jeff zwiers april 8, 2015 lausd secondary principals handouts: supporting essential practices for...

Jeff ZwiersApril 8, 2015

LAUSD Secondary Principals

Handouts: http://aldnetwork.org/page/April8

Supporting Essential Practices for Ongoing Development of

Academic Oral Language & Literacy

Guiding QuestionHow can I support

teachers to engage students in speaking and conversation activities in ways that develop the language, thinking, and content of the most important and most needed standards?

ALDNetwork.orgALDNetwork.org Understanding Language

New Emphases in New Standards

ALDNetwork.org Understanding Language

Science (NGSS)

• Ask questions & define problems

• Construct explanations & design solutions

• Engage in argument from evidence

• Evaluate and communicate information

Math (CCSS)

• Make sense of problems

• Reason abstractly

• Construct viable arguments

• Critique the reasoning of others

• Understand, analyze, compare, apply

Language (CCSS)

• Participate in conversations, building on others’ ideas and expressing own ideas

• Evaluate a speaker’s point of view, reasoning

• Use evidence to support claims

ELD

• Exchange ideas with others through oral discussions

• Support opinions & negotiate with others

• Clearly convey ideas

A Major Shift in New Standards


Science (NGSS)

• Ask questions & define problems

• Construct explanations & design solutions

• Engage in argument from evidence

• Evaluate, and communicate information

Math (CCSS)

• Make sense of problems

• Reason abstractly

• Construct viable arguments

• Critique the reasoning of others

• Understand, analyze, compare, apply

Language (CCSS)

• Participate in conversations, building on others’ ideas and expressing own ideas

• Evaluate a speaker’s point of view, reasoning

• Use evidence to support claims

ELD

• Exchange ideas with others through oral discussions

• Support opinions & negotiate with others

• Clearly convey ideas

Building Strong, Clear, Whole Ideas

Choosing & Recalling

Short Answers &

“Pieces”

1. Oral Output is one-way, one-time, clear & strong communication of ideas & thinking. (>1 linked sentences)

2. Conversations are back-and-forth interactions in which participants build on one another’s ideas to build up ideas that weren’t in their minds before talking.

3.

H


Idea

Think-pair-shares, Answering teacher questions, Jigsaws, Gallery walks, Oral presentations

Oral Output & Conversations

Developing Oral Output with

TRANSITION IMPROV Activities

Transition Improv Activity: Pro-Con

Topics: Camping, Shopping, Traveling, TV, Uniforms, Computers, Video Games, Large schools, Cars, Conferences, Testing, Internet, Cell phones

Transitions: However, On the other hand, Then again, but

PC Frames: One advantage is … For example, … Another positive of … is… because…

A negative aspect of ___ is …In spite of the positives of _____,


A & B, Lean?

Transition Improv (Similar-Different)

Topic: Plant cells & animal cells


SD Frames: … are similar to ____ in that they both _____ Animal cells differ from plant cells in

that _____Unlike animal cells, plant cells have

____, which are…Plant & animal cells both have ____,

which serve to…


Animal cells Plant Cells

One turn with; next turn without

CytoplasmRibosomes

MitochondriaBuilding blocks

No cell wall

Round shape

centrioles

Have cell wall

Rectangular shape

Have chloroplasts

OUTPUT ACTIVITY: Transition Improv: (Two Views)

Views: Pioneers Native Americans


Frames: The ___ thought that … Many ___ believed that… A different perspective held by ___ was

that…In the eyes of ___...


Developing Oral Output with

“STRONGER Y CLEARER

EACH TIME” Activities

1. Prompt for an original response (e.g., explanation, long answer, opinion, idea, etc.).

2. Each student says idea to successive partners and borrow and use the language, ideas, and evidence of others each time they talk.

3. Responses become stronger (often longer) with better supporting evidence and examples.

4. Responses become clearer with more precise terms and linked, organized, complete sentences.

5. Scaffolds, if used, are reduced during activity.

Fortifying Oral Output with“Stronger & Clearer Each Turn” Activities?

Student Model of “Stronger & Clearer Each Time”I’m on the not ban side. In my opinion, video games are kinda good. I know some games you shoot people, but some teach you.

I think video games are bad cuz they show violence. I am way on the Ban side.

1st PartnerSilvia

Switch partners!

BAN | | | | NOT BAN

Video Games Banned or Not?Me

I’m on the ban side, but not all the way. In my opinion, games should be banned because war video games show kids how shoot others. But some teach you about life.

2nd Partner

I’m on the not ban side. In my opinion, video games are kinda good. I know some games you shoot people, but some teach you.

I am on the far right side. Even though some video games are violent, a lot are educational. We have a right to choose what we play, too.

I think video games are bad cuz they show violence. I am way on the Ban side.

Silvia

Switch partners!

Student Model of “Stronger & Clearer Each Time”

BAN | | | | NOT BAN


I’m on the not ban side. In my opinion, video games are kinda good. I know some games you shoot people, but some teach you.

I’m on the ban side, but not all the way. In my opinion, games should be banned because war video games show kids how shoot others. But some teach you about life.

I am on the far right side. Even though some video games are violent, a lot are educational. We have a a right choose what we play, too.

3rd PartnerSilvia

I think video games are bad cuz they show violence.

Student Model of “Stronger & Clearer Each Time”

BAN | | | | NOT BAN


I am just left of the middle. Even though some video games are good, violent ones should be banned. Kids’ minds fill up with violence. Some games can teach to solve problems and learn, which made me move over toward NOT BAN.

Stronger and Clearer Activity:Opinion Continuum

J.Zwiers

POSITIVE Social Media NEGATIVE

Notes:

MeX

TheoX

LeaX

You can use frames such as

- In my opinion, ____ because _____. - Despite the reason/advantages of …- Given the points that I have heard so far, such as … - After talking with (name), I now lean more to the side of ____ because …

GREED Character Motivation LOVE

Notes:

MeX

TheoX

YES WWI Justified? NO

Notes:

MeX

CarlaX

ALDNetwork.org Understanding LanguageALDNetwork.org

Name

What do you think is the most important theme of this short story?

Me (just two or three key words, if any)

1.

2.

3.

Me

First, we need to decide…In order to figure out the…Because we need to…, we…

“Stronger & Clearer Each Turn” Grid

How does the circulatory system work?How did geography influence Native American culture in this region?Lisa couldn’t eat the last ⅜ of her pizza, and her brother had ⅓ of his pizza still on his plate. How much pizza in total was left? Explain and justify.

“Stronger & Clearer Each Time” Template



Oral Output Analysis Tool (OOAT)

Analyzing Oral Language Evidence

CLEAR • A clear topic sentence, followed by • Supporting or clarifying sentences• Used transitions to link sentences• More precise vocabulary• Details and explanation expected

by listeners

• To clarify his or her idea, the student could …

STRONG• Used solid evidence or

examples from the text• Explained how the

evidence supported the main idea

• Accurate understanding & recall

• To strengthen his or her idea, the student could …

Classroom Conversations: More than a Shift

“Why do I have to talk with a partner?

I already know the answer!”

“Just wait. She’ll tell us the answer at the end.”


The Power of Conversation

“Conversations can leave us pondering and processing ideas which, in turn, contribute to the inner dialogues that we hold in our heads throughout each day (Vygotsky, 1986).” These inner dialogues continually shape our thoughts and language.

“One of the opportunities school can offer pupils is the chance to involve other people in their thoughts—to use conversations to develop their own thoughts.” o (Mercer,1995)


StrategyFor Fostering Academic

Conversations

Constructive Conversation Skills,

Icons, & Motions

Constructive Conversation Skills for Type B

Goal: Students collaboratively (but w/o teacher) build an idea (e.g., claim, answer, solution, interpretation), using the following skills:

Create Idea

ClarifyIdea

Support Idea

Build Idea

Hand motions


Constructive Conversation Skills for Type BC

Goal: Students collaboratively (but w/o teacher) build claims & ideas and then choose one of them, using the following skills:

Evaluate & Compare(Argue)

Create Ideas

ClarifyIdeas

Support Ideas Hand motions


Build Ideas

& Choose Best

Laura: I don’t think air has weight.Eli: I disagree because I think it does.

Remember the balloon.Laura: I respectfully disagree with you.Eli: Then we just agree to disagree, right?

Type and Feedback

Lisa: I think the dog was his best friend in the story.Edgar: I would like to add to your idea. My dog ran

away last year and we found him in the park.Lisa: Which park?Edgar: The one by the train station.Lisa: I took a train to San Jose last week.



Conversation Analysis Tool (CAT)

Analyzing Oral Language Evidence

Constructive Conversations in 9th ELA

ALDNetwork.org

Context• Sheltered 9th grade

English class (taught by Patrick Hurley)

• Intermediate and early advanced speakers.

• Have read To Kill a Mockingbird and Of Mice and Men

• Focal conversation skill: supporting your ideas with examples from a text.

• Prompts on the board This Clip

• Discuss the main theme: “what do you think an important theme in this book is?” “An important theme of this book is real courage'”

• They prompt each other: “What does courage mean?”“Can you elaborate on that?” “Can you give an example from another book? “How does this apply to our life?”

ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE

Claim/Position Claim/Position


Magnets attract all metals

Yes 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

Scaffold for Type BC Constructive Conversations:Argument Balance Scale

Claim vs. Opposite or Different Claim

Which claim’s reasons, evidence, and explanations weigh the most?



“Constructive Conversations” Activity for All 4 Skills:Argument Balance Scale


Should smoking be illegal?Yes No

Reason/Evidnc/Exp

Reason/Evidnc/Exp

Reason/Evidnc/Exp


“Constructive Conversations” Activity for All 4 Skills:Argument Balance Scale


Should smoking be

illegal?

Claim/Position

Claim/Position

Yes

No

Reason/Evidnc/ExpReason/Evidnc/ExpReason/Evidnc/Exp

Reason/Evidnc/ExpReason/Evidnc/ExpReason/Evidnc/Exp


“Constructive Conversations” Activity for All 4 Skills:Argument Scale


Should smoking be illegal?


Yes No

Reason/Evidnc/Exp

Reason/Evidnc/Exp

Reason/Evidnc/Exp

Reason/Evidnc/Exp

Reason/Evidnc/Exp

Reason/Evidnc/ExpEvaluate &

compare the evidence on both sides

(use criteria)


2D-Scale

“Constructive Conversations” Activity for All 4 Skills:Argument Scale


Should smoking

be illegal?Claim/Position

Claim/Position

YesNo

Reason/Evidnc/Exp

Reason/Evidnc/Exp

Reason/Evidnc/Exp

Reason/Evidnc/Exp

Reason/Evidnc/Exp

Reason/Evidnc/Exp

3-D Version

Choose a side and argue why it “weighs more”

Constructive Conversations in 8th ELA

Context• 8th grade

English class

• Early Intermediate toEarly Advanced speakers.

• Have read articles on smoking

• Focal conversation skill: supporting your ideas with examples and evaluating them.

This Clip• Each student chose a side to argue on whether or not to ban smoking.• They use balance scale visual and paper clips to show “weight” of evidence• They prompt each other to support and evaluate with “Why?”

questions


What makes a conversation prompt effective?

Decide which theme in the story is most relevant for 7th graders today.

Rank the most significant effects of the Industrial Revolution

Come to an agreement on how you would measure the speed of sound.

Discuss how to solve this problem more than one way and argue for one to use in similar problems.


Purpose for talking based on lesson objectives

Require thinking and doing something with ideas: create, clarify, argue, decide, rank, solve, evaluate, combine, compare, choose, fortify, & transform

Recap

1. Use structured activities to encourage oral language (e.g., Transition Improvs)

2. Use activities that provide oral output practice face-2-face (e.g., Stronger & Clearer Each Time)

3. Foster Conversation Skills (Create, Clarify, Fortify, Evaluate-Compare) for 2 Types of Conversations: B & BC

ALDNetwork.orgALDNetwork.org Understanding Language

• How might you develop and apply the ideas (on developing oral output and conversation skills) in your setting?

• What are concrete steps that you can take in the next two months?

• What will result if you (and your teachers) don’t apply these ideas?

• What will result if you do use these ideas?

Reflecting on the Presentation

CONTACT INFORMATION

Email: [email protected] Website: ALDNetwork.orgHandouts: http://aldnetwork.org/page/April8MOOCs: www.NovoEd.com

ReferencesMercer, N. (2000). The Guided Construction of Knowledge: Talk amongst

teachers and learners. Clevedon, UK: Multilingual Matters. Zwiers, O’Hara, & Pritchard (2014) Common Core Standards in diverse

classrooms: Essential practices for developing academic language & disciplinary literacy. Stenhouse.

jeff zwiers april 8, 2015 lausd secondary principals handouts: supporting essential practices for...

Documents

understanding language

language ccss

anothers ideas

plant animal cells

claims eld exchange

transition improv activities

reasoning use evidence

new standards