16-6-23 dallas keynote - p - region 10 website · 2016. 12. 16. · 6/16/16 2...

6/16/16

1

Jeff Zwiers

Dallas, Region 10 ELLs: Empowered by Language

June 23, 2016 www.aldnetwork.org

Developing Speaking and Conversa2on Skills Across Disciplines

ALDNetwork.org ALDNetwork.org Understanding Language

Increasing Quan2ty

Increasing Quality

ORAL OUTPUT

# of students # of minutes

Strength Clarity

# of students in back-‐n-‐forth conversaHons

Co-‐ConstrucHon CollaboraHve Arguing ConversaHon Skills

CONVERSING

Challenges (Build & Assess)

6/16/16

2

Overhauling the Teaching of Diverse Students

LESS MORE Individual accumulaHng of

right answers, “paying” for points,

& playing school

Collabora2ng, understanding, building, using, & communica2ng whole ideas

Understanding Language/SCALE Jeff Zwiers www.ALDNetwork.org/page/May21

1.   Oral Output is one-‐way, one-‐Hme, clear & strong communicaHon of ideas & thinking.

2.   Conversa2ons are back-‐and-‐forth interacHons in which parHcipants build on one another’s ideas to build up ideas that weren’t in their minds before talking.

3.  H

ALDNetwork.org Understanding Language

Idea

Think-‐pair-‐shares, Answering teacher ques9ons, Jigsaws, Gallery walks, Oral presenta9ons

Developing Academic Language with Oral Output & Conversa2ons

6/16/16

3

Developing Speaking & Listening with

TRANSITION IMPROV Activities

OUTPUT: Transi2on Improv Ac2vity (Pro-‐Con)

Topics: Camping, Shopping, TV, Uniforms, Computers, Superheroes, Cars, Conferences, TesHng, Internet, Cell phones, Video games, Social Media

Transi9ons: However, On the other hand, Then again, but

PC Frames: One advantage is … For example, … Another posi2ve of … is… because… A nega2ve aspect of ___ is … In spite of the posi2ves of _____,

A & B, Lean? Understanding Language/SCALE Jeff Zwiers

6/16/16

4

Transi2on Improv (For-‐Against)

Topics: Fracking, adding lime to soil to lower pH, geneHc engineering, nuclear energy, stem cell research, human-‐caused climate change, wolf reintroducHon, de-‐exHncHon, zoos, preserving wetlands, corn as fuel, extraterrestrial life, desalinaHon, …


PC Frames: One reason for … is … For example, … Evidence that supports … is… because… A reason against … is … For example, … Evidence that does not support … is … because …

A & B, Lean?

Transi2on Improv (Two Views)

Views: Patriots Loyalists


Frames: The ___ thought that … Many ___ believed that… A different perspec2ve held by ___ was that… In the eyes of ___...


6/16/16

5

OUTPUT: Transi2on Improv (Similar-‐Different)

Topic: Plant cells & animal cells


SD Frames: Unlike animal cells, plant cells have ____, which … Plant & animal cells both have ____, which serve to… … are similar to ____ in that they both _____ Animal cells differ from plant cells in that _____

Animal cells Plant Cells

One turn with; next turn without

Lysosomes (digest food and break down waste)

Centrioles (pull chromosomes from nucleus during mitosis) No cell wall

Cell wall (gives plant its shape)

Large vacuole (store nutrients and waste)

Chloroplasts (produce carbohydrates using photosynthesis)

Ribosomes (make protein)

Mitochondria (turns nutrients

into energy)

Cytoplasm

Understanding Language/SCALE Jeff Zwiers


Clear and Strong Oral Output (Teacher, Peer, Self)

q  I included informaHon needed and

expected by listeners (not too much and not too liMle), in order to be as clear as possible

q  I started with a clear main idea

q  I clarified and/or supported the main idea (w/ evidence, details)

q  I used two or more connected sentences

q  I pushed myself to use academic words & long sentences

q  I used nonverbal cues and stressed important words & ideas

Understanding Language Jeff Zwiers Understanding Language/SCALE Jeff Zwiers

6/16/16

6

Developing Speaking & Listening

with

“STRONGER Y CLEARER EACH TIME” Activities: I. Opinion Continuum II. Stronger-‐Clearer Grid

1.  Prompt for an original response 2.  Successive partners: borrow and use the

language, ideas, and evidence each Hme. 3.  Responses become stronger (oben longer) with

becer supporHng evidence and examples. 4.  Responses become clearer with more precise

terms and linked, organized, complete sentences.

5.  Scaffolds are reduced during the acHvity.

Designing “Stronger & Clearer Each Time” Ac2vi2es

6/16/16

7

Name

Explain how and why, when dividing two frac2ons, you mul2ply by the reciprocal of one of them.

Me (just two or three key words, if any)

1.

2.

3.

Me

II. “Stronger & Clearer Each Time” Grid

What was the strongest theme or life lesson in this story? Why?

How does the circulatory system work?

How did the Civil War change the na2on?

It takes Lisa, by herself, 10 hours to plant trees on an acre of land. It takes Liz 15 hours, by herself. How long would it take if they work together? Explain & jus2fy your solu2on idea.

(Teacher can have listeners ask clarifying and supporHng quesHons)


Name What happens when cultures meet and why?

Me Bad, wars

1.

2.

3.

Me

“Stronger & Clearer Each Time” Grid I think it’s both good and bad. Like you learn from each other, but also you can fight.

I think bad things happen when cultures meet, like wars.

1st Partner Lisa

Switch partners!

Don’t forget to use

examples.

What happens when cultures meet and why?

Mario both, learn

(PRE) Bad things happen when they meet. Wars start.

6/16/16

8

Name What happens when cultures meet and why?

Me Bad, wars

1.

2.

3.

Me

Mario both, learn Juan religion, Aztecs, Spain

Cultures meet and bad things happen like war. But good things, too, like you can learn other language.

I think it’s both good and bad. Like you learn from each other, but also you can fight.

When cultures meet each other, it helps us to learn how others live, like their religion. But wars can happen, like the Aztecs and Spain.


Switch partners!

Don’t forget to use

examples.

“Stronger & Clearer Each Time” Grid

Lisa


2nd Partner

When cultures meet each other, it helps us to learn how others live, like their religion. But wars can happen, like the Aztecs and Spain.

I think it’s both good and bad. Like you learn from each other, but also you can fight.


Cultures meet and bad things happen like war. But good things, too, like you can learn other language.

3rd Partner

“Stronger & Clearer Each Time” Grid

When cultures meet, is bad and good. Bad cuz they fight wars, like they’re different. Spain thought they were becer than the Aztecs. And good cuz you can learn languages, like Spanish, and new religion.

Lisa


They learn things from each other like new foods. But some cultures think they’re best and should control it. They start wars over it.

(PRE) Bad things happen when they meet. ��Wars start. ------------------------ (POST) When cultures meet, is both bad and good. Bad cuz they fight, like the Aztecs and Spain. Spain thought they were better so they took over. Good cuz of new food and languages and religion.

6/16/16

9

Looking at Student Work (Before & Aber Grid Partners)

PRE

POST


Practically Speaking: Interaction Mini-‐Circles

6/16/16

10

Name

What was this story trying to teach us about how to be becer people?

Me (just two or three key words, if any)

1.

2.

3.

Me

“Stronger & Clearer Each Turn” Grid (Second Pair-‐share)

What was the strongest theme or life lesson in this story? Why? How does the circulatory system work?

Who is one of your heroes? Why?

It takes 10 hours to plant trees on an acre of land; it takes Liz 15 hours. How long would it take if they work together? Explain & jus2fy your solu2on idea

One of the ways in which authors inspire readers is… Because many readers…, When a work of literature…, readers are prompted to… (Teacher can have listeners ask clarifying and supporHng quesHons)

How do authors of literature inspire readers to be becer people?


Each Hme a topic is introduced, every student thinks,

Cul2va2ng a CULTURE of Conversa2ons

Today we’ll begin our unit on the American

RevoluHon. “I can’t wait to share my ideas and hear those of others!” “I’ll learn and

remember this becer by talking about it!”

“I like it when partners push me to think, build, and clarify!”

“I’m open to changing my mind and learning new ideas from others ”

Jeff Zwiers aldnetwork.org/page/March15 Understanding Language/SCALE Jeff Zwiers

6/16/16

11

Laura: I think air has weight. Remember the balloon?

Eli: I disagree. Laura: Why? Eli: Cuz I can’t feel it. Can you?

What makes conversations effective?

Alex: What caused the fall? Carlos: The book said disease and war. Alex: It also said crops and poliHcs. Carlos: What about crops? Alex: They dried up or something like that.

Jeff Zwiers Understanding Language/SCALE Jeff Zwiers

Fostering Conversations & Skills with

Constructive Conversation Skills, Icons, & Motions

6/16/16

12

Construc2ve Conversa2on Skills for “Build Up 1” Mode Goal: Students collaboratively (but w/o teacher) build an idea

(e.g., claim, answer, solution, interpretation), using the following skills:

Pose Idea

Listening-‐Speaking

Clarify Idea


Support Idea Listening-‐Speaking

Build Idea

MATH: JusHfy with reasoning based on math

principles

•  Ask ?’s •  Define •  Elaborate •  Paraphrase •  NegoHate •  Analogy


Conversa2on Theory (Argue Mode)

6/16/16

13

Conversa2on Skills for “Build >1 & Choose (Argue)” Mode

Goal: Students collaboratively (but w/o teacher) build claims & ideas and then choose one of them, using the following skills:

Hand mo9ons

Evaluate & Compare (Argue)


Pose 2nd Idea


Support Idea Listening-‐Speaking

Clarify Idea


Build Ideas

& Choose Best

Jeff Zwiers aldnetwork.org/page/March15 Understanding Language/SCALE Jeff Zwiers


Assessing Conversa2on Skills: Conversa2on Analysis Tool

Turns build on previous turns to build up a relevant idea(s) _______ Students create or choose a relevant iniHal idea(s) that is focused on learning

objecHve(s)

_______ Students clarify idea(s) (by paraphrasing, defining, elaboraHng) _______ Students support ideas (using evidence, examples, explanaHons) If there are two or more compe2ng ideas (i.e., an argument), _______ Students evaluate the strength/weight of the evidence of each idea _______ Students compare the strengths/weights and choose the “strongest/heaviest” idea

_______ Students explain (and/or negoHate) final decisions

Understanding Language/SCALE Jeff Zwiers aldnetwork.org/page/March15 Understanding Language/SCALE Jeff Zwiers

6/16/16

14

Fostering Conversations & Their Skills with

Argument Balance Scale

ACTIVITY FOR SUPPORTING IDEAS: ARGUMENT SCALE

Claim/Position Claim/Position Magnets attract all metals Yes No All petroleum is biogenic Video games banned or not

Should U.S. have entered the war? Main theme of the story? Courage Perseverence Are humans good or evil? Good Evil

Scaffold for Collabora2ve Argument Conversa2ons: Argument Balance Scale

Claim vs. Opposite or Different Claim

Which claim’s reasons, evidence, and explanaHons weigh the most?


6/16/16

15


Claim/Position Claim/Position

“ConstrucHve ConversaHons” AcHvity for All 4 Skills: Argument Balance Scale

Should pizza be a reward for reading?

Yes No

Reason/Evidnc/Exp Gets kids to read

Reason/Evidnc/Exp Prevents dropouts,

crime, jail costs

Reason/Evidnc/Exp Kids need to eat

Prevent dropouts & jail costs Gets them to read Kids need to eat Stay aber school Pizza tastes good



“ConstrucHve ConversaHons” AcHvity for All 4 Skills: Argument Balance Scale

Should piz

za be a

reward for re

ading?

Claim/Position

Claim/Position

Yes

No

Reason/Evidnc/Exp

Gets kids t

o read

Reason/Evidnc/Exp

Prevents dropouts,

crime, jail costs

Reason/Evidnc/Exp

Kids need to eat Reason/Evidnc/Exp

Not good motivation Reason/Evidnc/Exp

Not healthy food Reason/Evidnc/Exp

Expensive Not healthy food Expensive to run Need to exercise Not good moHvaHon for reading Some kids don’t like pizza


6/16/16

16


“ConstrucHve ConversaHons” AcHvity for All 4 Skills: Argument Scale

Should pizza be a reward for reading?

Claim/Position Claim/Position Yes No

Reason/Evidnc/Exp Not good motivation

Reason/Evidnc/Exp Not healthy food

Reason/Evidnc/Exp Expensive

Compare the evidence on both sides (use criteria)

Reason/Evidnc/Exp Gets kids to read

Reason/Evidnc/Exp Prevents dropouts,

crime, jail costs

Reason/Evidnc/Exp Kids need to eat



2D-Scale

“ConstrucHve ConversaHons” AcHvity for All 4 Skills: Argument Scale

Understanding Language

Should pizza be a

reward for reading?

Claim/Position Claim/Position

Yes No

Choose a side and argue why it “weighs more”

Reason/Evidnc/Exp

Gets kids to read

Reason/Evidnc/Exp

Prevents dropouts,

crime, jail costs

Reason/Evidnc/Exp

Kids need to eat

Reason/Evidnc/Exp

Not good motivation

Reason/Evidnc/Exp Not healthy food

Reason/Evidnc/Exp Expensive


3-‐D Version

6/16/16

17

CONTACT INFORMATION

Email: [email protected] Website: www.ALDNetwork.org MOOCs: www.NovoEd.com

References Mercer, N. (2000). The Guided Construc9on of Knowledge: Talk

amongst teachers and learners. Clevedon, UK: MulHlingual Macers.

Zwiers, O’Hara, & Pritchard (2014) Common Core Standards in diverse classrooms: Essen9al prac9ces for developing academic language & disciplinary literacy. Stenhouse.

16-6-23 dallas keynote - p - region 10 website · 2016. 12. 16. · 6/16/16 2...

Documents