By Leon James (c)19xx
Preparing The Desocs
"DESOCS" is an acronym that stands for
"developmental" sequence of the Conceptual statement." In gross terms, a
course program that divides selected materials into unit presentation chunks over a
semester period of study is-an instance of a desocs plan. In smaller (though equally
imprecise terms so is a single lesson when viewed from the perspective of the teacher
preparing his daily lesson plans. This article will attempt to elaborate on the notion of
structured pedagogic presentations ("developmental sequence'') of some academically
organized topical unit ("conceptual statement"). The presentation will focus on
language teaching, although it is theoretically applicable to other traditionally accepted
academic topics and subjects.
To the extent
that the teacher blindly uses instructional techniques and of materials prepared
and packaged by others, to that extent he robs himself freedom to teach (see
Jakobovits 1973, Chapter 1). The degree to which he fails to exercise his freedom to
teach, to that extent he fails in his responsibility to himself for creative expression
and self-actualization, as well as in his responsibility to his pupils for their freedom
to learn (their creative expression and self-actualization).
Freedom to teach requires both freedom in instructional
choices and knowledge or awareness of the teaching-learning process. The former implies
the availability of technical and specialized consultation and access to desired materials
and equipment. The latter implies an experiential understanding of the on-going
instructional transaction in the classroom, such as can be had in the saorogat techniques
practiced in TEC Workshops. In language teaching, there is an overlap between what is
being taught and how it is to be taught. This follows from the peculiar perspective
of educational psycholinguistics whereby teaching is viewed as an instructional
transaction between teacher and pupil, the transaction being defined in terms of the
on-going conversations in the classroom (see Jakobovits, 1973, Chapter 2). Since teaching
is the use of a special kind of conversational register (the instructional register), the
teacher must have an adequate-knowledge of the nature and rules of conversations, which in
language teaching, is precisely the knowledge that is to be imparted to the student,
whether it be in the pupil's native language (Language Arts Courses) or in some other
language (Foreign Language Courses and ESL); hence this special relationship
between what is being taught and how it is to be taught.
In the past, and still currently for the major part language teachers in
preparation are told that the answer to the pedagogic problem of what it is that needs to
be taught in the language classroom is to be understood in terms of a linguistic analysis
of language as a system. Despite the faithful application of this strategy, supported by
an impressive array of technological machinery and programming, little success has been
achieved in producing graduates that have the interest or ability to use a foreign language
for ordinary communicative purposes (see Jakobovits, 1970). There has been a gradual
realization that a good part of the problem rests in the fact that knowledge about
language as a system is not directly related to the ability to use that language in
conversational transactions. As a result, more and more foreign language and ESL programs
are supplementing their regular teaching of Linguistic materials with "free"
conversational practice (e.g. see Savignon, 1972). Without
questioning the value of conversational practice per se, it is legitimate to
raise the issue of the desirability of introducing structuredness into that kind of
instructional activity. Thus, just as it is relevant to inquire into the desocs steps of
teaching linguistic knowledge (cf. commercial packages for teaching-various languages), it
is relevant to investigate the desocs steps for teaching conviersational rules,
quite apart from linguistic knowledge per se (syntax and vocabulary), and we can
do this without, for the moment, taking a stand the problem of how the two are to be
related, if at all. This is important because we do not, now have the capability of
providing a definitive answer to this problem. We shall leave it up to the individual
teacher to decide what is best for him at any particular time. Instead, we shall discuss
ways in which a language teacher can go about preparing teaching materials and
instructional activities related to teaching the rules of plain, ordinary talk.
The Role of the Saorogat in Preparing the Desocs
The first problem to confront the teacher relates to what is
to be taught (e.g. in teaching syntax and vocabulary, which patterns, which lexical items
and in which sequence). In teaching conversations, the what problem overlaps with
the question: What is going on in plain talk? The saorogat technique practiced in TEC
Workshops is designed precisely to give the participants the ability to specify in
transactional terms what's going on in a conversation. Thus, one of the first things
to be specified in the desocs is the category of events that transpire in ordinary
conversations. The following represents a desocs step, in a teacher's lesson plan dealing
with learning conversational openers:
(1). Common, recurrent conversational routines:
(A). Conversational openers.
(1) Face-to-face conversations.
Role dyad: type X
(i). Setting conditions: type m.
An illustration of a conversational event that is specified along each of these
five dimensions, is the following:
(I). The beginning of a conversation; (A). Performing the Greeting Transaction; (1). Two
participants meet face-to-face: (a) Involving two pupils; (i). Walking together to school.
Example 1:
Example 2:
Example 3:
A; Hi.
Ah, Hi, John.
Hello.
B: Hi.
Hi.
Hi, George.
Here is a second illustration:
(I). Common recurrent conversational routines:
(A) Introducing first topic of conversation.
(1). Telephone interaction.
(a). Role dyad: type Y.
(i) Setting conditions: type n.
(I). A conversational event immediately following the
successful completion of a greeting exchange; (A). The person being called
introduces the first topic of conversation; (1). The call comes through on the family
telephone line; (a). A calls B and they are friends; (i) it is the evening before an exam
B is scheduled to take the next morning.
Example 1: (after greeting exchange).
B: I've been trying to call you all evening but the phone was busy
A: Jane is forever talking to Buzz. Anyway, I just got in. You remember Martha at
George's party Saturday night? Anyway, I called her up last night and ...
B: Listen. I've got a History test in the morning and my notes are in terrible shape. Could I come over to look at your notes from last semester? Do you still have them?
A: Sure. I have some errands to do for Mother, but I'll leave my notebook on my desk and you can wait for me. I should be back by 8:00.
In this example, A, the caller, was going into a description of his date with Martha; B interrupts him and succeeds in introducing the first topic of conversation, i.e. a request to consult A's notebook.
Example 2:
B: I'm glad you called. Listen, I
wanna borrow your History notes from last semester. I have an exam tomorrow morning
and my notes are in terrible shape. Can I come over now?
A: Sure thing. I'll leave it on my desk and you can ask Mother for it. I'm on my way to ...
In this second example, B takes the initiative right away after the completion of the greeting exchange and there is no need for interruption. Note that in both examples, B justifies or explains his request, but in Example 1, the justification is introduced before the request, while the reverse obtains in Example 2. The following is an illustration of a desocs unit dealing with a very common conversational transaction: Making a Request.
Desocs Unit 12: Making Requests
1. Contextualizing Components
(a) socio-logical (=Role Dyads)
(b) sub-cultural (= Definition of Setting)
(c) emotional (= Mood of Participants)
(d) informational (=Shared Background Knowledge)
(e) inferential (= Practical Implications)
2. Process Components
(a) Initiating a Request.(= Initiating Proposal)
(i) Introducing through topic switch
(ii) Form of the request
(b) Reacting to the Initiation of a Request
(i) Accepting (= Validating Confirmation),
(ii) Rejecting
(iii) Justifying Rejection
The following illustrative exchanges serve as practical examples of variations along the
dimensions specified by the desocs table: Example 1:
Contextual specification:
(a) two pupils, A and B are engaged in a (b) conversational exchange in the classroom
during a free work period; they are discussing solutions to a homework problem, and (c) A
is excitedly defending his proposal; (d) they have worked together in the past and know
what the teacher is expecting of them; (e) they have specific ideas in regard to possible
solutions
Process.specification: sequencing
(a) B makes the initiating proposal for the request, introducing it following an
interruption through a transactional idiom proper for making a request.
(b) A initially rejects the proposal;
(c) B justifies his proposal;
(d) A then accepts it.
1. A: I think we should start by looking up the History of Spain in the' Encyclopedia ... then, one of us will make a drawing of
2. B: Wait a minute. I've got an
idea. 'Why don't you draw the flag and the coat of arms while I summarize the facts in the
Encyclopedia?
3. A: No. No. I think we should both read the Encyclopedia article
first
Maybe we won't need the
drawings. Or maybe the flag idea is not
such a good one. Maybe
a ship or a fleet of ships with soldiers in
armor standing on the
deck.
4. B: Look. We don't have that much time. We're supposed to divide up
the assignment. We'll never get through in time otherwise. The teacher said ...
5. A: O.K. O.K. I'll start with the coat of arms of
Philippe's court
Several practical
stylistic variations can be explored with the same specifi-
cations on context and
process components. Here is another version:
1. A: We need to gather more information on the History side. Then I can
make a couple of drawings ... Maybe a flag ... or the coat of arms of one of the royal
families
2. B: Hold it. Hold it. I'll look up the facts while you prepare the two
drawings.
3. A: Well ... Maybe we should both look up the facts first. Maybe I'll get
some other ideas about the drawings.
4. B: Come on ... We're supposed to work this thing out together. You do your share
and I'll do mine. It's only fair. Right?
5. A: Oh ... all right.
Once variations of this type are practiced, changes in the specified dimensions can be
introduced on a systematic basis. Here is A second illustration:
Example 2:
(1) Contextual specification:
(a) teacher
and pupil are engaged in a (b) conversational exchange in the classroom during a regular
class period; they are discussing the algebraic proof, a2 + b2+
c2 (c) the pupil is asking for an explanation;
(d) the problem relates to a previous lesson and (e) the pupil seems to have misunderstood
that a and b refer to the sides of a right angled triangle.
(2) Process
(a) the pupil makes the request after teacher asks him a
question.
(b) teacher asks for a clarification;
(c) the pupil elaborates his
(d) teacher accepts proposal.
The following is one possible variation of an exchange:
1. Teacher: Fran, do you recall the algebraic equivalent of "the
hypottenuse is equal to the sum of the squares of the two sides"?
2. Pupil: I think it's a2+ b2 + 2ab equals...
No, that's not it. Is the third side of any triangle ... I don't know what the
answer is. Could you explain again which-side is the hypotenuse?
3. Teacher: Were you here when we discussed solutions to the quadratic
equation? Or did you miss the lesson on right triangles?
4. Pupil: I had to go to my aunt's funeral last week. Do you remember?
Jane tried to explain her notes, but...
5. Teacher: All right. Hypotenuse refers to the longest side of a right triangle....
the one that faces the-right angle. Now, you square ... (etc.)
Again, several variations with the identical contextual and process specifications can be
reviewed for practice. The following is an illustration of a partially specified Desocs
plan covering an ESL teacher's instructional proposal for a mini-course on telephone
conversations.
Desocs Units 7-15: Telephone Conversations.
1. Process components:
(a) organizational
structure sequencing rules.
(i) distinction between caller
and called;
(ii) Greeting exchange;
(iii) Introduction of "first
topic";
(iv) Ending routines.
(b) utterance structure:
semantic and transactional content.
(i) transactional idioms;
(ii) topic switch devices;
(iii) legitimization;
(iv) face work related to conversational
identity
2. Contextualizing components:
(a) register;
(b) standing claims;
(c) transactional embeddings.
3. Unit breakdown:
(a) Unit 7: sequencing rules related to opening exchange
(including Greeting Transaction)
(b) Unit 8: problem of introducing "first topic" of
conversation;
(c) Unit 9: transactional idioms designed to handle routine events
(topic switches, interruptions, initiating requests);
(d) Unit 10: the problem of legitimizing statements and requests;
(e) Unit 11: maintaining face, repairing activities;
(f) Unit 12: transactional register: victimizing, validating;
(g) Unit 13: recognizing-standing claims;
(h) Unit 14: transactional embeddings;
(i) Unit 15: testing, diagnosing, and practicing exchanges.
4. Practice examples:
(Readers who are interested in an elaboration of the items in this
desocs table should consult Chapter. 2 in Jakobovits, 1973.)
The Teaching-Learning Process As A Series of Desocs
Steps
The minimal unit defining learning is related to the successful completion of a single
desocs step. Desocs steps are delimited by insights accompanied by a distinct emotional
response (excitement, relief). The following events, sequentially ordered in time,
represent a typical desocs step (t-1 unit).
(a) delimiting point: pupil has just experienced a forward
learning step marked by an insight that was accompanied by the relief reflex.
(b) pupil rehearses insight, marvels at its simplicity,
beauty, and power
(c) pupil enjoys moment of self-confidence then turns his
attention back to the on-going classroom discussion.
(d) pupil listens to new information, rehearses,
paraphrases, relates.
(e) pupil contextualizes new relations.
(f) delimiting point: pupil experiences another
forward learning step marked by an insight that is accompanied by the relief reflex.
The six steps of a successful t-l unit (teaching-learning
unit), as described here, can be seen to relate to the following transactional
process:
A. From the pupils perspective:
(1) involvement (2) paraphrasing; and (3) contextualizing. Involvement
relates to listening attitude of the pupil in interaction with inspirational quality
of teacher's performance. Paraphasing relates to the pupil's selectivity in
storing information given. Contextualizing relates to the integration of new
information into the pupil's
personal conceptual
structure of the problem.
B. From the teacher's perspective.
(1) Authentic feedback; (2) Conceptual adequacy and, (3) Reformulation.
Authentic feedback relates to the teacher's
awareness of the on-going instructional transactions (e.g. level of listening of
pupil, legitimization validating confirmation). Conceptual adequacy relates to
the validity of the desocs units, its level of pedagogic ambiguity (clarity to the pupil).
Reformulation relates to pedagogic responsiveness to
determined level of ambiguity left unspecified in the preceding desocs units
Instructional effectiveness (teacher competence) is a joint
function of the validity of the desocs and the teacher's personal reporting style (the
inspirational quality of his"dramatization"). Desocs is task oriented and
includes-selection of information to be presented, its sequencing and appropriate
reporting register. Dramatizations are pupil-oriented and reflect the teacher's overall
storage of information (his mental encyclopedia), what he can call upon in order to
illustrate, give examples, recapitulate, summarize, paraphrase, put in a story.
Learning effectiveness (pupil competence) is a joint function of
listening attitude and performance style. The former relates to the pupils learning
strategies, his prior orientation towards the manner of his involvement in the listening
process. Performance style refers to the pupil's attempts to develop a cognitive model of
the task.
The teaching-learning process is the outcome of these two factors in interaction: Teacher competence and pupil competence. Preparing and executing a successful desocs is a joint, intimate transaction between teacher and pupil. In future issues of BOTEC, we shall continue to explore various problems of interest with regard to preparing desocs units.