Year Teacher, White• Teaching controversial, racially sensitive
text in a predominately white 10th grade honors English class.
• Instructional goals include both literary analysis and increased sensitivity to racial issues.
© 2003 Wisconsin Center for Education Research, University of Wisconsin-Madison 9
Top 7 Keywords from Howe’s Transana Analysis
• Point of View (12 clips)• Evaluation (11 clips)• Literary Connections (9 clips)• Modeling (9 clips)• Discussion Builder (7 clips) • Focus Provider (7 clips) • Student Knowledge Check (7 clips)• (Total Concepts: 33)
© 2003 Wisconsin Center for Education Research, University of Wisconsin-Madison 10
Point of View (POV) Theories in Education
• Cognitive Flexibility (Spiro).• Perspectivity (Goldman-Segall).• Empathy & Perspective as Forms of
Understanding (Wiggins & McTighe).
© 2003 Wisconsin Center for Education Research, University of Wisconsin-Madison 11
Wittgenstein on POV
[I]f I say to someone “Hear it like this”, he must now be able to say: “Yes, now I understand it; now it really makes sense!”
– Remarks on the Philosophy of Psychology
© 2003 Wisconsin Center for Education Research, University of Wisconsin-Madison 12
The Teacher’s POV Concept (A Wittgensteinian Analysis)
• Study instances of language in use• “Criss-cross” (Spiro et al.) the landscape
of practice for instances• Look for family resemblance among
concepts over multiple instances of word use
• Note how concepts are differently “clothed” in contexts
• See words as tools, defined by their use
© 2003 Wisconsin Center for Education Research, University of Wisconsin-Madison 13
Wittgensteinian Vs. Other Approaches
• Contrast with traditional cognitive approach– Video analysis not retrospective recall task, but
language of reflection (Tochon)– Family resemblance means there is no immutable
rule set for coding/defining concepts (Wittgenstein: You will always find a concept that is an exception)
• Contrast with non-dualist TPD approaches– Schon’s, Tremmel’s views of reflective practice do not
require consideration of teachers’ concepts
POV Across Contexts: Note Actions and Keyword Combinings
Click to Play 4-17 Time: 1:10
Click to Play 1-11 Time: 1:01
Click to Play 1-15 Time: 1:10
POV Across Contexts: Note Actions and Keyword Combinings
Click to Play 19 Time: 4:25
© 2003 Wisconsin Center for Education Research, University of Wisconsin-Madison 16
Clip Annotations Reveal Language of Teacher Action, Cause and Effect
• Video 1: “[Teacher’s] introduction of Wallace’s quote on the novel’s effect on students’ low self-esteem, etc. Introduces both sides of the argument.”
• Video 2: “strong reactions brought about by initial discussion questions. Also, shows students’ interest in discussing their own opinions, views, and examples. Power of personal experience.”
• Video 3: “teacher’s introduction of scholar’s opinion “pain is a part of life” into discussion. Creates good student responses . . .
© 2003 Wisconsin Center for Education Research, University of Wisconsin-Madison 17
Conclusions: Variants and Uses of the Keyword, POV
• POV as a tool: POV is an instructional goal and result of various teacher actions
• Meanings of POV vary in terms of– the actions and semantic context of clip itself– the teacher’s conceptual context: what and how
many keywords combine with POV
• POV refers to many voices– Class as a whole, African Americans in favor, African
Americans opposed, White male athletes, White male teacher authority, individual students . . .
© 2003 Wisconsin Center for Education Research, University of Wisconsin-Madison 18
Click to Play Time: 1:00