Teacher priorities and objectives, student motivations, and classroom practices – Project TAMoLi
Submitted by:
Irene Pieper
Abstract:
TAMoLi
Texts, activities and motivations in literature education at the lower secondary level
(TAMoLi-Team CH: Andrea Bertschi-Kaufmann, Pädagogische Hochschule FHNW; Katrin Böhme, Uni-versität Potsdam; Dominik Fässler, Pädagogische Hochschule FHNW; Nora Kernen, Pädagogische Hochschule FHNW; Steffen Siebenhüner, Pädagogische Hochschule FHNW; ehemalig, Erhebung und Statistik: Cornelia Stress
TAMoLi-Team D: Irene Pieper; Universität Hildesheim; Simone Depner, Universität Hildesheim; Erhebung und Statistik: Maren Reder, Universität Hildesheim)
Sub-study within TAMoLi (CH):
Cognitive activation in literary education at secondary level I
Nora Kernen
The study focuses on how to conceptualize cognitive activation (CA) within the framework of teaching literature (see part I). It looks at the potential for CA that can be found in task design (activation through task planning), and in student’s activities in the classroom (work on the task; indicators for activatedness; activation in conversation, see part II).
Questions to be addressed are: What is cognitive activation in the literature classroom and how can it be fostered (part I)? How does CA present itself in tasks and during lessons, in particular during class discussions (part II)? Do reading motivation, reading skills, and cognitive activation interact in the TAMoLi data sample (part III)?
Part I – Conceptualizing CA: Only few studies (e.g. Winkler, 2017) work out the concept of «cognitive activation» for the teaching of literature. The first part of the publication discusses existing concepts; it aims to make them concrete for the literature classroom. In part, this has already happened in TAMoLi (development of the questionnaires, grid categories for video and interview analysis).
Part II – Qualitative study (video and interview data): This part will look at indicators and manifestations of CA in video samples from Swiss literature classes. The potential for cognitive activation can, supposedly, be found in tasks and assignments, as well as in their implementation in the classroom when students carry them out. Two aspects are of particular interest: the follow-up conversation after reading or after working on the text, and the way teachers organize conversation in the classroom. How are students’ contributions handled? How do students perceive the assignments they are given (=interview data)? The analyses rest on previous research on object-oriented CA and on classroom talk theory (“accountable talk”, Pauli et al. 2008).
Part III – Quantitative study: The third part presents first (preliminary) results of the quantitative data from TAMoLi. Cognitive activation may interact with variables like school type, reading skills/motivation, or teachers’ orientation towards reading comprehension or literature teaching; we derive information about these from the large quantitative data set we collected.
Literature
Lotz, M. (2016). Kognitive Aktivierung im Leseunterricht der Grundschule: Eine Videostudie zur Gestal-tung und Qualität von Leseübungen im ersten Schuljahr. Wiesbaden: Springer VS. Abgerufen von DOI: 10.1007/978-3-658-10436-8
Lotz, M., Lipowsky, F., & Faust, G. (2011). Kognitive Aktivierung im Leseunterricht der Grundschule: Konzeptionelle Überlegungen und erste empirische Ergebnisse zu ausgewählten Merkmalen kog-nitiv aktivierender Unterrichtsgespräche. Osnabrücker Beiträge zur Sprachtheorie, 80, 145–165.
Michaels, Sara, O’Connor, Catherine, Resnick, Lauren B. (2007).Deliberative Discourse Idealized and Realized: Accountable Talk in the Classroom and in Civic Life. Springer Science+Business B. V; Studies in Philosophy and Education (https://link.springer.com/journal/11217 - Zugriff: 14.05.2018)
Pauli, C., Drollinger-Vetter, B., Hugener, I., & Lipowsky, F. (2008). Kognitive Aktivierung im Mathematik-unterricht. Zeitschrift für Pädagogische Psychologie, 22, 127–133.
Resnick, L. B.; Asterhan, Ch. S. C.; Clarke, S. N. (2015): Socializing intelligence through academic talk and dialogue. Washington DC: American Educational Research Association.
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Zabka, T. (2015): Konversation oder Interpretation? Überlegungen zum Gespräch im Literaturunterricht. In: Leseräume. Zeitschrift für Literalität in Schule und Forschung. 2 (2). 169-187.