knutson samaha harper oral langauge interactions all day long mel ed nov 2015
TRANSCRIPT
Oral Language Interactions All Day Long – PK-‐12 Susan Samaha Multilingual District Program Faciliatator Katie Knutson Early Childhood Education PK-K Alignment
Background
• Collabora'on between the Minneapolis Public Schools Mul'lingual Department and Minneapolis Public Schools Early Childhood Educa'on
• “EL and ECE ‘Best Prac'ce’ 98% similar”-‐ Jana Hilleren, Execu've Director MPS Mul'lingual Department
• High Leverage ‘ShiK’ for Accelera'on 2020
Learning Targets
u I can articulate opportunities for oral language interactions in my day.
u I can assess who is speaking in
classrooms and how often. u I can design oral language interactions
that include all learners.
Think Pair Share
Read the following quote:
“Oral language development is so critical to concept attainment that essentially the person in the classroom that does the most speaking, does the most learning. Intentional design for oral language interactions all day long creates the space for multiple voices, perspectives and more learning in a place that often privileges certain voices over others.”
Lynn Harper
Why Talk Matters: ALL Students Need Speaking and Listening for Learning
Language experiences have enduring consequences for long-term academic achievement. (Neuman & Dickenson, 2011)
Low SES Middle Class +
30 million fewer words by Age 4 (Hart & Risley, 1995)
Less “dinner table talk” = Less exposure to elaborated speech
(Weizman & Snow, 2001)
Common Factors for All Kids (SES-‐resistant)
Electronica – digital na'ves are plugged in up to 8 ½ hours a day (Cleveland, 2011)
Digital “speech” is reduced, simple and informal VS Academic speech is elaborate, complex, more formal
Creating Opportunity: Leverage the Curriculum
Procedural/ Social Levers
• Greetings • Sharing • Curricular
Games
Instructional Strategies
• Partner Work
• Peer Editing of Writing
• Socratic Seminar
Content Tasks for ex: Math
• Data Collection
• Solution Sharing
• Process reflection
Who’s talking in YOUR classrooms?
Creating space for multiple voices (psst…Speaker does the learning!)
Strategy - Show to Share (interactive self assessment)
• Consider the last lesson you taught/observed • On a post-it note, estimate the percentage of teacher talk during the lesson
• On “GO” (1,2,3, go), show your note in the air Reflection Question: Who are the “high achievers” in that subject? How much do they speak?
Reality ✔
“American 5th graders were spending 91% of their school day either listening to a teacher talk or working alone.”
Pianta and Blesky (2007) Inquiry Circles in Action by Harvey & Daniels (2009)
•
•
Purpose • Capture the student listening, speaking, activity during class periods
• Reflect how instructional practices meet or do not meet the academic needs of students
Process • Select one student (random selection or by level) • Follow the student for 2-3 hours of their day • Record speaking , listening and activity in precise, five-
minute intervals
Assessing Oral Language Through Student Experience
Oral Language/Academic Conversation Shadowing Observation
Who is speaking in class? How often?
One student One period Every 3 minutes Who is doing academic speaking? Who is listening ? What activity is occurring?
MPS Baseline Data: Academic Conversations
0
20
40
60
80
100
120
Student Speaking Teacher Speaking Student Listening Reading Wri'ng Off Task
Total ac@ons observed during Academic Conversa@ons Shadowing conducted in 4th/5th grade classrooms at sites
Student Ac'ons
Not Listening
To Whole Class
To Small Group
To Teacher
To Student
School 1: Majority Teacher Speaking
0
1
2
3
4
5
6
7
8
9
Student Speaking
Teacher Speaking
Student Listening
Reading Wri'ng Off Task
Student Ac'ons Not Listening
To Whole Class To Small Group To Teacher
To Student
School 2: Majority Student Speaking
0
1
2
3
4
5
6
Student Speaking
Teacher Speaking
Student Listening
Reading Wri'ng Off Task
Student Ac'ons Not Listening
To Whole Class To Small Group To Teacher
To Student
School 3: What’s happening?
0
2
4
6
8
10
12
Student Speaking
Teacher Speaking
Student Listening
Reading Wri'ng Off Task
Student Ac'ons Not Listening
To Whole Class To Small Group To Teacher
To Student
30/70 Rule
Supports students need for scholarly talk
Expectations Lesson Target “I can…” Process directions
Preparation Expert Modeling Speaking frames for complete sentences
Participation Rehearsal opportunities Explicit Norms Culture of inclusion Universal Participation
Oral Language Interaction Design
Ø Expectations Ø Preparation Ø Active Participation Ø Academic Discussion
Oral Language Interaction Structures
“Strive for 5” 10-2 Think Pair Share
Our Charge: Opportunity + Rigor = Achievement
“To become college and career ready, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner—built around important content in various domains. They must be able
to contribute appropriately to these conversations, to make comparisons and contrasts, and to analyze and synthesize a multitude of ideas in accordance with the standards of evidence appropriate to a particular discipline.”
-Common Core State Standards, 2010
Oral Language Interactions All Day Long PK-‐5
u I can articulate opportunities for oral language interactions in my day.
u I can assess who is speaking in classrooms and how often.
u I can design oral language interactions that include all learners.
Thank you!
Questions?
Susan Samaha [email protected] 612-668-5306 Katie Knutson [email protected] 612-668-0243
Thank you!