RLT

January 15, 2016

Activator

Browse the document: “Attitudes for Effective Conversation”

For each ‘attitude’ write an example and a non-example (in the

margins) of what it might look like in a classroom.

Humility

Thoroughness

Respect

Positivity

Interest

Introduction

Agenda

9:00-9:30 Activator

9:30-9:40 Introduction

9:40-10:20 Consultancy Protocol

10:20-10:35 Break

10:35-11:05 Standards

11:05-2:45 Evidence Based Thinking in

Speaking and Listening

(12:00-12:30 Lunch)

(2:00-2:15 Break)

2:45-3:00 Fundamentals of Learning

3:00-3:30 Conclusion

Purpose:ENHANCE YOUR STRATEGIES FOR EVIDENCE BASED THINKING IN SPEAKING

AND LISTENING.

Learning Objectives

By the end of today, you will:

Have an opportunity to share about classroom implementations

Personalize the ELA Anchor Standards

Think about how to promote the culture and quality of questioning

Learn about the 5 Core Skills of Academic Conversations

Observe conversation models

Consider special populations in speaking and listening skills

Applying speaking and listening strategies to your classroom

Make connections to the Fundamentals of Learning

NormsGracious Space (Center for Ethical Leadership)

A spirit and setting wherewe

invite the stranger and learn in public.

Syllabus

OCTOBER 9 – Fundamentals of Learning, Formative Assessment Process, Questioning

NOVEMBER 13 – Argumentative Writing

JANUARY 15- Evidence Based Thinking in Speaking and Listening

FEBRUARY 19 – Text Complexity and Close Reading

APRIL 27 – Academic Vocabulary and Text Dependent Questions

MAY 23 – End of the year wrap up

Surveys

Shifts

1. COMPLEXITY: Regular practice with complex text and its academic language

2. EVIDENCE: Reading, writing, speaking and listening grounded in evidence from text, both literary and informational

3. KNOWLEDGE: Building knowledge trough content rich non-fiction

Consultancy Protocol

Argument Writing Across the Content Areas

Appendix A pages 23-25

Appendix B page 132

Appendix C page 89

Digital LibraryTeacher Hand Scoring System

November

Principles of effective PD

Professional Development Principle 2:

There must be support for a teacher during the

implementation stage that addresses the specific

challenges of changing classroom practice.

Center for Public Education

Effective Professional Development in an Era of High Stakes Accountability

Consultancy Protocol (Critical Friends Group)

Consultancy Protocol

Overview Presenter gives an overview of the new instructional method implementation. Please address the following factors:

Brief context of the lesson & audience featured in the implementation.

Summary of findings or reflections from the experience.

Any questions that emerged after implementation.

Standards

Standards

Using the set of Anchor Standards with blanks assign a # name that personalizes the standard for you.

Extra points for creativity.

Consider using a theme such as: jobs, TV shows, sports, songs etc…..

Evidence Based Thinking in

Speaking and Listening

Questions are Key

Teacher Questioning

What makes a high-quality question

that could elicit deeper thought and

meaningful discussion?

Quality Questioning in

Recitation and for Discussion Recitation: Talk between teacher and one

student at a time in a Initiation, Response, Feedback (IRF) format.

Discussion: A process through which individual students give voice to their thoughts in a disciplined manner as they interact with others to make meaning and advance individual and collective understanding of the issue in question.

What makes a quality question?

Stimulates further thought, motivates action, or excites

the learner with possibilities

Makes learners think, pause, and reflect, rather than race

to answer

Doesn’t always have one right answer

Requires students to go beyond factual knowledge and

use knowledge to problem-solve, analyze, and evaluate

Models

Questions are Key

Student Questioning

Teaching students to ask high-quality questions engages

them in higher levels of thinking.

Enables questioning of others, of text, and of self (meta-

cognition)

Questioning is at the

heart of

thinking and learning.

Academic Conversations

Zweirs, 2011

“Conversation are exchanges between people who are trying to learn from one another and build meanings that they didn’t have before. Partners take turns talking, listening and responding to each other’s comments. Academic conversations are sustained and purposeful conversations about schools topics.” p.1

5 Core Skills of Academic

Conversation

◦ Each skill doubles as prompting a partner to use the skill

and effective responding, oneself.

◦ Each skill requires good listening.

◦ The overarching purpose of all the skills is to focus on,

deepen, explore, negotiate, and co-construct ideas vital

for content learning. Each conversation should have a

destination and make progress toward it.

◦ http://www.jeffzwiers.org/index.html Additional Resources from Jeff Zwiers

Interactions Without Depth

Think-pair-share Small groups Answering with memorized sentence

stems and frames.

Core Skills of Academic

Conversation

Core Skills of Academic

Conversation

Core Skills of Academic

Conversation

Core Skills of Academic

Conversation

Core Skills of Academic

Conversation

They don’t come ready to do this?

Scaffolding (reading protocols, graphic organizers for thinking, etc.)

Modeling (frames & questions, preparing for conversation, etc.)

Direct teaching

Norms (speaking and listening expectations, helpful tips, contributions

to discussion, etc.)

Practice (in different ways with different people)

Activities for Developing Core

Conversation Skills

Read through the activities for your Core Skill.

Annotate as you read and…

Take notes on the ABC Each Teach organizer.

Think about what the activities have in common. In

what ways do these activities build that particular skill?

ABC(DE) Each Teach

Each person will have 2 minutes to share his/her

section.

Then, other group members will have two minutes to

ask questions, comment, or build on the ideas they

heard.

Use the sentence frames provided.

Conversation Models:

Collaborating to Understand

collaboration

How does Ms. Bouchard

involve her students in

establishing the learning goals?

(clarify and elicit)

How does she help the

students assess their own

learning? (interpret and act on) https://www.teachingchannel.org/videos/formative-

assessment-example-ela-sbac

Conversation Models:

Accountable Talk

How does Ms. Chism

use accountable talk

stems?

How could you use

Ms. Chism’s strategies

in your classroom?

https://www.teachingchannel.org/videos/speaking-

respectfully-nea

Conversation Models:

Participation protocol

How does using this

structure affect

students’ discussion?

How does Ms. Nguyen

track students’

participation?https://www.teachingchannel.org/videos/participation-

protocol-ousd

Conversation Models:

Collaborating to Read Closely

How does the “interrupted passages”

strategy encourage deeper analysis?

What kinds of collaboration strategies

do Mr. Olio and his students discuss?

How does collaboration figure into the

reading/writing process?

https://www.teachingchannel.org/videos/analyzing-author-

choices-nea

4 Corners

ELL students Special Education Gifted Students of poverty

Benefits, Challenges, Strategies

Planning for Student

Speaking and Listening

• Spend time thinking about applications of

today’s learning in your classroom.

Fundamentals of Learning

Please determine where speaking and listening is reflected on pages 14 & 15 of the Fundamentals of Learning Discussion Tool.

Conclusion

Purpose:ENHANCE YOUR STRATEGIES FOR EVIDENCE BASED THINKING IN SPEAKING

AND LISTENING.

Learning Objectives

By the end of today, you will:

Have an opportunity to share about classroom implementations

Personalize the ELA Anchor Standards

Think about how to promote the culture and quality of questioning

Learn about the 5 Core Skills of Academic Conversations

Observe conversation models

Consider special populations in speaking and listening skills

Applying speaking and listening strategies to your classroom

Make connections to the Fundamentals of Learning

Conclusion

OESD Evaluation

AESD Evaluation

Implementation of Evidence Based Thinking in Speaking and Listening

THANK YOU FOR COMING!

SEE YOU ON FRIDAY, February 19th !

Early Literacy Summit (OSPI)– January 22-23

Book Recommendations (OESD) – February 6

Performance Tasks, Sustainability Education, and the Common Core ELA

Standards (West Sound STEM) – February 6