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Living a Lesson Part 1 (Secondary)

Session 3, November 2013 NTI

Effective Collaboration Norms and Guidelines

In order to cultivate a climate where everyone is focused on ongoing, positive growth and improving student achievement, use the Seven Norms of Collaboration.

Seven Norms of Collaboration

1. Promoting a Spirit of Inquiry and Balancing Advocacy

2. Pausing

3. Paraphrasing

4. Probing

5. Putting Ideas on the Table

6. Paying Attention to Self and Others

7. Presuming Positive Intentions

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Learning Targets

• I can describe the relationship between students’ speaking and listening practices and vocabulary development, reading and writing.

• I can effectively use protocols and the other collaborative classroom structures in the 3-8 Modules to develop students’ knowledge along with speaking, listening, reading and writing skills.

Your “learner hat”

Experiencing a Common Core Classroom

•Put your “learner hat” on for this portion of our work. There will be lots of time to think like a teacher and ask questions about planning later after you have some experiences as a learner.

•Our purpose is for you to dig into the “subtle moves” that represent the shifts. While we are asking you to be “students,” be metacognitive about our choices/design.

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Learning Targets

• I can determine author’s point of view in a primary source.

• I can use sentence starters to build on other’s ideas.

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Let’s look at the first target…

• I can determine author’s point of view in a primary source.

• Turn and talk to a partner about what ‘point of view’ means.

• Turn to another partner and define primary source.

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Becoming an expert

• You will read either The Day of Infamy Speech or The Fourteen Part Message.

• You will be exposed to both texts in order to understand both perspectives, but you will become an expert on one of the texts.

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Read for the flow and gist

• First read the article to yourself.

• Your first read is for “the flow.”

• While reading write the “gist” of each section in the margin

• Note: gist= is your initial thinking, building towards a main idea.

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Partner, Share and Add

• Partner with someone who has read the same text that you read.

• Share your gist statements and add to your thinking based on the conversation with your partner.

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Reread and Answer

• With your partner reread the text and answer the text dependent questions.

• These are challenging texts, so you may need to reread sections several times and discuss sections with your partner.

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Learning Target

• I can use sentence starters to build on other’s ideas.

• You will now be working on this target by participating in a Mix and Mingle.

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Mix and Mingle• I hear that you said… • I’m wondering…• I hear that you said… and I’m still wondering…• Can you clarify what you meant when you said… ?• What you said about… raised a question for me. My

question is…• It seems like what you said about… is different from

what [someone else] said. (Name conflicting ideas)• Now that I know that, I need to change what I think

about…• *I hear that you said… but I still think… because the text

says… (Cite evidence)• What you said about… reminded me of something I read

in the text. (Cite evidence)

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Revise

• Review your responses to the text-dependent questions and revise your answers based on your discussions with others who read the same text.

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Learning Target Check In

Give a thumbs-up or thumbs-down depending on how well you feel that you mastered each target today.

•I can determine author’s point of view in a primary source.

•I can use sentence starters to build on other’s ideas.

•End of “student hat”

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Synthesize

• First, think about your answers to these questions.

• How did collaboration, conversation and protocol use support your comprehension as a learner?

• How does this deepen your understanding of the relationship between students’ speaking and listening practices and vocabulary development, as well as reading and writing?

• Discuss with a triad

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Analyze

• Independently: Read and analyze a module lessen for evidence of protocols, conversations and collaboration.

(p. 69-91) 

• Annotate the lesson plan by highlighting or underlining your evidence.

• Turn and talk with a table partner about your notices and wonderings as you looked at the lesson plan.

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Turn and Talk

• Turn and talk with a table partner about your notices and wonderings as you looked at the lesson plan.

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Reflection on classroom practice

• A quote from Instructional Practice Evidence Guides where it is stated “ The teacher creates the conditions for student conversations and plans tasks where students are encouraged to talk about each other’s thinking”

• How does the use of protocols support/enhance speaking and listening in my classroom?

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Notice and Discuss

• Use your Classroom Management and Collaborative Conversations Note-Catcher.

(p. 92)

• “Notice” the classroom management structures that must be in place in a classroom that builds an environment that allows safe collaboration.

• What classroom management practices do you currently use that you would like to share with others at the table?

• Was there new learning for you regarding what classroom management structures must be in place to build a collaborative environment?

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Reflect and Journal

• Use your journal to reflect on this session and your progress regarding the learning targets.

(p. 93)• I can describe the relationship between students’

speaking and listening practices and vocabulary development, reading and writing.

• I can effectively use protocols and the other collaborative classroom structures in the 3-8 Modules to develop students’ knowledge along with speaking, listening, reading and writing skills.

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