developingacademic speaking and conversation skills in every … · • discuss the main theme:...
TRANSCRIPT
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JeffZwiersSTEPLPPClass
February9,2017Jeffzwiers.org/February9
Developing AcademicSpeakingandConversationSkillsinEveryLesson
Objectives
IncreasingQuantity
IncreasingQuality
SPEAKING
#ofstudents#ofminutes
StrengthClarity
#ofstudentsinback-n-forthconversations
Co-ConstructionCollaborativeArguingConversationSkills
CONVERSING
Understanding LanguageUnderstanding LanguageJeffZwiers jeffzwiers.org/February9
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Working on Listening, Speaking, & Clarifyingwith
“STRONGER Y CLEARER EACH TIME” Activities
(Stronger-Clearer Grid)
1. Promptforanoriginalresponse(>1sentence)2. Successivepair-shares:borrowandusethe
language,ideas,andevidence eachtime-->• Stronger (oftenlonger),withbettersupportingevidenceandexamples,and
• Clearer,withmoreprecisetermsandlinked,organized,completesentences.
3. Scaffoldsarereducedduringtheactivity.
Designing“Stronger&ClearerEachTime”Activities
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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.
Ithinkbadthingshappenwhenculturesmeet,likewars.
Switchpartners!
Don’tforgettouse
examples.
“Stronger&ClearerEachTime”Grid
Lisa
Whathappenswhenculturesmeetandwhy?
2ndPartner
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Whenculturesmeeteachother,ithelpsustolearnhowotherslive,liketheirreligion.Butwarscanhappen,liketheAztecsandSpain.
Ithinkit’sbothgoodandbad.Likeyoulearnfromeachother,butalsoyoucanfight.
Ithinkbadthingshappenwhenculturesmeet,likewars.
Culturesmeetandbadthingshappenlikewar.Butgoodthings,too,likeyoucanlearnotherlanguage.
3rdPartner
“Stronger&ClearerEachTime”Grid
Whenculturesmeet,isbadandgood.Badcuz theyfightwars,likethey’redifferent.SpainthoughttheywerebetterthantheAztecs.Andgoodcuzyoucanlearnlanguages,likeSpanish,andnewreligion.
Lisa
Whathappenswhenculturesmeetandwhy?
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
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Stronger&ClearerGrid(Math)
(afterPartner1)v
(afterPartner2) (afterPartner2)
Practically Speaking: Interaction Mini-Circles
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Name
Explainhow youdividetwofractionsandjustifyeachstep.
Me (justoneortwokeywords,ifany)
1.
2.
3.
Me
“Stronger&ClearerEachTime”Grid
Whatisthestrongestthemeorlifelessoninthisstory?Why?Howdidthefeudalsystemwork?
(Teachercanhavelistenersaskclarifyingandsupportingquestions)
Describethecirculatorysystem.
Onewaytodrawthisisby…Iestimatedthattheanswerneedstobeless/morethan…because...Ichangedafewthingsbasedonwhatmypreviouspartnersaid.Forexample..
IttakesLisa,byherself,6hourstoplanttreesonanacreofland.IttakesLynn12hours,byherself.Howlongwouldittakeiftheyworktogether?Explain&justifyyoursolutionidea(s).
Fostering Constructive Conversations
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Conversation Analysis
Lisa:Ithinkthedogwashisbestfriendinthestory.Edgar:Iwouldliketoaddtoyouridea.Mydogran
awaylastyearandwefoundhiminthepark.Lisa:Whichpark?Edgar:Theonebythetrainstation.Lisa:ItookatraintoSanJoselastweek.
Laura:Ithinkairhasweight.Remembertheballoon?
Eli: Idisagree.Laura:Canyougiveareason?Eli: Cuz Ican’tfeelit.Canyou?
Understanding LanguageJeffZwiers
Alex:Whatcausedthefall?Carlos: Thebooksaiddiseaseandwar.Alex:Italsosaidcropsandpolitics.Carlos: Allofthem,Iguess.
Conversation Analysis
Mansur: Ithinktherearedifferentwaystosolveit.Lynn: So?Justdowhattheteacherdid.Mansur: Butwhydidsheturnthefractionover?Lynn: Whocares?Justturnitover.Mansur:OK.
3a 9ab
3c - 6 c - 4÷ 2
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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 Understanding LanguageJeffZwiers
A: HowLincolnahero?B: Hestopslavery,theslaves.A: How?B: Thewar.A: Yeah,Civil.Hefighted itstopslavery.B: Muchos dieinthewar.A: Verybad.B: Butcuál es morebad?Slaveryordie?A:Slavery.B: Why?A:Cuz younotfree,like,como en lacárcel,yte golpean.And
Lincolnstopit.He’sahero.
ConversationsatBeginningLevelsofProficiencyLearningobjective:Usereasonstoarguetheimportanceofahistoricalfigure.Prompt:TalkaboutwhatmakesAbrahamLincolnahero.
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Constructive ConversationsContext• Sheltered9thgradeEnglishclass(taughtbyPatrickHurley)
• Intermediateandearlyadvancedspeakers.
• HavereadToKillaMockingbirdandOfMice andMen
• Focalconversationskill:supportingyourideaswithexamplesfromatext.
• Promptsontheboard
ThisClip• Discussthemaintheme:“whatdoyouthinkanimportantthemeinthisbookis?”“Animportantthemeofthisbookisrealcourage'”
• Theyprompteachother:“Whatdoescouragemean?”“Canyouelaborateonthat?”“Canyougiveanexamplefromanotherbook?“Howdoesthisapplytoourlife?”
Understanding Language/SCALEJeffZwiers jeffzwiers.org/videos
Argumentation
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ConstructiveConversationSkillsfor“Argue”Mode
Pose 1st Idea
Listening-Speaking
ClarifyIdea
Listening-Speaking
Support Idea 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:
Understanding Language/SCALEUnderstanding LanguageJeffZwiers
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
Support Idea Listening-Speaking
ClarifyIdea
Listening-Speaking
Build Ideas
& Choose Best
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ConversationSupportCards(Pairw/Observer)
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Fostering Conversations & Their Skillswith
Argument Balance Scale
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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
“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
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ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE
“ConstructiveConversations”ActivityforAll4Skills:ArgumentBalanceScale
Nothealthyfood
Expensivetorun
Needtoexercise
Notgoodmotivationforreading
Somekidsdon’tlikepizza
Jeff ZwiersJeffZwiersJeffZwiers Understanding Language/SCALE
ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE
“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
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ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE
2D-Scale
“ConstructiveConversations”ActivityforAll4Skills:ArgumentScale
Choose a side and argue why it “weighs more”
Jeff ZwiersJeffZwiersJeffZwiers Understanding Language/SCALE
3-DVersion
VideoExampletoAssessCONTEXT
5th gradeLanguageArts/ELDclassAdvancedandearlyadvancedpartners.
Afterreadinganarticleonaprogramthatgivespizzaasrewardforreading,studentsdiscusstheiropinionsontheissue.
THISCLIP• Watchforsupportingopinions, buildingonideas,andclarifying• Noticeifandhowthebalancescalehelpsstudentstoextendtalk• Considernextstepsbasedonthisconversation
JeffZwiersJeffZwiers jeffzwiers.org/videos Understanding Language/SCALE
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Math Paired Conversation Protocol
CONTACTINFORMATION
Email: [email protected]: jeffzwiers.org/February9
ell.stanford.edu
References
Zwiers,J.&Soto,I.(2016)AcademicLanguageMastery:ConversationalDiscourseinContext.CorwinPress.
Zwiers,O’Hara,&Pritchard(2014)CommonCoreStandardsindiverseclassrooms:Essentialpracticesfordevelopingacademiclanguage&disciplinaryliteracy.Stenhouse.