Impact of the visible thinking approach in the EFL class atmosphere. A classroom based research submitted in fulfillment of the requirements for seminar course and for obtaining the degree of teacher of english

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(1)Impact of the visible thinking approach in the EFL class atmosphere.. A classroom-based research submitted in fulfillment of the requirements for seminar course and for obtaining the Degree of Teacher of English.. Universidad Alberto Hurtado Facultad de Educación. Juan Camilo Nicolás Paredes Leiva. November 2017..

(2) IMPACT OF VISIBLE THINKING APPROACH IN THE EFL CLASS ATMOSPHERE. 2. Content Abstract ............................................................................................................................................... 3 Introduction to the research study.. .................................................................................................. 4. Background ..................................................................................................................................... 5 Overall methodology. .......................................................................................................................... 6 Data collection methods. ................................................................................................................. 7 Data analysis. ................................................................................................................................ 10 Research findings. ............................................................................................................................. 11 Teachers. ....................................................................................................................................... 11 Students. ........................................................................................................................................ 13 School............................................................................................................................................ 13 Implications. ...................................................................................................................................... 14 Conclusions. ...................................................................................................................................... 16 References. ........................................................................................................................................ 17 Appendixes........................................................................................................................................ 19 Appendix A: Semi structured interview to school administration staff member. ......................... 19 Appendix B: Semi structured interview to teachers of English. ................................................... 22 Appendix C: Focus group to six students...................................................................................... 24 Appendix D: Consent letter. .......................................................................................................... 26 Appendix E: Ballot papers/papeletas. ........................................................................................... 27.

(3) IMPACT OF VISIBLE THINKING APPROACH IN THE EFL CLASS ATMOSPHERE. 3. Abstract The study reported here investigated the impact of the visible thinking methodological approach on the class atmosphere of a 1st year high school grade class. Two teachers of English were included in the study, a member of the school administration and six randomly-selected students from the class. The sources used to collect data included a focus group with students, interviews with the teachers of English and a staff member, and an analysis of the school curriculum. Preliminary findings suggest teachers’ lack of competence regarding the use of thinking routines, needing further adaptation to the methodological approach of the school. The evidence also demonstrated a general tendency of students to quickly acquire the visible thinking approach, leading to a “democratization of the classroom”, showing a higher level of participation from students in both activities regarding the English class and discussions. The findings indicate that the method was implemented as a need from the school community, and that it is still under development, at least for three more years..

(4) IMPACT OF VISIBLE THINKING APPROACH IN THE EFL CLASS ATMOSPHERE. 4. Introduction to the research study. Language teaching is a challenging activity. It implies commitment with students and responsibility for your own professional development, skills that take time to develop. As Burns (2009) claims, language teachers want to be effective, so they can provide the proper atmosphere to enhance learning, concept closely related to the commitment of a teachers towards his labor. A primary focus of this classroom-based research is to understand the impact of the ‘Visible thinking’ methodological approach on building a proper classroom atmosphere for teaching and learning. The Visible thinking methodological approach is a framework that enhances students’ abilities regarding the use of thinking as a strategy for learning, supported by the use of “thinking routines”, a set of routines aimed at fostering awareness of the learning process in both teachers and students. According to the VESS educational model (Meaningful Life with Balance and Wisdom/ Visionary Educational Model) offered by Education First (Edu1st), the visible thinking approach implies that “educators must meet a series of requirements and basic conditions in the environment where students are” (VESS, 2009). Furthermore, visible thinking method states that its aim is to create “[…] a culture of thinking and developing habits of mind using thinking as a pedagogical tool, fostering analytical, critical, and creative thinking; helping children in their task of building the mind from their childhood until adulthood”. Conroy (2009) claims that creating a positive classroom atmosphere fosters students’ learning, and Dalton (2009) states that teachers should master “the art of good human relations”. These statements reflect the need to understand how visible thinking impacts and works (or not) into the English class of the study..

(5) IMPACT OF VISIBLE THINKING APPROACH IN THE EFL CLASS ATMOSPHERE. 5. Background The study was conducted in a 1st year high school grade class of 30 students at Colegio Notre Dame, a Catholic school placed in Peñalolén, inspired by the Scout teachings of Robert Baden-Powell, the legacy of its founder Roberto Polain Cartier, and the visible thinking approach. The school stands that they offer an atmosphere of confidence that translates into students trusting their teachers and taking an active part into their learning (Polain, 1977). Of the 30 students that make up 1st high A, 12 are assessed with different assessments or “differentiated evaluation”. The information collected from direct consultation with the host teacher states that students which are evaluated with these instruments are usually exempted from the class and/or have learning difficulties. This instrument is applied to other subjects as well, and it is usually a simpler version of the regular assessment. This fact is important to understand the complexity of the English class atmosphere, and it will be analyzed again in the limitations’ section. Furthermore, students demonstrated poor behavior, a low participation rate and lack of respect when other students or the teachers speak, resulting in a complex environment for the development of the class. The researcher observed this environment constantly, and it was also mentioned by the head teacher of this class. Furthermore, the atmosphere was affected as well by the lack of participation of those students which, aware of their condition of differentiated/exempted, disrupt the class and their classmates or did not work properly..

(6) IMPACT OF VISIBLE THINKING APPROACH IN THE EFL CLASS ATMOSPHERE. 6. In order to understand how the context of the school was a key factor in the influence of the English class received, consultation was carried out with teachers of English from the school as well as other teachers from the English program of Universidad Alberto Hurtado. Subsequently it was understood that the main problem was related to the perception of the class atmosphere. Conroy, Sutherland, Snyder, Al-Hendawi, & Vo (2009) state on this that, “creating a positive and engaging classroom atmosphere is one of the most powerful tools teachers can use to encourage children's learning and prevent problem behaviors from occurring. […] Teachers' responses to children's appropriate and problem behavior can help set the tone of the classroom environment”. Consequently, it was crucial to understand the impact of this new-in-the-school methodological approach (data obtained states that the method was implemented in 2017 and it has a trial period of four years) and how the members of the school conceived and received it, in order to conceive the impact of the new approach on the class atmosphere, and how it could differ from the previous approaches of the school. Acknowledging the information previously presented, the research question for the study was formulated as: “How does the visible thinking methodological approach impact on the classroom atmosphere of a 1st high EFL class”? Overall methodology. The sources of data collection selected for this study were qualitative. According to Holliday (2007) “It is these qualitative areas in social life - the backgrounds, interests and broader social perceptions that defy quantitative research - that qualitative research addresses”. Since the interest of this study was on understanding how the inclusion of a.

(7) IMPACT OF VISIBLE THINKING APPROACH IN THE EFL CLASS ATMOSPHERE. 7. new methodological approach impacted the class atmosphere of the target language class, qualitative data collection methods were assessed as more suitable for this purpose. Still, qualitative research can have some limitations within its implementation. As James (2008) states, “qualitative evidence collection is subject to the biases of the people involved, both in collecting the evidence and in providing it. Researchers may have a preconceived notion about the evidence they are likely to find in their investigation”. It was important then to accept that the data collection instruments had to be carefully constructed, so this tendency can be avoided. Nevertheless, a contrast that supports the use of qualitative data collection methods recognizes that, “qualitative research does not pretend to solve the problems of quantitative research, but does not see them as constraints. Rather than finding ways to reduce the effect of uncontrollable social variables, it investigates them directly” (Holliday, 2007). Therefore, the method seems to fit for the purpose of the research question and was subsequently implemented. Data collection methods The data collection instruments selected included semi structured interviews, as well as a focus group and the analysis of artifacts (primarily focused on the curriculum of the school and some documents used to assess behavior). The participants were two teachers of English from the school, a group of six students selected randomly (numbers were picked at random and later checked in the class list) from the target class and a representative from the school administration. The reason for using semi-structured interviews and focus groups was to have the opportunity to enrich the interviewees’ responses about the research question topic. James (2008) states on this that “both interviews and focus groups are flexible methods for.

(8) IMPACT OF VISIBLE THINKING APPROACH IN THE EFL CLASS ATMOSPHERE. 8. gathering qualitative evidence, offering […] practitioners insight into the human dynamics in the situations they are studying” (2008, p. 72). In addition, “semi structured interviews allow the opportunity to digress from the primary question and probe a response to understand more clearly what is seen as a provocative remark on the part of the interviewee” (James, 2008, p. 73). It was important to generate a clear conversation without relevant intrusion from the researcher, so biased data could be avoided and participant could extend their responses. The teachers selected were representatives of the Garzas and Condor sections, names given to the sections composed by 7th-to-2nd grades and 3rd-to-4th grades respectively, and in accordance with the target class of the research question (following the scout curriculum of the school, and all of them from secondary education). These data were selected from the context of the school, the class and the curriculum, which was also analyzed aiming at triangulating information and making visible the aspects that biased the relation between the three sources. The semi-structured interviews had questions oriented to describe the context and perception of the class. Two teachers and a representative from the school administration were interviewed with these instruments (a copy of the questionnaire can be found in Appendixes A and B). The interviews were based on an average of six questions, all of them formulated to triangulate data obtained later. On the one hand, teachers’ interviews were oriented towards the research question, starting with a broader point of view since the implementation of the project in the school, progressing finally into the experience of the teacher in the English class. On the other hand, the interview from the staff member of the school administration was oriented towards a more general understanding of the artifacts.

(9) IMPACT OF VISIBLE THINKING APPROACH IN THE EFL CLASS ATMOSPHERE. 9. (curriculum of the school, behavior and interaction) into specific aspects and details about such implementation since 2017 onwards. In the case of students, the focus group was conducted (previous consent letter to the coordinator of the Garzas’ section, see appendix D), and the questions contained insights into their opinion about the visible thinking, as well as an aimed comparison between those students which have been studying longer in this school versus those who are newer and therefore know less about the method. Questions were oriented to describe their perception of the English class, their impression of the match between what the school proposes and what they received so far in the English class and their notion on the behavior of themselves as a class in terms of participation and the impact of their behavior on the successful (or not) work of the English subject. Summarizing, this method helped the researcher to better understand the metacognitive process of students regarding the curriculum of the school and what actually happens in the class. The artifacts dealt with the implementation of the visible thinking approach in the school and with the behavioral perception of both school authorities and the head teacher, in the form of documents called papeletas or “ballot papers”, a set of six colored documents that the school gives to students and in which their progression in terms of behavior is listed. The color code indicates whether students’ progression was excellent, very good, good, regular, poor or bad. Samples of ballot papers can be found in Appendix E. The analysis contained a consultation of the use of these artifacts in the target classroom, understanding how different students with certain results could perform in the English class..

(10) IMPACT OF VISIBLE THINKING APPROACH IN THE EFL CLASS ATMOSPHERE. 10. Data analysis. The coding frame or list of topics, themes and categories that arose from the data collected was gathered into general areas or concepts. Among them we can find classroom atmosphere, students’ viewpoint on activities and tasks within the class, and so on. The data collection tools were coded according to a data-driven open coding, which serves for the purpose of avoiding bias as much as possible, allowing the process of reading the data to generate the themes and categories. Gibbs (2007) states that “the researcher is both an observer of the social world and a part of that same world” (P. 12). Therefore, the analysis was conducted and themes arose with simplicity. Another useful coding method was to code line-by-line. Semi-structured interviews and the focus group were both audio recorded for later transcriptions, and both can benefit from this technique since the questions were built to obtain specific information from participants. Gibbs states here that “this means going through your transcript and naming or coding each line of text, even though the lines may not be complete sentences. The idea is to force analytic thinking whilst keeping you close to the data” (2007, p. 20). Codes emerged from each paragraph of the transcriptions, and then they were analyzed again to obtain more specific themes. Papeletas were analyzed with a simple categorization, depending on the data that could be retrieved with a consultation to the host teacher, obtaining good insights into the context and history of students regarding behavior in the classroom, and how students with worse papeletas performed in the English class in terms of participation, completion of tasks and grades..

(11) IMPACT OF VISIBLE THINKING APPROACH IN THE EFL CLASS ATMOSPHERE. 11. Research findings. According to the data analyzed and the context of the research question of this study, the main research findings were categorized in three main areas, in order to organize a better understanding of each and the impact of each as well in the class atmosphere of the English class. Nevertheless, it is important to mention that each section correlates with the other, as data obtained showed similar patterns in the answers obtained in the semi structured interviews, the analysis of artifacts and the focus group. The sections of information obtained were grouped into data concerning teachers, students and the school as a whole, in order to facilitate the triangulation and further comprehension of information. Teachers. Regarding the data obtained from teachers, general findings show that teachers have observed an improvement of students regarding their learning process in the English lesson. Data suggests that “Los estudiantes se sienten más motivados a investigar y a expresarse. Y yo creo que eso, en cierta forma tú lo vas testeando y obviamente eso ha generado… o se ha palpado que ha habido un aprendizaje de parte de los chicos. Quizá a lo mejor no tan notorio digamos, así como quizá nosotros quisiéramos, porque llevamos recién un año, pero en este año que llevamos instaurando esta metodología, sí notamos que los chicos eh, ha habido un aprendizaje de parte de ellos” (taken from the interviews). In addition, the data analysis shows that teachers need further empowerment with the methodology approach of the school. Evidence suggests a lack of competence regarding the use of thinking routines, using some of them more times than expected, and therefore making the English class atmosphere boring as some students manifested. This is directly.

(12) IMPACT OF VISIBLE THINKING APPROACH IN THE EFL CLASS ATMOSPHERE. 12. connected with the motivation they should generate towards the English lesson. As data suggests, “es el docente el que tiene que ser capaz de generar motivación, de generar un enganche al inicio para que los estudiantes se dispongan al aprendizaje, de manejar muy bien la estrategia de pensamiento visible, y las herramientas que tenemos para ello. Para que los estudiantes se sientan eh, cómodos, seguros, para que el profesor sepa qué decisiones tomar cuando algo no está funcionando. Entonces creo que, creo que resulta cuando hay un profesor muy empoderado que cree en esto realmente, y que aplica la estrategia en función de su saber, de lo que ha preparado en una clase, del manejo curricular también, de cómo hace dialogar finalmente […] la propia didáctica del inglés” (taken from the interviews). Teachers also agreed with the concept of democratization of the classroom portrayed in the focus group and in the interview with the school administration staff member. According to the data, the visible thinking approach has facilitated the comprehensive use of English, making it more comprehensive and less grammar oriented. As obtained from one of the interviews to the teachers of English, “El pensamiento visible oficializa muchas de estas cosas, osea, las prácticas. Por ejemplo, plantear una meta clara hace de que los muchachos sepan lo que vas a tu ver. Y ahí una pregunta problematizadora hace que los muchachos tengan algo que, al principio, al mediado, o al final de la clase puedan volver a”. Furthermore, “eso también creo que es uno de los grandes beneficios que trae para los estudiantes y para la cultura, tiene que ver con la democratización del aula. Ya no es solamente el profe el que construye el saber o el que tiene el conocimiento, sino que, somos todos partes de un proceso en donde estamos aprendiendo y pensando”..

(13) IMPACT OF VISIBLE THINKING APPROACH IN THE EFL CLASS ATMOSPHERE. 13. As evidence shows, class democratization results in the generation of motivation towards the lesson and a better use of the authority of the teacher of English. Students. In the case of students, the topics deal with a general metacognitive process produced by the visible thinking, a high level of awareness of the visible thinking methodological approach and its implications in their learning process, empowerment and confidence, and an externalization of positive and negative aspects after the implementation of the method. Data suggests that students participate more due to the democratization of the class, a consequence of a more inclusive curriculum. According to the data, “dentro de la democratización creo que una cosa importante es que también este modelo promueva mucho la participación de distintas maneras. Y eso va muy de la mano con lo que nosotros promovemos como inclusión educativa. Hasta el más tímido puede participar porque hay rutinas de pensamiento que permiten por ejemplo la participación de forma escrita y no oral” (taken from the interviews). In addition, students recognize that the English lesson has changed if compared to other schools, stating that “Sí, yo creo que sí. Uno de repente se pierde, pero el Juan te ayuda como decir las palabras. Tiene la paciencia de explicarte una y otra vez, aunque no lo entiendas, y aunque no quieras entenderlo también. Y este refuerzo de apoyo lo hace mucho más fácil. Aparte que como hace lo justo y lo necesario, después cómo que te hace ejercitar para reforzar todo lo que aprendiste” (taken from the interviews). School. Finally, data suggests that the school has recognized as their main goal building a culture of thinking, promoting this thinking to make it visible, a link between the scout.

(14) IMPACT OF VISIBLE THINKING APPROACH IN THE EFL CLASS ATMOSPHERE. 14. method and collaborative learning, diversity of evaluations and behaviors, an English program in general ambitious and more oriented towards grammar, and most important, a regular atmosphere of class which nevertheless is in current process of evolution. Implications. Part of this study was to understand how the different outcomes obtained from data can be applied into the real world of education, beyond the specific context of the target school and class. In addition, it is important to understand whether some of the insights of the study can be contrasted with other experiences from different authors or not. Regarding the issue of the class atmosphere, data suggested that teachers felt the class atmosphere as regular and noisy, and students felt the atmosphere disorganized. These beliefs can be partially correct, as it is important to bear in mind that classroom management beliefs are key for understanding how the students’ point of view can be biased by teacher’s beliefs (Rosas & West, 2009). Another similar point of view is presented by Lane, Wehby, & Cooley (2006) which state that it is important to develop self-control skills as part of teachers’ expectations of students’ classroom behavior, defining the importance of an assertive behavior as well in the class. These expectations can in this case be biased by what the school and teachers expect in terms of the application of the visible thinking approach, resulting in an early judgment of the efficacy of the method. As data suggested, the school still has three more years before starting a real assessment of the method in their classrooms, thus part of their expectations and beliefs can be biased based on the lack of experience they have with the method..

(15) IMPACT OF VISIBLE THINKING APPROACH IN THE EFL CLASS ATMOSPHERE. 15. Taking into account the field of scouting found in the school, Polson, Kim, Jang, Johnson & Smith (2013) express the influence of scouting in society, stating that social interaction can contribute to the development of social capital, and can strengthen the social engagement of students. This social capital matches with both the democratization of the classroom and the acquisition of the visible thinking approach by students, evidencing that part of the labor of spreading the visible thinking approach was facilitated by the scout curriculum tradition. As evidence suggested, teachers have observed their students more empowered and as “protagonists” of the class, producing more English and evidencing good result in international tests applied at the school (such as KET and PET). Nevertheless, evidence also suggested that students felt that the visible thinking has brought positive and negative aspects, among the last ones sometimes demotivation and lack of empathy towards group work. Further research would need to investigate details such as the amount of time students have been exposed to the visible thinking approach, the schools of origin, among other information. Finally, it is important to address limitations. The main limitation was the short amount of time to carry out this type of research, as well as the fact of working alone. In addition, instruments of data collection could have been more diverse, in order to better triangulate data. One aspect of this research was its qualitative approach, selected in accordance with the research questions as well as expectations in terms of data collection and outcomes. Nevertheless, a mixed method would have enriched the data obtained with extra information from students, parents and the school, as well as the triangulation of data and further analysis. Another aspect to consider is the complex schedule schools have. Much data collected was obtained in little time, since the school had many activities during.

(16) IMPACT OF VISIBLE THINKING APPROACH IN THE EFL CLASS ATMOSPHERE. 16. the second semester which made impossible to collect extra information. This is directly connected with the number of participants of the research. Teachers did not have enough time to be interviewed nor were students always available for the focus group. Conclusions. This classroom-based research attempted to understand the relation and impact of the visible thinking methodological approach with the class atmosphere in the EFL class of a 1st high grade. Data has suggested that since its implementation, many variables have been detected, in both positive and negative implications. Among the positive outcomes that can be highlighted, there is evidence of students’ empowerment with the visible thinking approach. This situation has been facilitated by the scout curriculum of the school, resulting into a strong alliance of methods. Students feel that their teachers are close to them and that they can be trusted, incrementing the sensation of the temporal success of the method, which according to evidence was implemented as a need of the school community, after realizing that the vision of Father Roberto Polain was weak after some years, and that the community needed a methodological approach that could fit with the project of the school. Regarding the challenges the school still faces, and considering that time was one important limitation to get more evidence to support this research, teachers need to empower themselves in order to understand better what the method implies in teaching and learning in the target language. Although there is evidence of good results of learning English, students feel that routines used are too tedious, making more difficult to some exempt the acquisition of the target language. Further study on this research can clear doubts about how the methodological approach worked after its full implementation..

(17) IMPACT OF VISIBLE THINKING APPROACH IN THE EFL CLASS ATMOSPHERE. 17. References. Biggs de la Torre, J. (2012). La propuesta pedagógica del P. Roberto Polain y la experiencia del colegio Notre Dame: formación en los valores del scoutismo como parte fundamental de un proyecto educativo. Universidad Alberto Hurtado. Brown, H. D. (2000). Principles of language learning and teaching. Pearson Longman. Burns, A. (2009). Doing action research in English language teaching: A guide for practitioners. Routledge. Conroy, M. A., Sutherland, K. S., Snyder, A., Al-Hendawi, M., & Vo, A. (2009). Creating a Positive Classroom Atmosphere: Teachers' Use of Effective Praise and Feedback. Beyond Behavior, 18(2), 18-26. Dalton, W. T. (1951). Classroom atmosphere reflects quality of learning. The Association for Supervision and Curriculum Development. Dweck, C. (2017). Mindset: changing the way you think to fulfil your potential. Hachette UK. Gibbs, G. R. (2007). Analyzing qualitative data. London: SAGE Publications, Ltd. Chapter 4: Thematic coding and categorizing Holliday, A. (2007). Doing & writing qualitative research. Sage. James, E. A., Milenkiewicz, M. T., & Bucknam, A. (2008). Participatory action research for educational leadership: Using data-driven decision making to improve schools. Sage..

(18) 18. IMPACT OF VISIBLE THINKING APPROACH IN THE EFL CLASS ATMOSPHERE. Lane, K. L., Wehby, J. H., & Cooley, C. (2006). Teacher expectations of students' classroom behavior across the grade span: Which social skills are necessary for success? Exceptional Children, 72(2), 153-167. Leor,. K.. (2009).. What. is. VESS?. Retrieved. November. 22,. 2017,. from. http://www.educationfirstinc.com/en/vess/whatisvessPolain, R. (1977). Educar para la Libertad. Santiago Chile: Colegio Notre Dame. Rosas, C., & West, M. (2009). Teachers Beliefs about Classroom Management: Preservice and Inservice Teachers' Beliefs about Classroom Management. International Journal of Applied Educational Studies, 5(1). Polson, E. C., Kim, Y. I., Jang, S. J., Johnson, B. R., & Smith, B. (2013). Being prepared and staying connected: Scouting's influence on social capital and community involvement. Social Science Quarterly, 94(3), 758-776..

(19) IMPACT OF VISIBLE THINKING APPROACH IN THE EFL CLASS ATMOSPHERE. 19. Appendixes. Appendix A: Semi structured interview to school administration staff member.. Entrevista semi estructurada: tesis sobre impacto del pensamiento visible en la atmosfera de clase del 1ro medio A Entrevista a Rector/jefe UTP, enfocada al artefacto del curriculum del colegio. El propósito de esta entrevista es obtener información sobre sus impresiones respecto al impacto del pensamiento visible en la atmósfera de clase, específicamente relacionada a la asignatura de idioma extranjero inglés. Desde ya, se le agradece por su tiempo y participación. La pregunta de tesis es ¿Cuál es el impacto del método metodológico del pensamiento visible en la construcción de una atmósfera adecuada para la clase de inglés?. 1. En sus palabras, ¿cómo funciona el pensamiento visible en la educación media? ¿Qué aspectos se pueden destacar? Esta pregunta pretende generar conocimiento general sobre el curriculum del colegio, así como partir con información al alcance de la entrevistada. 2. ¿Qué rol se espera de los estudiantes con el pensamiento visible? ¿Se contrapone al rol que cumplen realmente en clases? Aquí se pretende entender cómo espera la escuela que se comporte el estudiante en concordancia con el curriculum. Se pretende también entender la relación que se genera con el profesor. 3. En su visión, ¿cree que el pensamiento visible hace sentido a los estudiantes? ¿se refleja en clases este sentido o la falta del mismo? La visión personal de la.

(20) IMPACT OF VISIBLE THINKING APPROACH IN THE EFL CLASS ATMOSPHERE. 20. entrevistada ayudará aquí a comprender si cree que el curriculum implementado ha reflejado frutos, y cuáles podrían estos ser. 4. ¿Cómo cambia la atmosfera de la clase desde un curriculum tradicional (i.e.: colegios públicos) al curriculum del pensamiento visible? ¿Cuál viene siendo la experiencia del Notre Dame en este aspecto? En esta pregunta se ahonda en el concepto de la atmosfera de clase, y cómo ha sido la transición de un curriculum a otro. Además, se pretende entender la visión de la entrevistada con respecto al concepto. 5. ¿Se beneficia la enseñanza del inglés del pensamiento visible? ¿cómo? Aquí la pregunta ahonda específicamente en la clase de inglés. Se pretende obtener opiniones para contrastar con otras entrevistas y los otros datos a recolectar. Esta pregunta en particular será preguntada también a estudiantes (focus group) y a profesores (entrevista semi estructurada). 6. Dentro de la clase, y considerando la asignatura de idioma extranjero inglés, ¿Cómo definiría el impacto desde la implementación del pensamiento visible en la relación entre los estudiantes y los profesores? ¿cree que los estudiantes son capaces de “encontrar complejidad” en sus acciones (o la falta de estas)? Esta pregunta esgrime el impacto en la asignatura, y pretende recabar información sobre el funcionamiento o no de la asignatura. Además, al usar la pregunta clave ‘encontrar complejidad’, se pretende comprender cómo funciona la mente y el comportamiento de los estudiantes desde el punto de vista de las autoridades del colegio..

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(22) IMPACT OF VISIBLE THINKING APPROACH IN THE EFL CLASS ATMOSPHERE. 22. Appendix B: Semi structured interview to teachers of English.. Entrevista a profesores de inglés con respecto a la atmósfera de la clase de inglés, y efectividad del curriculum en la enseñanza de la lengua extranjera. El propósito de esta entrevista es obtener información sobre sus impresiones respecto al impacto del pensamiento visible en la atmósfera de clase de la asignatura de inglés. Desde ya, se le agradece por su tiempo y participación. 1. ¿Qué cambios ha notado en la enseñanza y el aprendizaje del inglés desde la llegada del pensamiento visible a la escuela? La pregunta tiene relación a la primera pregunta a la autoridad del colegio. Se pretende entender desde la perspectiva docente el impacto del pensamiento visible en la enseñanza del idioma extranjero inglés. 2. Con respecto a los estudiantes de primero medio y su aprendizaje de inglés, ¿cambió en alguna manera su aprendizaje llegado el pensamiento visible? Se aterriza el contexto hacia la experiencia del curso objetivo. 3. ¿Cuáles percibe usted son los mayores desafíos y virtudes de la enseñanza de inglés en este contexto educacional? Aquí la pregunta ahonda específicamente en la clase de inglés. Se pretende obtener opiniones para contrastar con otras entrevistas y los otros datos a recolectar. Esta pregunta en particular es similar a la quinta pregunta del instrumento aplicado a la autoridad del colegio. 4. El modelo del pensamiento como estrategia pedagógica establece que el contenido adquiere una importancia secundaria en la enseñanza. ¿Cómo se enseñan las cuatro habilidades del inglés bajo esta premisa del pensamiento.

(23) IMPACT OF VISIBLE THINKING APPROACH IN THE EFL CLASS ATMOSPHERE. 23. visible? ¿Existe alguna habilidad con mayores dificultades de enseñanza que otra? 5. Dentro de la clase de idioma extranjero inglés, ¿Cómo definiría el impacto desde la implementación del pensamiento visible en la relación entre los estudiantes y los profesores? ¿cree que los estudiantes son capaces de “encontrar complejidad” en sus acciones (o la falta de estas)? ¿cómo afecta esta complejidad a la relación estudiante-docente? Esta pregunta esgrime el impacto en la asignatura, y pretende recabar información sobre el funcionamiento o no de la asignatura desde la perspectiva del curriculum. Además, al usar la pregunta clave ‘encontrar complejidad’, se pretende comprender cómo funciona la mente y el comportamiento de los estudiantes desde el punto de vista del profesor..

(24) IMPACT OF VISIBLE THINKING APPROACH IN THE EFL CLASS ATMOSPHERE. 24. Appendix C: Focus group to six students.. Grupo de discusión con estudiantes del primero medio A, con respecto a su visión sobre la atmósfera de la clase de inglés dentro del proyecto del colegio, así como el compromiso que sienten que tienen hacia la asignatura. El propósito de este grupo de discusión es obtener información sobre sus impresiones respecto al impacto del pensamiento visible (curriculum del colegio) en la atmósfera de clase de la asignatura de inglés, así como la perspectiva que ustedes tienen de su compromiso propio hacia la asignatura. Se les preguntará a aquellos estudiantes que lleven tiempo en el colegio, así como también a aquellos que son más nuevos, a modo de comparar sus opiniones. Desde ya, se le agradece por su tiempo y participación.. 1. Pregunta para todos: ¿Saben lo que es el pensamiento visible, y el papel que juega en la enseñanza en este colegio? La pregunta pretende comprender el grado de entendimiento de los estudiantes con el curriculum que viven a diario en clases. 2. A aquellos más nuevos: ¿qué cambios han notado entre la enseñanza del inglés de los colegios de los que provienen y el Notre Dame? A los más antiguos: ¿Qué cambios notan desde la implementación del pensamiento visible en la clase de inglés? Piensen por un minuto y luego comenten. Esta pregunta está orientada a cruzar información entre las distintas opiniones de los estudiantes sobre la clase de inglés..

(25) IMPACT OF VISIBLE THINKING APPROACH IN THE EFL CLASS ATMOSPHERE. 25. 3. ¿Creen que la clase de inglés facilita el aprendizaje para ustedes? ¿por qué? Esta pregunta tiene relación con la anterior, y pretende generar opiniones sobre la efectividad de la enseñanza del inglés. 4. Con respecto a la clase de inglés: ¿qué creen que el colegio y los profesores esperan de ustedes? ¿creen ustedes que cumplen con esa expectativa? ¿por qué? Esta pregunta pretende fomentar un proceso metacognitivo en los estudiantes, para que vean si es que cumplen o no con las expectativas que creen que el colegio tiene para ellos, y por qué motivos. 5. ¿Qué significa para ustedes/qué entienden por encontrar complejidad? ¿qué tiene que ver este concepto con el compromiso que tienen ustedes con la clase de inglés? Se pretende ahondar en el compromiso que los estudiantes creen que tienen con la asignatura, así como la importancia del concepto con la generación de una apropiada atmósfera de clase. 6. ¿Creen que existe una sana relación entre ustedes y los profesores de inglés, la que lleve al aprendizaje del idioma? ¿Qué creen que tiene que ver la pregunta anterior con la atmosfera de la clase de inglés? Fundamente su respuesta. Se pretende ahondar en la relación de los estudiantes con los docentes de inglés en general, como parte de la comprensión de una atmósfera apropiada para la clase de inglés..

(26) IMPACT OF VISIBLE THINKING APPROACH IN THE EFL CLASS ATMOSPHERE. 26. Appendix D: Consent letter. CARTA DE SOLICITUD PERMISO INVESTIGACION Santiago, 24 de 08 de 2017 Sra. Marcela Poblete Coordinadora Garza Colegio Notre Dame Presente. Estimada Marcela: Dentro de la formación de pregrado de los profesores y profesoras de Inglés de la Universidad Alberto hurtado, se considera muy importante la realización del trabajo de investigación al final de su formación profesional, puesto que consiste también en la problemática planteada en su posterior trabajo de tesis. En este marco, nuestros estudiantes de 5º año cursan la asignatura de Práctica Profesional Final, en la cual los alumnos desarrollan un estudio de algún aspecto pedagógico observado en aquellos cursos en los que se encuentran haciendo clases durante el segundo semestre. El estudiante más adelante señalado, está desarrollando la temática "impacto del método metodológico del pensamiento visible en la construcción de una atmósfera adecuada para la clase de inglés del 1ro medio A" cuya tutora principal es la Srta. Paula Díaz. Es de nuestro interés que esta investigación se pueda desarrollar con los estudiantes y comunidad educativa en la escuela/liceo al que asisten, Colegio Notre Dame. El objetivo de esta petición es contar con la autorización de la institución y comunidad educativa para realizar este trabajo. Es importante señalar que esta actividad no conlleva ningún gasto para su institución y que se tomarán los resguardos necesarios para no interferir con el normal funcionamiento de las actividades propias del establecimiento. De igual manera, no se difundirá ningún tipo de información personal obtenida en este proceso. El estudiante que llevaría a cabo esta actividad es: Juan Camilo Nicolás Paredes Leiva: RUT 17.834.285-1 Sin otro particular y esperando una buena acogida, se despide atte. Francisca Salas Acuña Coordinadora Experiencias Laborales y Prácticas Pedagogía en Inglés Universidad Alberto Hurtado Erasmo Escala #1825, Santiago, Chile Tel.:+56228897122 / frsalasa@uahurtado.cl.

(27) IMPACT OF VISIBLE THINKING APPROACH IN THE EFL CLASS ATMOSPHERE. Appendix E: Ballot papers/papeletas.. 27.












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