developingacademic speaking and conversation skills in...

10/15/16

1

JeffZwiersNewHaven

October17,2016

Developing AcademicSpeakingandConversationSkillsinEveryLesson

Thesocialbrainisinitsnaturalhabitatwhenwe'retalkingwithsomeoneface-to-faceinrealtime.

--DanielGoleman

TheBrain’sNaturalHabitat

JeffZwiers Understanding Language/SCALE

BasicPair-Share

TransitionImprovs

ConstructiveConversations

Stronger&ClearerEachTimeActivities

Fortifying Paired Interaction

JeffZwiers

BuildConversationSkills

Formativeassessment

Prep,Tasks,Prompts

Challenges

ALDNetwork.org

IncreasingQuantity

IncreasingQuality

ORALOUTPUT

#ofstudents#ofminutes

StrengthClarity

#ofstudentsinback-n-forthconversations

Co-ConstructionCollaborativeArguingConversationSkills

CONVERSING


1. OralOutput isone-way,one-time,clear&strongcommunicationofideas&thinking.

2. Conversationsareback-and-forthinteractionsinwhichparticipantsbuildononeanother’sideastobuildupideasthatweren’tintheirmindsbeforetalking.

3.

Idea

Think-pair-shares,Answeringteacherquestions,Jigsaws,Gallerywalks,Oralpresentations

DevelopingAcademicLanguagewithOralOutput&Conversations


Developing Oral Output with

TRANSITION IMPROV Activities

10/15/16

2

OUTPUT:TransitionImprov Activity(Pro-Con)

Topics:Camping,Shopping,TV,Uniforms,Computers,Superheroes,Cars,Conferences,Testing,Internet,Cellphones,Videogames,SocialMedia

Transitions:However,Ontheotherhand,Thenagain, but

PCFrames: Oneadvantageis…Forexample,…Anotherpositiveof…is…because…Anegativeaspectof___is…Inspiteofthepositivesof_____,

A&B,Lean?


OUTPUT:TransitionImprov (Similar-Different)

Topic:Plantcells&animalcells

Transitions:However,Ontheotherhand,Thenagain, but

SDFrames: Unlikeanimalcells,plantcellshave____,which…Plant&animalcellsbothhave____,whichserveto……aresimilarto____inthattheyboth_____Animalcellsdifferfromplantcellsinthat_____

Animal cells Plant Cells

Oneturnwith;nextturnwithout

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


Developing Oral Output with

“STRONGER Y CLEARER EACH TIME” Activities:

Stronger-Clearer Grid

1. Promptforanoriginalresponse2. Successivepartners:borrowandusethe

language,ideas,andevidence eachtime-->• Stronger (oftenlonger)withbettersupportingevidenceandexamples,and

• Clearer withmoreprecisetermsandlinked,organized,completesentences.

3. Scaffoldsarereducedduringtheactivity.

Designing“Stronger&ClearerEachTime”Activities

“Stronger&ClearerEachTime”Grid(Science)Ithinkit’slikewhentheteachermovedthatballaroundthelight.Itwastiltedandgotlesslight.

Ithinkthesungetsfurtherawaysoitmakesitwinter.

1stPartnerManuel

Switchpartners!

Whatcausestheseasonstochange?

I think the sun moves out far in winter and close in summer.

2ndPartner

Maybeseasonscomefromtheworldgoingaroundthesun.Andwemoveawayinwinterandcloseinsummer.

Ithinkit’slikewhentheteachermovedthatballaroundthelight.Itwastiltedandgotlesslight.Idon’tthinktheearthgoesfartheraway.Ifweareuponthetop,wegetwinterifwearetiltedaway.ButinAustraliaitssummer.


Switchpartners!

“Stronger&ClearerEachTime”Grid(Science)

Manuel


10/15/16

3

Ithinkit’slikewhentheteachermovedthatballaroundthelight.Itwastiltedandgotlesslight.


Maybeseasonscomefromtheworlditorbitsaroundthesun.Wemoveawayinwinterandcloseinsummer.

Idon’tthinktheearthgoesfartheraway.Ifweareuponthetop,wegetwinterifwearetiltedaway.ButinAustraliaitssummer.

3rdPartner

“Stronger&ClearerEachTime”Grid(Science)

Theearthistiltedandgoes‘roundthesun.Weareonthetop,sowearetiltedtowardthesun,soit’ssummer.Butinthesouth,likeinAustralia,itsopposite.Its’winter.Ithoughtwegotmorefaraway,butwearejusttilted.

Manuel


summer. ------------------------The earth goes around the sun and it’s tilted. In summer we tilt toward the sun. In winter it’s opposite; we tilt away from the sun so it’s cold.

I think the sun moves out far away in winter and close in summer.---------------------

Practically Speaking: Interaction Mini-Circles

Name

Explainhow andwhy,whendividingtwofractions,youmultiplybythereciprocalofoneofthem.

Me (justtwoorthreekeywords,ifany)

1.

2.

3.

Me

“Stronger&ClearerEachTime”Grid

Whatwasthestrongestthemeorlifelessoninthisstory?Why?Howdoesthecirculatorysystemwork?HowdidtheCivilWarchangethenation?IttakesLisa,byherself,10hourstoplanttreesonanacreofland.IttakesLiz15hours,byherself.Howlongwouldittakeiftheyworktogether?Explain&justifyyoursolutionidea.

(Teachercanhavelistenersaskclarifyingandsupportingquestions)

Howdoauthorsofliteratureusecharacters,plot,and/orsymbolstoteachreadershowtobebetterpeople?

JeffZwiersJeffZwiers Understanding Language/SCALE

Fostering Constructive Conversations

Conversations Develop LANGUAGE w/ Loads of…

INPUT

OUTPUT

MINI-CHALLENGESJeffZwiers Understanding Language/SCALE

Conversation Develops CONTENT w/ Loads of…

CLARIFYING

SUPPORTING

THINKINGJeffZwiers Understanding Language/SCALE

10/15/16

4

Eachtimeatopicisintroduced,everystudentthinks,

CultivatingaCULTUREofConversations

Todaywe’llbeginourunitontheAmerican

Revolution.“Ican’twaittosharemyideasandhearthoseofothers!” “I’lllearnand

rememberthisbetterbytalkingaboutit!”

“Ilikeitwhenpartnerspushmetothink,build,andclarify!”

“I’mopentochangingmymindandlearningnewideasfromothers”

Jeff Zwiers aldnetwork.org/page/March15JeffZwiers Understanding Language/SCALE

Laura:Ithinkairhasweight.Remembertheballoon?

Eli: Idisagree.Laura:Why?Eli: Cuz Ican’tfeelit.Canyou?

What makes conversations effective?

Alex:Whatcausedthefall?Carlos: Thebooksaiddiseaseandwar.Alex:Italsosaidcropsandpolitics.Carlos:Whataboutcrops?Alex:Theydrieduporsomethinglikethat.

Jeff Zwiers JeffZwiers Understanding Language/SCALE

ConstructiveConversationSkillsfor“BuildUp1”ModeGoal: Students collaboratively (but w/o teacher) build an idea

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

Pose Idea

Listening-Speaking

ClarifyIdea

Listening-Speaking

Support Idea Listening-Speaking

Build Idea

MATH:Justifywithreasoningbasedonmath

principles

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

Jeff Zwiers JeffZwiers Understanding Language/SCALE

A:Ithinkshenotshareit(bread)B:Why?A:Cuz theotheranimalsnotwork;justlazy.B: Yeah.Idon’tthinktoshare,too.A:Why?B: Likemydad.Heworkformoney.Notwork,

nomoney.A: Yeah,noes justo.B: Notfair.Butteachersaidisgoodtoshare.A:Isharewhentheyhelp.MaybeIpainttheschool.It’smy

money,youknow?B: No.Maybeif…nopueden…trabajar (work),likethey’resick,

maybe.Butthisstoryanimalsarelazy.A:Isgoodtoshare,butnotallthetime,notwithlazies.

AssessaConversation– Build1Example(1st ELA)

ConstructiveConversationSkillsfor“Argue”Mode

Pose 1st Idea

Listening-Speaking

ClarifyIdea

Listening-Speaking


Build 1st Idea

Jeff Zwiers

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


ConversationSkillsfor“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:

Evaluate & Compare(Argue)

Listening-Speaking

Pose 2nd Idea

Listening-Speaking


ClarifyIdea

Listening-Speaking

Build Ideas

& Choose Best

Jeff Zwiers aldnetwork.org/page/March15JeffZwiers Understanding Language/SCALE

10/15/16

5

Fostering Conversations & Their Skillswith

Argument Balance Scale

ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE

Claim/Position Claim/PositionMagnets attract all metalsYes NoAll petroleum is biogenicVideo games banned or not

Should U.S. have entered the war?

Main theme of the story?Courage PerseverenceAre humans good or evil?Good Evil

ScaffoldforCollaborativeArgumentConversations:ArgumentBalanceScale

Claim vs.OppositeorDifferentClaim

Whichclaim’sreasons,evidence,andexplanationsweighthemost?

Jeff ZwiersJeffZwiers Understanding Language/SCALE


Claim/Position Claim/Position

“ConstructiveConversations”ActivityforAll4Skills:ArgumentBalanceScale

Should pizza be a reward for reading?Yes No

Reason/Evidnc/ExpGetskidstoread

Reason/Evidnc/ExpPrevents dropouts,

crime, jail costs

Reason/Evidnc/ExpKids need to eat

Preventdropouts&jailcosts

Getsthemtoread

Kidsneedtoeat

Stayafterschool

Pizzatastesgood



“ConstructiveConversations”ActivityforAll4Skills:ArgumentBalanceScale

Nothealthyfood

Expensivetorun

Needtoexercise

Notgoodmotivationforreading

Somekidsdon’tlikepizza



“ConstructiveConversations”ActivityforAll4Skills:ArgumentScale

Should pizza be a reward for reading?

Claim/Position Claim/PositionYes No

Reason/Evidnc/ExpNot good motivation

Reason/Evidnc/ExpNot healthy food

Reason/Evidnc/ExpExpensive

Compare the evidence on both

sides (use criteria)

Reason/Evidnc/ExpGetskidstoread

Reason/Evidnc/ExpPrevents dropouts,

crime, jail costs

Reason/Evidnc/ExpKids need to eat



2D-Scale

“ConstructiveConversations”ActivityforAll4Skills:ArgumentScale

Choose a side and argue why it “weighs more”


3-DVersion

10/15/16

6

CONTACTINFORMATION

Email: [email protected]

References

Mercer,N.(2000).TheGuidedConstructionofKnowledge:Talkamongstteachersandlearners.Clevedon,UK:MultilingualMatters.

Zwiers,J.&Soto,I.(2016)AcademicLanguageMastery:ConversationalDiscourseinContext.CorwinPress.

Zwiers,O’Hara,&Pritchard(2014)CommonCoreStandardsindiverseclassrooms:Essentialpracticesfordevelopingacademiclanguage&disciplinaryliteracy.Stenhouse.

developingacademic speaking and conversation skills in...

Documents