a presentation by david irwin language development opportunities federal way school district october...
TRANSCRIPT
Academic Conversations
A Presentation by David IrwinLanguage Development Opportunities
Federal Way School DistrictOctober 29, 2014
Outcomes
I will be able to learn and be able to train students to use a
variety of conversational skills be able to explore academic topics using a
variety of conversational skills. increase achievement through the use of
improved conversational skills. apply improved conversational skills to
writing instruction. Attain Distinguished level on Component
3c
Based on Academic Conversations: Classroom Talk that Fosters Critical Thinking and Content Understandings by Jeff Zwiers & Maria Crawford. Stenhouse, 2011.
What is an Academic Conversation?
An academic conversation goes beyond casual conversation. The goal is for the participants to reach a new understanding of a school topic through the use of specific conversational skills. Each partner must listen and speak, elaborate, clarify, challenge, paraphrase, and summarize what his/her partner says, and determine the outcome of the conversation.
Review the Research for ELLs ELLs benefit from Big 5 reading instruction,
more so in word-level skills. Text level skills – comprehension and writing –
are closely aligned with oral language development.
Focus on systematic high quality vocabulary instruction
MAJOR THEME: “The importance of intensive, interactive language development instruction for all English learners. This instruction needs to focus on developing academic language.”
August & Shanahan (2006) and Gertsen et al (2007) in Honigsfeld & Dove (2010)
Hot off the press…
Teaching Academic Content and Literacy to English Learners in Elementary and Middle School April 2014
Recommendation 1 Teach a set of academic vocabulary words intensively across several days using a variety of instructional activities.
Recommendation 2 Integrate oral and written English language instruction into content-area teaching.
Recommendation 3 Provide regular, structured opportunities to develop written language skills.
Recommendation 4 Provide small-group instructional intervention to students struggling in areas of literacy and English language development.
Common Core Listening Speaking Standards
Comprehension and Collaboration1. Participate in collaborative conversations with diverse partners about grade level
topics and texts with peers and adults in small and larger groups.a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the
topics and texts under discussion).b. Continue a conversation through multiple exchanges.
2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Presentation of Knowledge and Ideas4. Describe familiar people, places, things, and events and, with prompting and
support, provide additional detail.
5. Add drawings or other visual displays to descriptions as desired to provide additional detail.
6. Speak audibly and express thoughts, feelings, and ideas clearly.
Common Core Listening Speaking Standards Grade 3
Comprehension and Collaboration1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with
diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion.b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others
with care, speaking one at a time about the topics and texts under discussion).c. Ask questions to check understanding of information presented, stay on topic, and link their comments
to the remarks of others.d. Explain their own ideas and understanding in light of the discussion.
2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Presentation of Knowledge and Ideas4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant,
descriptive details, speaking clearly at an understandable pace.
5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)
Common Core Listening Speaking Standards Grade 5
Comprehension and Collaboration1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled)
with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared, having read or studied required material ; explicitly draw on that preparation and
other information known about the topic to explore ideas under discussion.b. Follow agreed-upon rules for discussions and carry out assigned roles.c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the
remarks of others.d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the
discussions. 2. Summarize a written text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally. 3. Summarize the points a speaker makes and explain how each claim is supported by reasons and
evidence. Presentation of Knowledge and Ideas4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts
and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when
appropriate to enhance the development of main ideas or themes. 6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and
situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)
Standards 1-7: Content-Area Practice FocusStandards 8-10: Language Specific Focus
1construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing
2participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions
3speak and write about grade-appropriate complex literary and informational texts and topics
4construct grade-appropriate oral and written claims and support them with reasoning and evidence
5conduct research and evaluate and communicate findings to answer questions or solve problems
6 analyze and critique the arguments of others orally and in writing
7 adapt language choices to purpose, task, and audience when speaking and writing
8determine the meaning of words and phrases in oral presentations and literary and informational text
9 create clear and coherent grade-appropriate speech and text
10make accurate use of standard English to communicate in grade-appropriate speech and writing
Fu
ncti
on
For
m
Making the S&L/ELPS Connection
In your table team: Choose a grade level Find the S&L standards for it in the Participant
Guide starting on page 13 Highlight the nouns, verbs and adjectives in
different colors Look at the ELP Standards on page 16 Highlight also
What are the comparisons? How does one support the other? Which ELP standards support reading? …writing? …
speaking? …listening?
Making the Connection
On your poster: Choose one ELP Standard that supports
speaking and listening Make a graphic representation of the
connections between that ELP Standard and your grade level’s S&L standards.
Label your poster with ▪ Grade level▪ ELP standard you chose
Getting Started
All students have common information Read a text Heard a read aloud
Practice one skill at a time, build on them Facilitator
Be as quiet as possible Avoid “rescuing” – providing a word or idea for a student Model the skill frames In early stages, pause for progress checks on the conversation
goals – which skills used, etc. Mini-lessons
Teacher model Student pairs model with coaching
Make a Conversation Poster see Teaching ideas, Questions, Answers
Getting Started
Effective conversations Both partners talk Critical and creative thinking Welcome controversy and conflict Follow norms Share knowledge and skills Provide choice and ownership
Planning Signal timing Set chunks Write questions How will you assess?
Conversation Norms
We listen to each other We share our own ideas and explain them We respect another’s ideas, even if they are
different We let others finish explaining an idea
without interrupting We take turns and share air time
Any others?
Planning
Think of a content lesson Think of the content & language objectives Set chunks in the visual, oral presentation
or reading Write the questions Decide on a signal and teach it What assessment?
Walk around checklist Student self-assessment Transcript
Elaborate and Clarify: Teaching Journal Jumpstarts Modeling I do:
Show the norms Show the skill – what it is, the frames Frames on posters and desksize placemats,
color coded – kids make them Read text, give question Model with another adult Other students watch for frames used –
signal somehow…
Elaborate and Clarify: Teaching We do:
Review specific frames & behaviors T chart eye – ear (sound like – look like) Adult converses with student OR one/two sets of students Add/edit T chart Students prompting – “What do you think Jose should say next (from
our chart)? Reteach if necessary
You Do Generic well-known question, not based on text at first Time to prepare – develop your position, review frames Partners Tell partner what we’re going to do, how we’ll know we did it Student assessment: “Tell an example of when your partner
elaborated or clarified. .. Of when you did. “▪ Collect responses, use for practice next time.
Elaborate and Clarify: Questions
Questions ask for specific information. Try these:
Can you elaborate on…? What do you mean by…? Can you tell me more about…? What makes you think that? Can you clarify the part about …? Can you be more specific? How so? How/Why is that important? I wonder if …? I’m a little confused about the part…
Elaborate and Clarify: Questions
Questions:
Can you elaborate on…?Can you tell me more about…?
Can you clarify the part about …?
Can you be more specific?
Elaborate and Clarify: Answers
Answers :
One example is… It’s like when…
Elaborate and Clarify: Frames by Grade Level K-2
Grade
Questions Answers
K What do you mean by…?Porque piensas eso?
Tell me more about….Dime mas sobre…
I mean…Yo pienso….
I think that…Yo pienso que….
1 What do you mean by…?Tell me more about….Can you elaborate on…?I wonder how/if….
I mean…By that I meant….I think that…
2 What do you mean by…?Tell me more about….Can you elaborate on…?I wonder how/if….What makes you think that?Can you be more specific?
I mean…By that I meant….I think that…It’s similar to when…
Elaborate and Clarify: Frames by Grade Level 3-5
Grade
Questions Answers
3What do you mean by…?Tell me more about….Can you elaborate on…?I wonder how/if….What makes you think that?Can you be more specific?How does that connect to…?Why is that important?
I mean…By that I meant….I think that…It’s similar to when…In other words…According to .…It’s important because…I believe that…
4-5
What do you mean by…?Tell me more about….Can you elaborate on…?I wonder how/if….What makes you think that?Can you be more specific?How does that connect to…?Why is that important?I’m confused about the part….Can you clarify the part about…?
I mean…By that I meant….I think that…It’s similar to when…In other words…According to…It’s important because…I believe that…An analogy for this might be…More specifically, it is…because…
Say Something
Find a partner With The Critical Role of Oral Language, agree
on chunks of reading through the whole piece. Read the first chunk Partner 1 “say something”, a response or
reflection about what you read Partner 2 ask a question using the frames Partner 1 Elaborate and Clarify on your
answers Trade roles (share air time) Repeat until you’ve read all the chunks Follow the Norms
Questioning Activities
“Leaf” questions are “above ground”, literal comprehension knowledge level Answer is in the text
“Root” questions are “buried”, higher order thinking questions Information leading to the answer is in
the text, but not the exact answer See p 18-19
Leaf & Root Questions
Costa’s Three Story House Level 3: Apply information
Evaluate, judge, generalize, predict, hypothesize, imagine, speculate, forecast
Level 2: Process information Compare, contrast, sort, infer, analyze, classify,
explain
Level 1: Gather information Complete, identify, recite, define, list, select,
describe, observe
See p 21
How do you teach students to ask better questions?
We want then to move beyond leaf/level one.
Discuss at your table ways you have done that.
Let’s leave here with more tools!
Support Ideas with Examples: Teaching
The Hunt for Deep Ideas. What makes you stop & think? Write quotations on cards.
Plan the conversation on an organizer
Evaluate the support (quality) of examples on a continuum:
Idea Example
The Red Sox are a great team. They won the World Series eight times. (1903, 1912, 1915, 1916, 1918,2004,2007, 2013)
They have 74 players in the Hall of Fame.
IDEA
Weak support Med Support Strong support
Support Ideas with Examples: Questions
Can you give me an example from the text?
Can you show me where it says that? What is a real-world example? What is the evidence for that? Why do you say that? Such as? Like what?
Support Ideas with Examples: Answers
Can you give me an example from the text?
Can you show me where it says that?
For example, … In the text (on page..) it said … For instance, … According to…
Support Ideas with Examples
Grade
Questions Answers
K-1 Like what? Como que?Such as?Why did you say that?
The picture showed….The story said…
2-3
Can you show me where it says that?Can you provide text-based evidence?What is a real life example?
In the text it said that…According to…For instance,…For example,….
4-5
What is an example from your life?How do you justify that?Why is that a good example?What would illustrate that?Are there any cases of that?
On one occasion,…One case showed that…An illustration of this could be…To demonstrate,…An example from my life is…Indeed,…
Questions
Read Asteroids What are your questions?
Write several questions; use the taxonomies
Ask them to your partner. Take turns. Support your answers from the text. Paraphrase your partner’s answers
Description Teaching Tips for ELL
•Students write questions related to the content on cards. Must know the answer.
Level 1 students may write questions in L1.
•Students mill around the room to music.•When the music stops, they form a pair and ask each other their question.
Level 1 students partner with students who speak their own language. Level 2 may partner in L1 for their first pairing.
•If the answerer knows the answer, they say it. If not, the questioner explains the answer.
•Student trade cards. •Music begins, students mill and find new partners.
Activities for Turning Up the Volume – Quiz Quiz Trade
Posters
Make: The Norms p. 30 Elaborate & Clarify stems Support Ideas with Examples stems
Adapt for your grade level Poster or flash cards
Materials in the back
Math Talk Moves: www.melrosemathgradek.wikispaces.com/talk+moves
DOK posters on Pinterest: pinterest.com/pin/272186371204089828
/
Assessment: Student Voices Informal formative. See list on page 17. Use a rubric
Determine the skills you are looking for from the Standards
Build your own rubric. (Good templates on p 192-193 in AC)
Student Recording In your team, make a recording of a student
conversation of Elaborate & Clarify and/or Support Ideas with Examples. Use your rubric to analyze it. See p 196 in AC for guidance.
Bring it to the next session, Dec 3.
Your turn now…
With the story or article you brought: Connect with your teaching partners Go back to p 6 for the planning steps Review the S&L and ELPS work we did this morning Decide how you will apply one or more of these skills
What content area What lesson When What assessment tool(s)
Prepare to tell!
Try one skill at a time. Stick with it for awhile until it feels natural. There is no hurry, there’s just taking the next step.
Academic Conversations
A Presentation by David IrwinLanguage Development Opportunities
Federal Way School DistrictDecember 3, 2014
Put content to a rhythm or music Popular & easy:
Cadence with call & response We Will Rock You Bugaloo Addams Family Are You Sleeping Row Your Boat Or any tune at all
Samples: www.psd1.org/page/253
Chants
46
Water heating, then it’s risingMakes a hill - that’s surprising
Makes a mound, flows downPretty soon it goes around Coriolis and the wind make the water start to spin Big circles ocean sizedGo to Florida, that’s nice!
We didn't start the gyreIt was always spinningSince the world's beginningWe didn't start the gyreBut if we’re floating in itWe’re going with it
We Didn’t Start the Gyre
47
I don’t know but I’ve been toldWater sinks when heavy and cold Atlantic water has more saltGets down low goes toward the south Picks up cold and ice and saltGot no place else to go but north Pacific Ocean has less saltRises up right on the spot Back round the world, Atlantic boundKeep weather moving all around Sound off -- one twoCold water --- sink downWarm water – rise upHeat and salt -- up and downThermohaline all around
Thermohaline All Around
48
Lake Stevens
Every word that you will use will always have a vowelAeiou …. and sometimes Y. --Pam Greear (to Bingo)
Oompa loompa doopity doo we’ve got another formula for youTo find the area of a triangle you multiply the base times height divided by two --Jessica Olson (to Oompa
Loompas – Charlie & Choc Factory)
Analog or digitalBoth these clocks tell time for youDigital means only numbersAnalog face, hands and numbers –oooohAnalog or digitalBoth these clocks tell time for you -- Sharon Sizer (to Twinkle Twinkle)
A E I O UManzanita del PeruCuantos anos tienes tu?
Bye bye boring writing goodbyeI’m gonna use the six traits or at least I’m gonna tryI want to write to make the reader laugh or crySo I’m giving the Six Traits a try --- oh I’m giving the Six Traits at try -- Steve Burleigh (to American Pie)
Three part plan Three part planMy story needs a three part planWith a beginning middle end and an illustration tooThen my story’s good for you -- Pam Greear and Erin Nelson (to This Old Man)
We don’t need no robot readingWe don’t need to fall asleepPick up the pace and read in phrasesSo fluency benefits we will reap.Hey Teacher -- teach me how to read! -- Kate Benson (to Brick in the Wall)
Tenino 5/30/13
Favorite snack favorite snackMake a little noteMake a choice, raise your handNow tell me what’s your vote (Jingle Bells -- Vickie Bell, Linnie Farbo, Julie
Spalding, Lisa Contreras, Shannon Sayers
Think think think aboutCarefully in all its partsAnalyzing analyzing analyzing analyzingHelps you understand (Row your boat – Amy Thierry, Jody Ford)
Somewhere Over the BoundarySomewhere over the boundary, way up highA compass will guide us here, there’s a place where my legend liesSomewhere over the boundary, at 120º latitude, we’re full of attitudeAnd the state that you dare to be, will be at 47º longitude – (Jared Hadler,
Lisa Atchinson, Nancy Kitterman, & Autumn Gunsolley)
A sentence starts with a cap-i-tal letterMakes a statement that’s completeThen it ends with an end mark (2x)That’s a sentence! (Are You Sleeping – Jean Simonson)
Lakewood/Sultan 1/24/14
We will we will huddle huddleWe will we will huddle huddle
A huddle is a group in a circle on a fieldWhere the players talk about the next play they’ll dealIt’s a close small circle away from everyoneTo share with your friends what’s about to come
We will we will huddle huddleWe will we will huddle huddle -- Melissa Amundson, Adelia Franklin
I’m Bringing Science Back
I’m bringin’ science back –YeahI’m mixin’ things until they react –YeahI’m recordin’ data to keep me on track –YeahScientific method is where it’s at –yeahTake us to the order
Observe the worldI’m asking questions about what’s aroundResearchin’ what’s already been foundNow let’s construct our own hypothesisKeep it on the order
Come on classGo ahead, experimentCome on classGo ahead, concludeNow share it with your classmates!
Emma, Mariah, Kathryn, Taylor, Brie
“Solar System” (Tune: “867-5309” by Tommy Tutone) NGSS ESS1.B: Earth and the Solar SystemThe solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1-2),(MS-ESS1-3)
Grade Level: 3rd
Student, Student: What are the planets?They say there’s nine, but some say there’s Eight.I know it’s confusing but you’ve got to knowwwwwwwCount the solar system, ready let’s gooooooo! Listen ive got the numberyou need to listennnnnn~uppppScientists please don’t change it Mercury Venus Earth and MarssssJupiter Saturn Uranus NeptuneMercury Venus Earth and MarssssJupiter Saturn Uranus Neptune
Please Stop the Bullying(To the tune of “Don’t Stop Believing”)
Just a small shy girlLivin’ in a bully world
She took the first free swingGoin’ back and forth
Just a bully boyReally wants to beat kids upHe took the shy girls swingA teacher in an orange vest
A look of worry and distressShe saw the shy girl crying
Bullying goes on and on and on and on“Chorus”
Please stop the bullyingTalk about your feelings
Be nice to people…Please stop the bullying.
"Like A Sturgeon”
I made it through the wildernessSomehow I made it throughDidn't know how lost I was
Until I found you
I was beat, incompleteI'd been had, I swam upstream with you
The migraaaation was realYeah, migraaaaatin’ for real
Spawnin’ with you
[Chorus:]
Like a SturgeonSpawnin’ for the very first time
Like a SturgeonLay your eggs down
Next to mine
Protecting all my eeeeeeggs, boyMy life is fading fast
Been saving it all for you'Cause only fish can last
You're seven feet to twelve longMake me strong, yeah you make me grow
So lets chow downyeah, River Deltas around
Boney fish
Like a Sturgeon(eggs!)Spawnin’ for the very first time
Like a SturgeonLay your eggs down
Next to mine
Oooh, oooh, oooh
For fifty years, you're mineI'll be yours 'till the end of time
'Cause they look fake, but they’re realYeah, Sturgeon are real
Primitive fish
Like a Sturgeon(eggs!)Spawnin’ for the very first time
Like a SturgeonLay your eggs down
Next to mine
Parts of Speech (tune of Oh, Susanna)A noun’s a special word for a person, place, or thing.And a verb’s an action word like run, jump, play, and sing.An adjective describes a noun, that’s what I have heard,And adverbs describe adjectives, adverbs, and verbs.Now this grammar, it’s not so hard to teach,I hope this song has helped you with the different parts of speech.
(To the tune of “I Want it That Way” by the Backstreet Boys)You are my Country The one that became freeBelieve when I say Freedom is the only way
We are, the red white and blueWe fight for virtue Can you say Independence Day
ChorusTell me when We became a country strongTell me howWe got rid of British ruleJuly fourth In seventeen-seventy-six
We fought for freedomI am your country You should know about meThis is why, we are freeCause so many fought for us
ChorusTell me when We became a country strongTell me howWe got rid of British ruleJuly fourth In seventeen-seventy-sixWe got our freedom
"Wow, all the worlds" To the tune of "Joy to the world"(Jeremiah was a bullfrog)
8 planets in our solar system, Pluto used to make it it 9I never understood the reason why it left, but I like that it's still in line
Wow, all the worlds, 'round the sun they hurl4 gas giants, Venus, MercuryMars and you and me
If I saw all of the worlds, I'd tell you what I'd doI'd see them all in order from the sun on outsideFrom Mercury to Neptune
Wow, all the worlds, 'round the sun they hurl4 gas giants, Venus, MercuryMars and you and me
Mercury and Venus and Earth, Mars and Jupiter tooSaturn and Uranus and Neptune are them allThat would make a sweet trip for two
Wow, all the worlds, 'round the sun they hurl4 gas giants, Venus, MercuryMars and you and me
Write one!
Think of a topic Tie to standards
Think of a tune Write a few verses
Think about pairs of rhyming words Create movements Extra: harmony and dance moves!
Build on &/or Challenge a Partner’s Ideas: Teaching
Pose the question Students decide on their position Read/watch informational input
Assign one partner A, one B A states and defends her/her position B must agree or challenge A’s position Develop consensus or summary
Conversation Norms - Challenge We listen to each other We share our own ideas and explain them We respect another’s ideas, even if they are
different We respectfully disagree and try to
see the other view We let others finish explaining an idea
without interrupting We try to come to some agreement in the
end We take turns and share air time
Build on &/or Challenge a Partner’s Ideas: Questions
Can you add to that idea? Do you agree? How does that connect to…? What are some other ideas?
Build on &/or Challenge a Partner’s Ideas: Answers
I want to add to your point that… Connecting to that, … Another way to look at that is… If __________, then __________. I wonder if…. I respectfully disagree because…
Opinion Continuum
Students place their own personal arrow where their opinion falls.
Jelly beans are better than M&Ms.
Yes No
Opinion Continuum
Students place their own personal arrow where their opinion falls.
After the videos and reading, write down your opinion and notate where your supporting examples are.
Single –sex education is better than mixed gender education.
Yes No
Paraphrase: Teaching
Listeners set aside their own thinking Listeners tell as much of what they
heard as possible Listeners question the speaker for
clarification
Paraphrase: Questions
I’m not sure that was clear. What do we know so far? What is your take on what I said? Does that make sense?
Paraphrase: Answers
So, you are saying that… Let me see if I understand you. In other words, … What I’m hearing is…
Single-Gender Classes
Read the article, watch the videos Choose a side Build on and/or challenge your
partner’s ideas using the Norms Paraphrase Support your ideas with examples Elaborate if asked I want to add to your point
that…Connecting to that, …Another way to look at that is…If __________, then __________.I wonder if….I respectfully disagree because…
Video
Assignment Education Part 1 https://www.youtube.com/watch?v=MIAYE
_VG11Q Assignment Education Part 2
https://www.youtube.com/watch?v=gperomezGz4
Woodbridge http://am.blogs.cnn.com/2009/12/09/virgi
nia-school-separates-students-by-gender/
Synthesize
Grade
Questions Answers
K-1 What did we learn? Que aprendimos?What was important? Que era importante?What did we talk about? De que hablamos?
We said that… Decimos que…We learned… Aprendimos…..We talked about… Hablamos de…
2-3
What have we discussed so far?What can we agree upon?What main ideas can we share?
We can say that…We have discussed…The main theme/point seems to be…
4-5
How can we synthesize what we’re talking about?What key idea(s) can we take away?
As a result if this conversation, we think …The evidence seems to suggest that…
Synthesize Conversation Points: Teaching
Parking, Promoting, Pruning Park distracting thoughts Promote your new idea (requires safe
environment) Prune unhelpful thoughts (off topic, not
relevant)
Synthesize Conversation Points: Questions
What have we discussed so far? How can we bring this all together? What can we agree on? What are the main points? What was the original question? We can say that… The main point seems to be… How does this sound? We think we should…
Synthesize Conversation Points: Answers
Use of Prompts and Questions
Teacher generated
Student generated
Connect each skill to prompt – fig. 4.3
Complete a task first - fig. 4.4
Deepen the Practice
Students take on more responsibility to deepen the conversations:
Pairs invite singletons to join them Pairs change If one pair member won’t talk, other member
may join another pair Each pair monitors itself – point value
(eventually) Baseline and improvement data
Students monitor conversations with checklists Recognition for great conversations
Watch for:
Disputes▪ Which skills could move this conversation forward?
“The Red Sox are a great team.” “The Yankees are better.” “The Red Sox by far.” “You don’t know anything.”
Accumulation▪ Which skills could move this conversation forward?
and then…and then… and then… Information is added, but there is no critical
questioning
Watch for:
Procedural talk▪ Which skills could move this conversation
forward? Students talk about what they should be
doing or discussing, who should be next, etc. rather than exploring the topic.
Assessment
Informal: ask students how many skills they used (thumbs up, response cards, etc)
More formal: Skill checklist on clipboard Teacher roams, checks some or all
conversations One student listens and checks 2 talkers.
Rotate. (Who checks the checker?) Record conversations and compare to
checklists and Norms
Pick a Content Area
Connect with your own teaching partners
Decide how you will apply one or more of these skills
IT IS OK TO TAKE IT SLOW Try one skill at a time Stick with it for awhile until if feels
natural There is no hurry, there’s just taking the
next step
Thank you for your time today!