NCIHC HFT53 Teaching with Intention presentation slides.pdf

NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE

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

NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Welcome to our guest presenter!
Betsy Winston, Ph.D.

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

Vision for Interpreters & Educators:
Life-long Integration of Learning
from Research & Practice
TIEM Center Copyright 2022

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

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!

Model for envisioning complexity of thinking
(Bloom revised by Anderson et al: 2001)
Downloaded 8/20/17 from https://sites.google.com/site/eltmethodologies/blooms-taxonomy

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)

Two videos about Bloom’s Taxonomy!
Watch and Learn J
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:

Newer Ideas about integrated
critical thinking!

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

But!!!
Where do CoRe
Activities Fit in?

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

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.)

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?
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.

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...
• 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

Original Progression of Categories

Initial Findings with Interpreters (2014)

Co-occurrence of Complexity &
Effective Interpretations

CORE (COgnitive REflection)
Activities in Learning
Initial Reflections
Initial
TAPs
Transcription & Coding
Reflections/Syntheses
Second TAPs…..

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

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)

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

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

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.
• 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.

Range of Quality within Categories
Instead of stair-step Continua within the categories

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

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

Why is this Important for
teaching interpreting?
Tremendous GAP
between graduation
and readiness to
interpret and
become certified

Why is this Important for
assessment of interpreting?
Tremendous GAP
between what we
teach and test and
what students need
to interpret
effectively

Current Focus of Teaching and Testing:
Basic Skills

Re-focus Teaching and Testing on
Interpreting

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..

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.

Thank You!
Please feel free to contact me at BetsyWinston@TIEMCenter.org

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

NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
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NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
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NCIHC HFT53 Teaching with Intention presentation slides.pdf

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