CLASS 4.0 USER`s MANUAL - Center for Research on Dialogic
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1. 9110 8 S satwork Seatwork is coded according to Source Cognitive Level see above question coding and Who orga nizes the product as well as Type of writing if any ro 8 1 Writing Without Composing all mechanical uses of writing e Multiple choice exercises RULES OF CODING 3 Fill in the blank exercises answered with less than a sentence e Short answer exercises brief one or two sentences per question e Writing to show memorization e g science or math calculations spelling tests written recitation e Transcription from either written material copying or dictation e Translation copying words or short phrases from one language into another e Other mechanical uses diagraming vocabulary exercises crossword puzzles pre first draft activities e g concept mapping 1 10 8 2 Composing writing that is informational personal or imaginative 1 10 9 S mall Group Work Small group work is to be coded for the following e Teacher structured group work ie collaborative seatwork Task parameters entirely defined by teacher Task can be done without student interaction e g worksheets group setting is gratuitous e Prescripted task Prescripted task with obligatory student interaction e Limited student interaction Teacher gives students some latitude in their interactions with each other and group work involves spontaneous student interaction concerning sub stanc2. Like authenticity the cognitive level of questions cannot be judged altogether from words alone In judging cognitive level code the level of cognitive functioning that the question seeks to elicit not the question by itself or its linguistic structure Cognitive functioning is high to the extent that the question cannot be answered through the routine application of prior knowledge Newmann 1988 In Polanyi s 1962 terms low level cognitive functioning is a routine performance whereas high level cognitive functioning is a heuristic act Hence though a why question will ostensibly elicit an analysis it will elicit a report if the teachers focus is the recitation of a textbook s analysis rather than the class s reflection In such a situation Why really means According to your text why did it happen this way Do you remember RULES OF CODING 7 1 7 2 Generalization A nalysis Generalization is the derivation or induction of a general conception or principle from particulars typically in response to an open ended ques tion Analysis is the determination of the nature and relationship r of parts in a whole entailing two or more stipulated particulars or concepts a b In analysis the teacher typically stipulates terms for consideration e g Given what we ve just said given a and b ete what s the author s pointe whereas in generalization the teacher does not stipulate terms for consideration
3. Questions in Time Investigating the Structure and Dynamics of Unfolding Classroom Discourse Discourse Processes 35 135 196 Polanyi M 1962 Personal knowledge London Routledge amp Kegan Paul
4. Should I do anything more with ite should be coded as What more should I do with it 91 8 2 sls oe ayaseak Questions Sometimes teachers will ask questions about things students have already completed or considered e g homework If in answering these questions students actually consult their homework the question will elicit a report since the students are reporting on what they have already done If the students do not actually consult their homework however the questions should probably be coded as if they had been asked the first time i e analysis generalization When teachers ask questions about what students are thinking and not just to see if they have done their homework and when they ask them questions about their previous answers they promote fundamental expectations for learning by seriously treating students as thinkers i e by indicating that what students think is important and worth examining Martin Nystrand 91 8 3 2 divected Qu stions Whenever a teacher redirects a question to another member of the class code the new question with the same values as the original question use This includes uptake authenticity and cognitive level For example Eugene can you tell me a bit about it T A Report Mike T A Report io CLASS 4 0 CODING RULES Si o Coding Responses to Questions Meaning is realized only in the process of active responsive understanding Only the current of ver
5. The bottom line for instruction is that the quality of student learning is closely linked to the quality of classroom talk Martin Nystrand i bles for Classifying es Coding C eSa Jec ure Si Be pisodes ana Segments An episode is a coherent classroom activity centering around a particular purpose or topic A new episode starts when the teacher addresses a new purpose or topic High school lessons typically begin and end with procedural episodes Getting started and Preparing to leave Between these episodes we typically find one or more instructional episodes which often consist of two or more activities For example in teaching a lesson on Rol of Thunder Hear My Cry a teacher may begin by reviewing the previous night s reading assignment in a question and answer session which develops into an open discussion or leads to smallgroup work which culminates in in class writing as students write their reactions to the exchange of views during discussion the teacher views this writing as a head start of that night s homework assignment which is to read the next chapter CLASS treats sequences of activities like this as a series of seg ments comprising an instructional episode The episodic structure for the lesson just mentioned is Episode 1 Getting started Episode 2 Roll of Thunder Hear My Cry Segment 1 Q A Segment 2 Discussion Segment 3 Seatwork monitoring Episode 3 Preparing to leave An acti
6. 6 2 Missing pta ke In the following sequence there is no uptake Teacher question What s the first x Student response v Teacher question What s the second x There is no uptake here because the teacher does not incorpo rate a student s answer into a subsequent question 1 6 3 Types of J ptake Uptake will either be faux test uptake or authentic uptake e Authentic uptake Teacher asks an unprescripted question about a student response e Test faux uptake a Teacher incorporates previous answer into an ongoing script E g Teacher What s the subject of the sentence Student Rabbit Teacher And the rabbit did what 6 CLASS 4 0 CODING RULES In this exchange the teacher follows up on the student s answer rabbit but the answer was entirely predict able b Teacher follows up a student answer to check test the student s understanding i 7 Cognitive evel SLZ Reporting Vs Thinking We distinguish two levels of cognition R Recitations and reports What happened Don t correspond to screen prompts default H High level generalization or analysis i e thinking What happens and Why As a general rule of thumb lower order questions i e questions eliciting reports result in answers that are known information whereas higher order questions i e questions eliciting general izations analyses or speculations result in answers that are new information
7. CLASS 4 0 USER s MANUAL A WINDOWS LAPTOP COMPUTER SYSTEM FOR TH INCLASS ANALYSIS OF CLASSROOM DISCOURSE Automating the Measurement ana Assessment of Classroom Discourse University of Wisconsin Madison This program and documentation were prepared at the University of Wisconsin at Madison s Wisconsin Center for Education Research WCER The Center is supported by the U S Department of Education s Office of Educational Research and Improvement Award R305A60005 However the views expressed herein are those of the author s and do not necessarily represent the views of the department For more information about the program contact Martin Nystrand CELA Director NYSTRAND SSC WISC EDU C laces Discourse ls TY The language of learning Courtney Cazden The ocean on which all else floats James Britton Talking to eo ls EN A struggle to organize thoughts and feelings to come up with words that shape an understanding James Britton Fever CLASS 4 is a Windows laptop computer program for the in class analysis of classroom discourse The unit of analysis in this program is the question and to operate CLASS 4 0 the classroom observer types in and codes each nonprocedural question that teachers and their students ask during the course of a class period Procedural questions e g questions about pages to be read as homework are not included in this analysis since they
8. RULES question that elicits an analysis from one person may well elicit a report from another more knowledgeable individual This distinction is especially germane to teacher or student questions For example How did the French regain control of Canada may well elicit an analysis from students assuming of course that they have to figure out the answer and not merely recite their textbook account on the point but it will elicit a report if a student asks the teacher who already knows the answer Of course teachers may not have the answers to all student questions at their fingertips and if the teacher clearly thinks about a challenging student question as indicated by a pregnant pause for example the question is to be considered as an instance of generalization or analysis Nonethe less most student questions addressed to teachers will elicit reports In some low ability classes spelling or even pronouncing new and difficult words will require analysis whereas in other classes where students have already mastered the pronunciations and spellings of the same words their spelling is a mere routine report b Nature of the instructional activity When whole class instruction is devoted to review the normal expectation for the cognitive level of the questions is report even if the questions have the linguistic form of higher level questions Sometimes of course you may encounter teachers who use review as a basis for analy
9. are peripheral to instruction and learning Questions of course presume answers and question answer exchanges dominate classroom interactions in English Language Arts instruction Hence for purposes of analysis the questions teachers and their students ask during a class period effectively index the entire discussion and we may build profiles of instruction and study classroom discourse by focusing on the questions In using CLASS 4 the observer is prompted to code each question for a source who asks the question teacher or student b response whether there was a response c authenticity authentic questions are questions for which the teacher has not prespecified an answer d uptake uptake occuts when a teacher incorporates a previous student answer in a subsequent question and e cognitive level report or high level generalization analysis Unlike previous versions of CLASS CLASS 4 0 codes responses to questions for a respondent s identity b extent of elabora tion c audience for the response teacher or class and d relation of response to other responses Because of the importance of student questions Nystrand Wu Gamoran Zeiser amp Long D 2001 CLAss 4 0 also prompts the observer to code the teachers response to student questions checking whether the teacher uses the question to open up discussion or manages it in such a way as to table it During seatwork lecture reading aloud small
10. bal intercourse endows a word with the light of meaning Valentin Volosinov Stout Principal Codings Relation to other responses One part of multiple response y n When teachers encourage or allow multiple responses to a single question without repeating the question it can indicate a transition to dialogic interaction in the class e Identity of respondent In the text box next to this prompt type in a code identifying the respondent 1 9 2 eaehee LE valuation Hollowup Elaborated vs unelab orated Elaborated responses show thinking and offer a rationale for the answer given two parts answer elaboration Unelaborated responses provide just answers typically with just the information the question targets 1 9 3 Tegeh r 2 sponse to Student Questions Coding teacher response to student questions Whenever a student asks a question you will be prompted to code the nature of the teacher s response T response C A O where C Closing down Tabling changing the subject perhaps with a different question A Answering default either elaborated or unelaborated O Opening up Asking for more information rerouting question to class iio Classifying etree onal A nee RULES OF CODING I Vito lective Lecture is to count as a segment only when the teacher talks uninterrupted for at least 30 seconds Lecture film video music also refers to student consump tion of recorded
11. e students are on short leash For example the teacher might define some general principle which students in groups must then apply e Significant student interaction Significant student interaction including discussion defining shape of task and outcome though teacher might have been able to predict results before class i4 CLASS 4 0 CODING RULES e Autonomous group work Teacher sets up group work without prescripting activities significant student interaction including discussion defining shape of task and outcome Results of group work cannot be predicted before class Siio io Of ftask See pp 14 15 o Discipline We distinguish between admonitions for example asking some students to pay attention Helen pay attention and discipline when the teacher brings a halt to things Alright that s it to straighten out a more serious problem When the teacher seems to be dealing with a nuisance it s an admonition when the teacher shifts gears to address a problem it s discipline CLASS is to be used only for noting discipline Vi 10 12 Shifting Alor bens of Students Sometimes students will enter and leave the class during the period When the number of students changes indicate this number when so prompted by the OFFTASK routine o Be Ambiguous Aetvites When the teacher does one thing e g lecture and students are allowed to do another e g seatwork classify the activity mos
12. e question by itself In all cases code not the questions directly but rather the character of social interaction involving valorized and elicited by the questions ES Questions Not le eer Sioa Rhetorical Questions Be alert to rhetorical questions They are not to be rated not even recorded 91 3 2 Drocedural Questions Questions like Does that answer your question and Do you have any questions are procedural not substantive and should not be included in your list of coded questions RULES OF CODING 3 oS Eeste M anagement Questions Questions like a Whate Did we talk about that or Where are we in the text which manage classroom discourse and b Do you remember our discussion from yesterday which initiate discourse topics should not be coded Vig Aborted ana Repaired Questions A question and answer sequence is a negotiation of sorts In asking a question a conversant in effect enters or sustains a negotiation with conversants and the question posed must work in terms of the knowledge experience and expectations of the other conversants i e it must initiate or sustain a shared balance of discourse Nystrand 1986 If teachers ask questions that elicit no answer this is an aborted question click N No when prompted for RESPONSE Y N the asterisk indicates that Y is the default simply pressing lt ENTER gt Note that an aborted question is differen
13. group work and question answer activities CLASS 4 0 prompts the observer ntroduction i petiodically to indicate the number of students who are obvi ously offtask plus any appropriate adjustments in the number of students in the class in case any have recently entered or left the classroom The program also elicits miscellaneous holistic assessments of instruction and curriculum after each observa tion When data collection is completed the observer can use the program to proofread edit and revise the file for incomplete and inappropriate codings and compute basic statistics for each episode and class CLASS 4 0 is premised on a view of instruction not as what teachers provide or do to students but rather as what teachers and students collaboratively negotiate High quality classroom discourse is characterized by substantive reciprocity between teachers and their students In such instruction students and not just teachers have a lot of input into the business of the classroom and hence what is learned CLASS 4 0 provides a number of measures designed to assess the quality of interaction between teachers and their students A fuller discussion of this view of instruction as discourse is presented in Nystrand 1997 Applebee 1996 and Langer 1995 The linkage of human to human is in the final analysis the groundwork of all ethics as a reflection on the legitimacy of the presence of others H R Maturana amp F J Varela
14. ion of a previous answer into a subsequent question Collins 1982 It is often marked by the use of pronouns How did it work What causes this What city grew out of this In such questions the pronoun technically a deictic reference refers to a previous response To qualify as uptake a question must incorporate a previous answer not a previous question Normally this incorporation of a previous answer will involve actual quoting Questions that are repeated do not qualify as uptake Less obvious deictics include then e g And then what happened Here then means after that i e after what you just said so eg So which value was given to them Here so means Given that i e Given what you just said which value was given to them maybe eg Maybe What do you think where maybe should be read maybe so RULES OF CODING 5 though eg Per item though where teacher follows up a student response to get a more specific answer previous question was Which has higher overheade though here means despite or beyond what you said L Uptake by HIlipsis Uptake may be characterized by ellipsis For example if when a teacher asks a question and a student answers the teacher then asks Why the Why is to be scored positive for uptake Why incorporates the previous student answer by ellipsis Because as a follow up question works the same way 91
15. material such as documentaries fiction films or books on tape Lecture deals with English content not with instructions for class activities Code as Lecture when teacher is talking about skills or knowledge which will be generally useful to the student in the future For example How to do a bibliography may be Lecture but You may only have one Internet source in your bibliography for this paper would be Procedures and Direc tions 10 2 Baa We define discus Meta edia sion as free exchange of information about figuring things among students and or between at least out in class face to face 3 participants that lasts longer than 30 teacher and students seconds The 3 participants may include the teacher though the teacher may be deliberately silent during some discussions When discussion occurs in the midst of question and answer it interrupts or violates the normal initiation response evaluation sequence of recitation Discussions typically include relatively few questions most often these questions clarify ideas and information By that do you mean and are consequently authentic since rather than quizzing each other the conversants exchange only that information they actually need to know Discussion displays regular uptake so long as the conversants listen and respond appropriately to each other Typically discussion comes about in question answer when a student volunteers an observation n
16. ot a question that substitutes for teacher evaluation Vi 10 3 S hodeut Le aaenietisia Quick vs Careful together Opening Dialogue p 2 12 CLASS 4 0 CODING RULES Quick Students have only the class hour or less to prepare e Careful Students have prepared at home or during previous class sessions and it is clear that this counts as more than a daily grade Viio 4 Reading Aloud generally refers to students reading aloud Teachers reading aloud an excerpt to illustrate a lecture point counts as lecture however teachers taking their turn in the reading aloud of a class text counts as Reading Aloud Tapes of someone reading aloud count as lecture film video music 10 5 lole Play or G ialations An open ended activity where students take on a role or put themselves in another s place Example The class having a town meeting of charac ters in a story or choosing lots before reading The Lottery Sitting in seats and reading parts from a play is reading aloud Students preparing and then presenting a scene can be either Student Presentation or Role Play depending on how faithful they are to the class text 1 10 6 Garie A structured activity with rules points winners losers Examples Pictionary Vocabulary BINGO 1 10 7 ere nterruption An interruption originating outside the class interrupts class activity Examples intercom announcements visitor CELA paperwork
17. sis and reflection so take this situation into account in your coding c Source of information required by the question We define prior knowledge as prior to the previous nights homework Hence if a teacher asks students about the previous night s reading the question will normally elicit a report 91 8 Coding Ambiguous Questions i Oui Preform ulated Questions e g Do you think that s import ante In judging cognitive level of preformulated questions disregard the preformulator Do you think and code the remainder of the question Is it importante i e code only the nuclear utterance cf French and Maclure 1981 Superficially a question such as Do you think that s important elicits a record Le what the student is thinking now but if the real purpose of the RULES OF CODING 9 question is to elicit a higher cognitive operation an analysis of what is important it should be so coded Hence Do you think that s importante Is that important ANALYSIS Do you know what a catechism is W hat is a catechisme REPORT Do you understand why 11 is a b 2 Why is 11 a b ANALYSIS What do I mean by transition What s a transition REPORT or ANALYSIS depending on context student to report When in doubt about cognitive level always ask what mental operation the question is eliciting not the literal meaning of the question Hence
18. t from a repaired question which is a question the teacher asks and without giving students a chance to answer revises When someone repairs a question you need only record the final version of the question The proportion of teacher questions that fails to elicit an answer is an index of the extent to which the teacher incorrectly anticipates the capabilities and knowledge of the class If the teacher asks too many questions that students are unable to answer or don t know how to answer it means that the teacher has misjudged the students in some fundamental way the question indexes a mismatch 2 5 Authentic vs Test Questions Learning is often built on surprises Robert Gundlach 915 l Authentic Questions are questions whose answers are not prespecified by the teacher By contrast an inauthentic ques tion sometimes called a test question allows students no control 4 CLASS 4 0 CODING RULES over the flow of the discussion and an authentic question allows the student substantial input if not control over the flow of the discussion 91 5 2 What Ele Code the question What else as e Inauthentic test when it is used for negative evaluation i e when a student gives a wrong answer and the teacher continues to look for the correct one by saying What else or e Authentic when used during brainstorming i e when any answer is satisfactory 91 6 Uptake Uptake is the speakers incorporat
19. t students do ee fore nces Applebee A N 1981 Writing in the secondary school Urbana National Council of Teachers of English 1996 Curriculum as conversation Transforming traditions of teaching and learning Chicago University of Chicago Press Britton J Burgess A Martin N McLeod A amp Rosen H J 1975 The development of writing abilities 11 18 London MacMillan Collins J 1982 Discourse style classroom interaction and differential treatment Journal of Reading Behavior 14 429 437 French P and Maclure M 1981 Teachers questions pupils answers An investigation of questions and answers in the infant classroom First Language 2 31 45 Langer J 1995 Envisioning literature Literacy understanding and literature Instruction New York Teachers College Press Moffett J 1968 Teaching the universe of discourse Boston Houghton Mifflin Newmann F 1988 Can depth replace coverage in the high school curriculum Phi Delta Kappan January 345 348 Nystrand M 1986 The structure of written communication Studies in reciprocity between writers and readers Orlando and London Aca demic Press 1997 Opening dialogue Understanding the dynamics of language and learning in the English classroom Martin Nystrand with Adam Gamoran Robert Kachur and Catherine Prendergast New York Teachers College Press Wu L Gamoran A Zeiser S amp Long D 2003 March April
20. the students do eg What s the pointe Examples of generalization What happens when you get to the next stanza Who are these people What do you think is the message What does it mean to be in shackles What does a tornado do What s the author saying here What s it all about Contrastive example of generalization and analysis TEACHER What did Robert Fulton do What was the result How did his success affect river travel What s a problem that some rivers have STUDENT ee TEACHER So how did Fulton s success affect river travel In the first question which is a multiply repaired question the teacher is working to stipulate the terms of an analysis he wants students to do The question What s a problem some rivers have is meant to elicit a generalization in preparation for a particular analysis these questions are driving towards So how did Fulton s success affect river travel eae tiactors Affecting Cognitive Haval The cognitive level of any question is affected by a the knowledgeability of the person answering the question b nature of the instruc tional activity and c the source of information required by the question a Knowledgeability of the person answering of the question Ques tions are to be coded as reports when their answers elicit a routine cognitive operation But note that routine varies depending on what the person answering the question knows The very same 8 CLASS 4 0 CODING
21. vity is defined by how it develops or is realized If a teacher s planned review turns into a discussion it is to be coded as a Q A segment followed by a discussion segment even if the teacher planned only a review Similarly if students are doing silent reading start writing answers to homework questions 2 CLASS 4 0 CODING RULES about the reading it is to be coded as a silent reading segment followed by a seatwork segment Two rules e Activities are defined by how they are enacted e If some students are engaged in one activity eg silent reading and others are doing something else answering homework questions code the activity which most of the students are doing SEA pproach to Question Coding CLASS question coding treats questions as sites of interac tion As Heritage amp Roth 1995 and Schegloff 1984 contend the character of any unit of discourse and related interaction is a function of the participants understanding Following this principle you are to code not questions per se but rather the participants understandings of their interactions as manifest by their discourse moves To judge the authenticity of a question for example requires that you take your cues not only from how students answered the questions but also how the teacher responded to the students answers As with authenticity cognitive level is to be coded according to the level of cognitive functioning the question elicited not th
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