NCIHC HFT53 Teaching with Intention presentation slides.pdf
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Dr. Betsy Winston presented on using cognitive reflection (CoRe) activities to stimulate and track student learning in interpreting education. She discussed think-aloud protocols, directed reflections, and stimulated recalls where students comment on their work. Coding student comments according to categories like linguistic issues and presenter intent provides insights into students' critical thinking development. CoRe activities can help close the gap between graduation and professional readiness by shifting the focus from basic skills to higher-order thinking required for effective interpreting.
![TIEM Center Copyright 2022
Students who [practice every level] show some
knowledge of the process of scientific inquiry, have the
ability to interpret results in the context of a simple
experiment, are able to reason and draw conclusions from
descriptions and diagrams, and can evaluate and support
an argument. Students who do this are creating,
evaluating and analyzing simultaneously.
They are also remembering, understanding and applying,
of course, but those lower level skills aren't sufficient on
their own. The students who will be successful in college
and career [AND INTERPRETING] are those who have
higher order thinking skills…
Downloaded 8/20/17 from https://www.knowatom.com/blog/next-generation-science-standards-could-refocus-
standardized-testing
Revised 8/20/2017/21/22: words within [..] are revised to apply specifically to interpreting and interpreting
students. E.W Winston, TIEMCenter.org](https://image.slidesharecdn.com/ncihchft53teachingwithintentionpresentationslides-220524154134-93ad0efa/85/NCIHC-HFT53-Teaching-with-Intention-presentation-slides-pdf-12-320.jpg)
NCIHC HFT53 Teaching with Intention presentation slides.pdf
- 2. NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE Housekeeping • This session is being recorded • Certificate of Attendance *must attend full 90 minutes *certificates will be emailed by June 21, 2022 • Use “Q&A” to send comments / questions to the hosts
- 3. NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE Welcome to our guest presenter! Betsy Winston, Ph.D.
- 4. Teaching with Intention Stimulate and Track Student Learning with Cognitive Reflection (CoRe) Activities in Interpreting Education Dr. Elizabeth (Betsy) Winston, Director Teaching Interpreting Educators & Mentors Center NCIHC Home for Trainers Webinar Series May 18, 2022-10-11:30 AM Central
- 5. Vision for Interpreters & Educators: Life-long Integration of Learning from Research & Practice TIEM Center Copyright 2022
- 6. CoRe Activities Cognitive Reflection Activities - designed to stimulate and reflect critical thinking • TAPs (Think Aloud Protocols): commenting on work while doing it • DRs (Directed Reflections): recalling specific work and reflecting on it • SRs (Stimulated Reflections): watching/reviewing previous work and commenting on it • Transcription: Putting spoken or signed language into written form • Coding: analyzing comments and/or reflections according to specific categories TIEM Center Copyright 2022
- 7. Critical Thinking — Required during every moment of the interpreting process! — Must be practiced and developed for interpreting effectiveness — Progresses over time — Can be learned = Growth Mindset! TIEM Center Copyright 2022
- 8. Model for envisioning complexity of thinking (Bloom revised by Anderson et al: 2001) TIEM Center Copyright 2022 Downloaded 8/20/17 from https://sites.google.com/site/eltmethodologies/blooms-taxonomy
- 9. Bloom’s Taxonomy Levels & Descriptors (New Version) — Remembering: finding or retrieving information (words like: list, find, name, identify, locate, describe, memorize, define) — Understanding: making sense out of information (words like: summarize, explain, infer, paraphrase, discuss) — Applying: using information or skills in a new, but similar setting or situation (words like: use, diagram, make a chart, draw, apply, solve, calculate) — Analyzing: taking apart and exploring relationships in information and/or skills (words like categorize, examine, compare/contrast, organize) — Evaluating: critically examining information or data and making judgments based on the evidence (words like judge, test critique, defend, assess) — Creating: Using information to design something new (words like design, build, construct, plan, produce, devise, invent) TIEM Center Copyright 2022
- 10. Two videos about Bloom’s Taxonomy! Watch and Learn J TIEM Center Copyright 2022 Video 1: Go to YouTube at this link: https://m.youtube.com/watch?v=Qf p3x_qx5IM OR watch here: Video 2: Go to YouTube at this link: https://www.youtube.com/watch?v=- DVecgNBPgM&sns=em OR watch here:
- 11. Newer Ideas about integrated critical thinking! TIEM Center Copyright 2022
- 12. TIEM Center Copyright 2022 Students who [practice every level] show some knowledge of the process of scientific inquiry, have the ability to interpret results in the context of a simple experiment, are able to reason and draw conclusions from descriptions and diagrams, and can evaluate and support an argument. Students who do this are creating, evaluating and analyzing simultaneously. They are also remembering, understanding and applying, of course, but those lower level skills aren't sufficient on their own. The students who will be successful in college and career [AND INTERPRETING] are those who have higher order thinking skills… Downloaded 8/20/17 from https://www.knowatom.com/blog/next-generation-science-standards-could-refocus- standardized-testing Revised 8/20/2017/21/22: words within [..] are revised to apply specifically to interpreting and interpreting students. E.W Winston, TIEMCenter.org
- 13. But!!! Where do CoRe Activities Fit in?
- 14. A Few CoRe Activities • TAPs (Think Aloud Protocols): commenting on work while doing it • DRs (Directed Reflections): recalling specific work and reflecting on it • SRs (Stimulated Reflections/Recalls): watching/reviewing previous work and commenting on it • Transcription: Putting spoken or signed language into written form • Coding: analyzing comments and/or reflections according to specific categories TIEM Center Copyright 2022
- 15. CoRe Activities reflect critical thinking in interpreting (Original Coding Categories-Russell and Winston 2014) — Linguistic Issue: the statement is primarily about language use, sign choice, or understanding of the language used. — Interpreting Process: the statement is primarily about the logistics of the interpreting and/or the role of the interpreter. — Audience Needs: the statement is primarily about how the interpreting might be impacted by considering the audience and audience needs. — Presenter Intent: the statement is primarily about how interpreting might be impacted by considering the presenter’s goals and purposes. — Other: comments not related to interpreting (e.g. I don’t know how to work this monitor remote control.) TIEM Center Copyright 2022
- 16. Examples of TAPs Comments Linguistic Issue — I don't know the sign for “testimonial” — Bandwagon... I'm not sure how to sign that concept in this kind of situation. — I wonder if there is a sign for Stonehenge? TIEM Center Copyright 2022 Interpreting Process • As an interpreter in this situation, would I walk around with the teacher or remain seated? • So it seems like the turn-taking is pretty rapid so I would think the interpreter would get behind or lost in the shuffle.
- 17. Examples of TAPs Comments Audience Needs — So I hear some back and forth between the teacher and the student so I would think about how to make it clear to the student that this is an opportunity to participate — It may be difficult to see the interpreter... if the student doesn't have good vision... TIEM Center Copyright 2022 • As such, he is trying to elicit information. He wants them thinking rapidly. • Okay, so now she's having a joke about the students and their behavior…. I would want to make it clear that that's a joke. It affects her rapport with the students and it's important to include Presenter Intent
- 18. Original Progression of Categories TIEM Center Copyright 2022
- 19. Initial Findings with Interpreters (2014) TIEM Center Copyright 2022
- 20. Co-occurrence of Complexity & Effective Interpretations TIEM Center Copyright 2022
- 21. CORE (COgnitive REflection) Activities in Learning TIEM Center Copyright 2022 Initial Reflections Initial TAPs Transcription & Coding Reflections/Syntheses Second TAPs…..
- 22. Learning from TAPs Students — Experience & practice multitasking — Increase attention span — Gaps and growth toward interpreting readiness — Presentation of Self (professional vs. personal) — Spontaneous application of prior learning Teacher — Students’ levels of analytical thinking — Types of comments — Number of comments — Depth of comments — Source text selection criteria — Audio-visual — Content — Context TIEM Center Copyright 2022
- 23. Learning from Coding & Transcription Students — Transcription: Heightened awareness of own language use & communication skills — Coding: Explicit awareness of the categories important for interpreting — Self-Assessment: Application of categories to own work Teacher — Students’ attention to detail — Students’ abilities to self- assess — Student learning strategies — Students’ understanding of the goals and purpose of TAPs & coding (see example) TIEM Center Copyright 2022
- 24. Learning from Directed Reflections & Stimulated Recalls Students — Selective focus on specific needs — Awareness of own learning Teacher — Students’ learning strategies — Track learning and growth — Levels of Comments: Basic to complex in each category — New Categories: • Student Concept of Interpreting • Understanding of SL (English/ASL) • Impact of L1/L2 • Application & Integration of Prior Learning TIEM Center Copyright 2022
- 25. Student Reflections — I realized that I had moved away from those “obvious” and easy topics that I could comment on to a deeper level of thinking in reference to interpreting. That realization felt good even during a video where I was not going as deep as I had on other video TAPs. — When I first started reviewing my TAPs comments and reflections I noticed one thing, the setting. Beginning the reflections I mentioned heavily about the setting. I mentioned the back ground, lighting, and quality of the video. This makes me realize I was focused on petty things and not the actual interpreting process. I also discussed how the presenter spoke or signed. I rarely mentioned the reasoning behind what I actually said in my TAPs. The more we worked with TAPs the more I could see improvement in my reflections. TIEM Center Copyright 2022
- 26. Student Reflections — Both sets of videos see changes in comments. However, in both the English and ASL videos, I notice that I begin to transition from commenting about “how to say this and that” to “does the audience need to know that?” “Do I need to interpret that?” “Is that really what the presenter means?” Eventually, I begin to think outside the box and make observations outside of the linguistics of the texts. TIEM Center Copyright 2022 • I noticed that I really had to search for what I meant. This was really difficult because I noticed that majority of the time I trailed off with my sentences, never completing them fully….it was still hard to find my intention of my comment.
- 27. Range of Quality within Categories TIEM Center Copyright 2022 Instead of stair-step Continua within the categories
- 28. Student Reflections Range of complexity within categories Linguistic Issues: — Basic: “I don’t know that sign” — Complex: Moreover, the speaker said “uhm” quite a bit, which did not have the formal register I would have expected from a platform presentation…. Presenter Intent: — Basic: The presenter used a sign that I don’t know — Complex: The teacher is trying to engage them in Q&A which is essential for the interpretation. Presentation (Leakage) of Personal Self!! — I really hate the topic and am so bored! — I love this signer-I would really want to just watch instead of interpret! TIEM Center Copyright 2022
- 29. CoRe Activities Overall Rating Scale — 1 = basic comments/ words/signs/logistics/minimal reflection demonstrated inconsistently; brief reporting on actions or process — 2 = basic comments with some more complex terminology; occasional reflection appears inconsistently; reports process with some detail but does not reflect on it in depth — 3 = emerging demonstration of reflection; more complex comments appear periodically; reports process with minimal/some detail applied to learning — 4 = reflective comments with complex terminology applied appear somewhat consistently throughout; complex reflection demonstrated often — 5 = reflective comments with complex terminology applied appear consistently throughout; complex reflection demonstrated consistently TIEM Center Copyright 2022
- 30. Why is this Important for teaching interpreting? TIEM Center Copyright 2022 Tremendous GAP between graduation and readiness to interpret and become certified
- 31. Why is this Important for assessment of interpreting? TIEM Center Copyright 2022 Tremendous GAP between what we teach and test and what students need to interpret effectively
- 32. Current Focus of Teaching and Testing: Basic Skills TIEM Center Copyright 2022
- 33. Re-focus Teaching and Testing on Interpreting TIEM Center Copyright 2022
- 34. Vision for Interpreters & Educators: Life-long Integration of Learning from Research & Practice TIEM Center Copyright 2022
- 35. TIEM Center Copyright 2022 Selected References • Bernardini, S. (2001). Think-aloud protocols in translation research: Achievements, limits, future prospects. Target , 13 (1), 241-263. • Berne, J. (2004). Think-Aloud Protocol and Adult Learners. Adult Basic Education: An Interdisciplinary Journal for Adult Literacy Educational Planning, 14(3), 153- 173. • Bloom, B. (1954). The thought processes of students in discussion. In S.J. French (Ed.), Accent on teaching: Experiments in general education (pp. 23-46). New York: Harper. • Bowles, M.A. (2010). The think-aloud controversy in second language research. New York: Routledge. • Ericsson, K. and Simon, H. (1996). Protocol analysis: Verbal reports as data. (3rd ed.). Cambridge, MA:MIT Press. • Gass, S.M. and Mackey, A. (2000). Stimulated recall methodology in second language research. Mahwah, NJ: Laurence Erlbaum Associates, Inc. • Imperio, M. (2008). Think-aloud protocols as a method to investigate the mental process of translation. Unpublished thesis . Milano, Italy: Scuole Civiche di Milano • Jaaskelainen, R. (2010). Think aloud protocol. In Doorslaer, Luc van & Gambier, Y. (eds) Handbook of Translation Studies. pp. 371-373. Amsterdam: John Benjamins..
- 36. TIEM Center Copyright 2022 Selected References continued • Jakobsen, A. (2003). “Effects of think aloud on translation speed, revision and segmentation. In Doorslaer, Luc van & Gambier, Y. (eds) Handbook of Translation Studies. pp.. Amsterdam: John Benjamins. • Kiraly, D. (2000). A social constructivist approach to translator education: Empowerment from theory to practice .Northampton, MA: St. Jerome Publishing. • Kussmaul, P., & Tirkkonen-Condit, S. (1995). Think-aloud protocol analysis in translation studies. • TTR: Traduction, terminologie, rédaction , 8 (1), 177-199. • Li, D. (2004). Trustworthiness of think-aloud protocols in the study of translation processes. International Journal of Applied Linguistics , 14 (3), 301-313. • Olk, H. (2002). Critical discourse awareness in translation. In The Translator 8(1) 101-116. • Russell, D., & Winston, B. (2014). Tapping into the interpreting process: Using participant reports to inform the interpreting process in educational settings. International Journal for Translating and Interpreting Research, 6 (1), 102-127. • Sasaki, T. (2008). Concurrent think-aloud protocol as a socially situated construct. International Review of Applied Linguistics in Language Teaching , 46 (4), 349-374.
- 37. TIEM Center Copyright 2022 Thank You! Please feel free to contact me at BetsyWinston@TIEMCenter.org
- 38. NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE Betsy Winston, Ph.D. BetsyWinston@TIEMCenter.org Use “Q&A” to send comments and questions to the hosts. Q&A
- 39. NATIONAL COUNCIL ON INTERPRETING IN HEALTH CARE • Upcoming webinars • Webinar evaluation form • Follow up via email: TrainersWebinars@ncihc.org • ncihc.org/participate Announcements Home for Trainers Interpreter Trainers Webinars Workgroup An initiative of the Standards and Training Committee www.ncihc.org/home-for-trainers