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

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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!