Welcome to the 2010 OMSP Summer Experience!

Who is in the Room?Bremerton

Cape Flattery

Chimacum

North Mason

Port Angeles

Quillayute Valley

Our Lady Star of the Sea

Sequim

South Kitsap

OMSP Partnership

Bremerton, Chimacum, North Mason, Port Townsend, Sequim Quillayute Valley

The Facilitators

Logistics for the Week

Binder Contents Meal Times Flow of the Week Sign-in Daily Cabin check-in

Community Chest

Do you have suggestions for us to make your experience more enjoyable?

OMSP Summer Strands

Assessment for Learning- Classroom Discourse

Mathematics- Ratios and Proportional Reasoning

Science- Matter and Energy in Life Systems

Assessment for Learning 2009-2010

5 Key Strategies of Effective Formative Assessment

-Dylan Wiliam

Assessment for Learning 2009-2010

What aspects of FA have you/ your PLC been working on?

What are you wanting to try next?

Process: Round-Robin Reflection

On your own… Answer reflection prompts (5 min)

With your group… Person “A” introduces themselves and speaks The group pauses Any person paraphrases and inquires Person “A” elaborates The group pauses Repeat process with persons “b,”C,”etc.

You have 25 minutes for this process

What are the strategies and or tools you use to orchestrating productive classroom conversations?

What do we mean by classroom discourse?

“Discourse” refers to the classroom conversation among students and teachers, particularly the conversation that supports student learning of content knowledge.

What do we not mean??

Why is classroom discourse so important?

Learning Theory: Students make sense of new

ideas and construct knowledge through social interactions with peers.

Learning is an active and social process

New knowledge is constructed in a social context

“ In science and mathematics classrooms, student learning through “talk and argument” can mirror the professional discourse of scientists and mathematicians.”

How People Learn (1999)

Funded by US Dept. of Education’s Office of Educational Research and Improvement

Synthesis of the most important areas of cognitive and learning research from last 30 years

Students come to classrooms with preconceptions about how the world works.If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught.

• Students should have regular opportunities to talk about their ideas

• Teachers must probe student understanding at the beginning of the learning cycle and encourage argumentation

Key Finding #1Students come with ideas

To develop competence in an area of inquiry, students must:(a) have a deep foundation of factual knowledge;(b) understand facts and ideas in the context of a conceptual framework; (c) organize knowledge in ways that facilitate retrieval and application.

Students build deeper understanding of new content by assimilating it into current schema and this learning happens when they are encouraged to talk about their thinking.

Key Finding #2Competence = conceptual + factual knowledge

A “meta-cognitive” approach to instruction can help students learn to take control of their own learning goals…and…monitor their progress in achieving them.

Talk can provide an impetus for students to reflect on what they do—and do not—understand.

Key Finding #3Monitoring own learning

Video Case: MS Science Classroom

What tools and strategies does this teacher use during this lesson?

What "talk moves" does he utilize to guide the classroom discourse?

Good Morning -Please sit at your same table from yesterday morning

Reflecting on Yesterday

How did the discourse and discussion you experienced yesterday facilitate your learning?

Session Outcomes:

Develop common understanding of the 5 strategies for encouraging high-quality discourse

Complete a section of reading from “A Primer on Productive Classroom Conversations”

Engage in a video case study to facilitate our dialogue about classroom discourse

Introduction to online resources: Discourse Tool Kit and Tools for Ambitious Teachers

While reading consider the following:

Which of these strategies are more challenging to implement in your classroom and why?

Which are you interested in learning more about?

Reading: Student interaction in the Math Classroom: Stealing Ideas or Building Understanding

Five Strategies for Encouraging High Quality Student Interaction

The use of rich math and science tasks Justification of solutions Students questioning one another Use of wait time Use of guidelines for math & science talk

Video Case: Regina’s Logo

Watch the video of an Algebra classroom through the lens of the five strategies discussed.

Which of the five strategies did you see on display in the video here?

Discourse Ideas:

• Priming yourself for different conversations

• Using wait time

• Productive discourse moves

A Primer on Productive Classroom Conversations

Discourse Ideas:• Maintaining a safe classroom environment for

discussions

• Priming yourself for different conversations

• Cognitive demand for different questions and tasks

• Asking meta-cognitive questions

• Using wait time

• Productive discourse moves

• Scaffolding students’ use of academic language

• Encouraging peer-to-peer talk

A Primer on Productive Classroom Conversations

Read:Introduction pg. 1-2

Priming yourself for classroom conversations: Idea #2

and

Using different discourse moves and use of wait time: Idea # 5 & 6

What moves do think are most helpful in generating student discourse and why?

What moves are you interested in trying or using more often?

Video Case: Raymonds’ Method

What are the discourse moves you can identify in this video clip?

Discourse Tool Kit (on-line)

1. Questioning-launching and pressing student thinking

2. Talk Formats and Moves- responding to and steering the conversation

3. Visual Tools- Making thoughts public and accessible

4. Discourse Structures- patterned processes and techniques for engaging student collaboration

Take three minutes to reflect and consider some next steps:

What aspects of classroom discourse am I interested in exploring more?

What resources might you utilize to support your individual or collaborative lesson planning?

Resources for further exploration..

University of Washington Science Education (Mark Windschihttp://tools4teachingscience.org

Ready, Set, Science: Putting Research to Work in K-8 Science Classrooms (Michaels, Shouse, Schweingruber)

Classroom Discussions: Using Math Talk