developingacademic speaking and conversation skills in...

11/15/16

1

JeffZwiersSanMateoUnionHighSchoolDistrict

November17,2016jeffzwiers.org/november17

Developing AcademicSpeakingandConversationSkillsinEveryLesson

MajorChallenges

INSTRUCTION&ASSESSMENT

Orallanguage&communicationplayminor&shallowroles

Jeff ZwiersJeffZwiersJeffZwiers jeffzwiers.org/November17 Understanding Language/SCALE

CURRICULUM&LESSONDESIGN

Inauthentic communicationpervadescurriculaandpedagogyoflanguage,literacy,&content

CLASSROOMCULTURE• Students,educators,andassessmentshave“memorization-regurgitation”mindsets oflearning

• Studentsdon’tseelong-term&learningvalueoforallanguage• Studentsareadeptatminimizingtheiracademictalk• Studentsdonotpushselvesorpeerstoimprovetheirspeakingandconversationskills

11/15/16

2

CURRICULUM&LESSONDESIGN:EssentialFeaturesforLanguageDevelopment

____Isthereauseful&engagingpurpose? Intheactivity,dostudentsuselanguagetodosomethingmeaningfulandengaging(beyondjusttoanswerquestionsorgetpoints)?Doesitpreparestudentstouselanguageforacademicpurposes?

____Isthereaninformationgap? Intheactivity,dostudentsgetorgiveinformationthattheywant,need,ordon’thave?

____Isthereattentiontolanguageinserviceofcommunication? Intheactivity,isthereextrateachingandassessmentfocusedonimprovinghowlanguageisused?Thisincludesmodeling,practicing,givingfeedback,and/orscaffolds.

Jeff ZwiersJeffZwiersJeffZwiers jeffzwiers.org/November17 Understanding Language/SCALE

GOALS

ALDNetwork.org

IncreasingQuantity

IncreasingQuality

ORALOUTPUT

#ofstudents#ofminutes

StrengthClarity

CONVERSING

Understanding Language/SCALEJeffZwiers jeffzwiers.org/November17

#ofstudentsinback-and-forthconversations

Co-constructionCollabArguingConversationskills

11/15/16

3

Speakingisone-way,one-time,

clear&strongcommunicationofideas&thinking.

Idea

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

Overlap&Differences:Speaking&Conversations

JeffZwiers Understanding Language/SCALE

Conversationsareback-and-forthinteractionsinwhichparticipantsbuild

ononeanother’sideastobuildupideasthatweren’tintheirminds

beforetalking.

CURRICULUM & LESSON DESIGN:Fortifying Speaking & Listening with

TRANSITION IMPROV Activities

11/15/16

4

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?


TransitionImprov Activity(Pro-Con)

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


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

A&B,Lean?


11/15/16

5

TransitionImprov (For-Against)

Topics:Fracking,adding limetosoiltolowerpH,geneticengineering,nuclearenergy,stemcellresearch,human-causedclimatechange,wolfreintroduction,de-extinction,zoos,preservingwetlands,cornasfuel,extraterrestriallife,desalination,…


PCFrames: Onereasonfor…is…Forexample,…Evidencethatsupports…is…because…Areasonagainst…is…Forexample,…Evidencethatdoesnotsupport…is…because…

A&B,Lean?

TransitionImprov (Similar-Different)

Topic:Plantcells&animalcells


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


11/15/16

6

CURRICULUM&LESSONDESIGN:The“CommunicativenessTest”

foranActivity’sPowerforDevelopingLanguage




Jeff ZwiersJeffZwiersJeffZwiers Understanding Language/SCALE

ASSESSMENT:ClearandStrongOralOutput(Self,Teacher,Peer)

q Iincludedinformationneededandexpectedbylisteners(nottoomuchandnottoolittle),inordertobeasclearaspossible

q Istartedwithaclearmainidea

q Iclarifiedand/orsupportedthemainidea (w/evidence,details)

q Iusedtwoormoreconnectedsentences

q Ipushedmyselftouseacademicwords&longsentences

q Iusednonverbalcuesandstressedimportantwords&ideas

Understanding LanguageJeff ZwiersJeffZwiersJeffZwiers Understanding Language/SCALE

11/15/16

7

CURRICULUM & LESSON DESIGN:Working on Listening, Speaking, & Clarifying 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

11/15/16

8

Name Whathappenswhenculturesmeetandwhy?

Me Bad,wars

1.2.3.

Me

“Stronger&ClearerEachTime”GridIthinkit’sbothgoodandbad.Likeyoulearnfromeachother,butalsoyoucanfight.

Ithinkbadthingshappenwhenculturesmeet,likewars.

1stPartnerLisa

Switchpartners!

Don’tforgettouse

examples.

Whathappenswhenculturesmeetandwhy?

Mario both,learn

(PRE)Bad things happen when they meet. Wars start.

Name Whathappenswhenculturesmeetandwhy?

Me Bad,wars

1.2.3.

Me

Mario both,learnJuan religion,Aztecs,Spain

Culturesmeetandbadthingshappenlikewar.Butgoodthings,too,likeyoucanlearnotherlanguage.

Ithinkit’sbothgoodandbad.Likeyoulearnfromeachother,butalsoyoucanfight.

Whenculturesmeeteachother,ithelpsustolearnhowotherslive,liketheirreligion.Butwarscanhappen,liketheAztecsandSpain.


Switchpartners!

Don’tforgettouse

examples.

“Stronger&ClearerEachTime”Grid

Lisa


2ndPartner

11/15/16

9

Whenculturesmeeteachother,ithelpsustolearnhowotherslive,liketheirreligion.Butwarscanhappen,liketheAztecsandSpain.

Ithinkit’sbothgoodandbad.Likeyoulearnfromeachother,butalsoyoucanfight.


Culturesmeetandbadthingshappenlikewar.Butgoodthings,too,likeyoucanlearnotherlanguage.

3rdPartner


Whenculturesmeet,isbadandgood.Badcuz theyfightwars,likethey’redifferent.SpainthoughttheywerebetterthantheAztecs.Andgoodcuzyoucanlearnlanguages,likeSpanish,andnewreligion.

Lisa


Theylearnthingsfromeachotherlikenewfoods.Butsomeculturesthinkthey’rebestandshouldcontrolit.Theystartwarsoverit.

(PRE)Bad things happen when they meet. Wars start.

------------------------(POST)When cultures meet, is both bad and good. Bad cuz they fight, like the Aztecs and Spain. Spain thought they were better so they took over. Good cuz of new food and languages and religion.

LookingatStudentWork(Before&AfterGridPartners)

PRE

POST

Understanding Language/SCALEJeffZwiers

11/15/16

10

Stronger & Clearer ActivityContext• 4thgradeScienceclass

• EarlyAdvancedspeakers.

• Havereadanddiscussedenergyconversion

• Focusonstrongerandclearermessagesusingexamples.

ThisClip

• Promptis:Whatisenergyconversion?• Danieltalkstothreedifferentpartners• Lookforifandhowhisresponsebecomesstronger(idea-wise)and clearer(language-wise)

• Reflectonwaystoimprovehisresponseand/ortheactivity.


Practically Speaking: Interaction Mini-Circles

11/15/16

11

Name

Explainhow andwhy,whendividingtwofractions,youmultiplybythereciprocalofoneofthem.

Me (justtwoorthreekeywords,ifany)

1.

2.

3.

Me


Whatwasthestrongestthemeorlifelessoninthisstory?Why?Howdidthefeudalsystemwork?HowdidtheCivilWarchangethenation?

(Teachercanhavelistenersaskclarifyingandsupportingquestions)

Whyisitimportanttolearnabouthistorythroughprimarysourcedocuments?

Onepowerfulwayinwhichschoolcaninfluencestudents…Schooloffersawiderangeof...Teachersoften

Howcanschoolinfluencethecurrentandfuturelivesofstudents?

CURRICULUM&LESSONDESIGN:The“CommunicativenessTest”

foranActivity’sPowerforDevelopingLanguage




Jeff ZwiersJeffZwiersJeffZwiers Understanding Language/SCALE

11/15/16

12

Fostering Constructive Conversations

Feedback

Lisa:Ithinkthedogwashisbestfriendinthestory.Edgar:Iwouldliketoaddtoyouridea.Mydogran

awaylastyearandwefoundhiminthepark.Lisa:Whichpark?Edgar:Theonebythetrainstation.Lisa:ItookatraintoSanJoselastweek.

Laura:Ithinkairhasweight.Remembertheballoon?

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


11/15/16

13

Alex:Whatcausedthefall?Carlos: Thebooksaiddiseaseandwar.Alex:Italsosaidcropsandpolitics.Carlos: Allofthem,Iguess.

Feedback

Mansur: Ithinktherearedifferentwaystosolveit.Lynn: So?Justdowhattheteacherdid.Mansur: Butwhydidsheturnthefractionover?Lynn: Whocares?Justturnitover.Mansur:OK.

3a 9ab

3c - 6 c - 4÷ 2


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

11/15/16

14

Constructive Conversations in 9th ELAContext• Sheltered9thgradeEnglishclass(taughtbyPatrickHurley)

• Intermediateandearlyadvancedspeakers.

• HavereadToKillaMockingbirdandOfMice andMen

• Focalconversationskill:supportingyourideaswithexamplesfromatext.

• Promptsontheboard

ThisClip• Discussthemaintheme:“whatdoyouthinkanimportantthemeinthisbookis?”“Animportantthemeofthisbookisrealcourage'”

• Theyprompteachother:“Whatdoescouragemean?”“Canyouelaborateonthat?”“Canyougiveanexamplefromanotherbook?“Howdoesthisapplytoourlife?”


Conversation Prompt: Talk about ways to approach and answer the question (i.e. What is the length of a side of the square, given the radius of the circle?) and justify your ideas.

A: It says to “write down the length of a side of the inner square in terms of r.” What does it mean?

B: There’s no numbers so we gotta use r, maybe.A: We can measure it. Here’s a ruler. You do it. B: OK. Just half across the circle. That’s the radius. Looks

like 1 inch. And the square side is like around 1 and a half.A: So r is 1, and it’s another half. So, like 1 and a half times r.B: But what if r isn’t 1? A: What do you mean? We measured.B: It says ‘in terms of r.’ We got a number; not with r. A: Maybe it’s close enough.

ConstructiveConversationExcerpt- Geometry

11/15/16

15

ConversationTheory(ArgueMode)

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:


11/15/16

16

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

Fostering Conversations & Their Skillswith

Argument Balance Scale

11/15/16

17

ScaffoldforCollaborativeArgumentConversations:ArgumentBalanceScale

Claim vs.OppositeorDifferentClaim

Whichclaim’sreasons,evidence,andexplanationsweighthemost?

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

Jeff ZwiersJeffZwiers Understanding Language/SCALE

ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE

Claim/Position Claim/Position

ScaffoldforAll4Skills:ArgumentBalanceScale

Should cigarette smoking be illegal?Yes No

Reason/Evidnc/ExpSmokerdiesevery8sec

Reason/Evidnc/ExpSecondhandsmokekills

Reason/Evidnc/ExpHealthcare costs

Smokerdiesevery8sec

Second-handsmokekills

Health-carecosts

Botherspeoplealot

Lotsoflitter


11/15/16

18


ScaffoldforAll4Skills: ArgumentBalanceScale

TaxRevenues

Righttosmokeinhome

Keepsfrombeingover-weight

Taxunhealthyfoodtoo?



Should cigarette smoking be illegal?

Claim/Position Claim/PositionYes No

Reason/Evidnc/ExpRight to smoke

Reason/Evidnc/ExpTax revenues

Reason/Evidnc/ExpAnd unhealthy food?

Compare the evidence on both

sides (use criteria)

Reason/Evidnc/ExpSmokerdiesevery8sec

Reason/Evidnc/ExpSecondhandsmokekills

Reason/Evidnc/ExpHealthcare costs



11/15/16

19


2D-Scale

3-DVersion

Choose a side and argue why it “weighs more”



Constructive Conversations in 8th ELAContext• 8thgradeEnglishclass

• EarlyIntermediatetoEarlyAdvancedspeakers.

• Havereadarticlesonsmoking

• Focalconversationskill:supportingyourideaswithexamplesandevaluatingthem.

ThisClip• Eachstudentchoseasidetoargueonwhetherornottobansmoking.• Theyusebalancescalevisualandpaperclipstoshow“weight”ofevidence• Theyprompteachothertosupportandevaluatewith“Why?”

questions


11/15/16

20

CONTACTINFORMATION

Email: [email protected]: jeffzwiers.org/November17

ell.stanford.edu

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