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10/18/17
1
CultivatingStudents’AcademicConversationSkills
JeffZwiersPortland,MaineBREAKOUTSESSIONJeffzwiers.org/October19
Understanding Language Language,Literacy,&LearningintheContentAreas JeffZwiers
Evaluate & Compare(Argue)
Listening-Speaking
Pose 1st Idea
Listening-Speaking
Support Idea Listening-Speaking
ClarifyIdea
Listening-Speaking
Build
& Choose
ASLSigns
REVIEW:ConstructiveConversationSkills
Understanding Language Language,Literacy,&LearningintheContentAreas JeffZwiers
Pose 2nd Idea
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NumberedHeadsTogetherCreateaposterWritealabreportSolveawordproblemWriters’WorkshopSimulationAnalyzeapaintingDramatizationDebateGiveOne,GetOne*
FourCornersGames(Bingo,Jeopardy)GalleryWalkWholeClassDiscussionThink-Pair-Share*LiteratureCirclesJigsawSocraticSeminar
Readers’WorkshopWriteaPrequel/SequelMakeaPodcastAnticipationGuidesHomework
Understanding Language Language,Literacy,&LearningintheContentAreas JeffZwiers
e.g.,GalleryWalk
Understanding Language Language,Literacy,&LearningintheContentAreas JeffZwiers
BEFORE- Tendstoconsistof:
• Onepersonrepeatingsamedescriptionofaposter
• Multipleotherslistening• Doittomaketeacher
happyandgetoutofseats
AFTER- Withfeaturesapplied:
• Giveapurposefortalkingandlisteningtosharer(e.g.,Youwillusetheinformationtohelpyoudecidewhichpersonsbelonginourhistorybook…)
• Postersshouldbeondifferenttopics• Aspresentertalks,“audience”promptsfor
clarificationandsupportofideas• Teachermodelsuseofskillsbylisteners• Listenersparaphrasetomakesuretheygotit.• Presenterpushesselftoimprovemessageeach
time
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QUANTITY⎕ #ofTurns⎕ Lengthofturns⎕ Equity
QUALITYUseconversationskills:
⎕ Pose ⎕ Clarify ⎕ Support ⎕ Evaluatetoauthenticallybuildandargueusefulideas
OTHERKEYSKILLS⎕ Listening⎕ Speaking⎕ Thinking⎕ Content⎕ Nonverbal⎕ ValuingIdeas
Understanding Language Language,Literacy,&LearningintheContentAreas JeffZwiers
PROMPT:⎕ Useful&EngagingPurpose⎕ Needtotalk+Uniqueideas⎕ ClearandHelpfulDirections
2.SilentSupportCards(fromtheCOAT)
Askforan(another)exampletosupporttheidea
Paraphrasewhatyourpartnersaid
Askyourpartnertoclarify(Why…How…)
Showthatyouarelisteningwithyoureyes,nods,posture
Poseanalternativeideaandstarttobuilditup
Stayfocusedontheconversationprompt/purpose
Encourageyourpartnertotalkmore
Summarizetheconversationupuntilnow
Understanding Language Language,Literacy,&LearningintheContentAreas JeffZwiers
Buildupthefirstideafirst
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A:So,whatdoyouthinkthepoemisabout?B:Ithinkmaybesomethinglike,Yougotta be
yourself.Whatdoyouthink?A:Ithinkit’saboutbeingoutinnature,that
it’sgoodtoseeplants…Oh,OK,So,whydoyouthinkit’sabout‘beyourself’?
B: Cuz itsayshedoesn’twanttobegrowinginclustersinthevalley,andstandalone,andlikenotstuckinapotofdirt.
A: Ilikethat.Andthetitleis“Identity”B: Yeah…
Howdoesthathelpus?A:Identitymeanshowyou’redifferent...
UsingtheCards– 5th Gr.ELAIdentity (excerpt,byJulioNoboa Polanco)
Letthembeasflowers,alwayswatered,fed,guarded,admired,butharnessedtoapotofdirt.I'dratherbeatall,uglyweed,clingingoncliffs,likeaneaglewind-waveringabovehigh,jaggedrocks.
I'dratherbeunseen,andifthenshunnedbyeveryone,thantobeapleasant-smellingflower,growinginclustersinthefertilevalley,wherethey'repraised,handled,andpluckedbygreedy,humanhands.
IfIcouldstandalone,strongandfree,I'dratherbeatall,uglyweed.
Buildupthefirstideafirst
How does the title support the idea?
Using the Cards – 7th Gr. Science
1Karla: So,whydosquidshaveink?2Maya: Forwriting.3Karla: Whatdoyoumean?4Maya:Inkisforwriting.5Karla: Squidscan’twrite…
OK,sowhatdoyoumeanthattheywrite?6Maya:Notwithpenslikeus,butlikemaybeonarock.Liketomarktheirplace.7Karla: Idon’tunderstandthat,butIthinktheygotinkto..,theyescape.Likethepicture.8Maya: OK…
Howdotheyescapewithink?9Karla: Theyletitoutanditmakesacloudsothey,youknow,canswimaway.10Maya: Andmaybeitpoisonsthefish?11Karla: Idon’tknow;Ithinkjellyfishhavepoison.12Maya: Ihatejellyfish:thepoisonones.13Karla: Peoplediefromtheirstings,Ithink.
Askyourpartnertoclarify(Why…How…Whatdoyoumeanby)
Askyourpartnertoclarify(Why…How…Whatdoyoumeanby)
Stayfocusedontheconversationprompt/purpose
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UsingtheCards
Alex: Whatcausedthefall?Carlos: Thebooksaiddiseaseandwar.Alex: Italsosaidcropsandpolitics.Carlos: Allofthem,Iguess.
Understanding Language Language,Literacy,&LearningintheContentAreas JeffZwiers
Mario: Ithinkit’sdivide7in25,butit’snot,notdivideeasy.Sam: Justchangeit.Mario: What’sthatmean?Sam: Change7to21.Mario:Wecan’tdothat.Sam: Yeswecan.Andit’saloteasiernow.
Constructive Conversations in 9th ELA
Context
• Sheltered9thgradeEnglishclass
• Intermediateandearlyadvancedspeakers.
• HavereadToKillaMockingbirdandOfMiceandMen
• Focalconversationskill:supportingyourideaswithexamplesfromatext.
• Somepromptsareontheboard
ThisClip• Prompt:“Whatdoyouthinkanimportantthemeinthisbookis?”• Howdotheyclarifyandsupportideas?(“Whatdoescouragemean?”“Canyouelaborateonthat?”“Canyougiveanexamplefromanotherbook?“Howdoesthisapplytoourlife?”)
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YourTurn(Triads)"[...]Ifyoudon'twantahousebuilt,hidethenailsandwood.Ifyoudon'twantamanunhappypolitically,don'tgivehimtwosidestoaquestiontoworryhim;givehimone.Betteryet,givehimnone.Lethimforgetthereissuchathingaswar.Ifthegovernmentisinefficient,topheavy,andtax-mad,betteritbeallthosethanthatpeopleworryoverit.Peace,Montag.GivethepeopleconteststheywinbyrememberingthewordstomorepopularsongsorthenamesofstatecapitalsorhowmuchcornIowagrewlastyear.Cramthemfullofnoncombustibledata,chockthemsodamnedfullof'facts'theyfeelstuffed,butabsolutely'brilliant'withinformation.Thenthey'llthinkthey'rethinking,they'llgeta sense ofmotionwithoutmoving.Andthey'llbehappy,becausefactsofthatsortdon'tchange.Don'tgivethemanyslipperystufflikephilosophyorsociologytotiethingsupwith.Thatwayliesmelancholy.(Bradbury,1953)
Workwithapartnertoco-constructwhatyouthinkisthemostimportantthemefromthistextandhowitmightconnecttotoday.Builduptwodifferentthemesandthenevaluatewhichisstronger.
Building collaborative argumentation skills with the
ARGUMENT BALANCE SCALE
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ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE
Claim/Position Claim/Position
3.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
ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE
Nothealthyfood
Expensivetorun
Needtoexercise
Notgoodmotivationforreading
Somekidsdon’tlikepizza
Understanding Language/SCALE
ArgumentScale
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ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE
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
Understanding Language/SCALE
ArgumentScale
ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE
2D-Scale
ArgumentScale
Choose a side and argue why it “weighs more”
3-DVersion
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VideoExample
CONTEXT5th gradeLanguageArts/ELDclassAdvancedandearlyadvancedpartners.
Afterreadinganarticleonaprogramthatgivespizzaasrewardforreading,studentsdiscusstheiropinionsontheissue.
THISCLIP• Watchforsupportingopinions, buildingonideas,andclarifying• Noticeifandhowthebalancescalehelpsstudentstoextendtalk• Considernextstepsbasedonthisconversation
Growing conversation skills in math with the
Math Paired Conversation Protocol
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Math Paired Conversation ProtocolSupposeittakestheAlmondRiver4years,byitself,tofillareservoir,andCampbellCreek,onitsown,6yearstofillit.Ifbothareflowingintothereservoir,howlongwillittaketofillit?Workwithyourpartnertocomeupwithtwoormorewaystosolvethis,justifyingideasalongtheway.
ConversationPrompts
ELALiterature:CollaborativelydecidewhetherornotAtticusshouldtakeastandtodefendTomRobinson.Co-buildbothsidesupwithevidencefromthetextandexplainhowtheevidencesupportseachside.Thendecidewhichsideweighsmoreandwhy.Usesupportlanguagesuchassupport,evidence,because…Alsoremembertouseeffectivenonverbalcommunication.
q Thereisanengagingpurposeforconversingthat(a)connectstolessonobjectives,and(b)requiresthinking&doingsomethingwithideas(e.g.,create,clarify,argue(=>consensus),decide,rank,solve,evaluate,combine,compare,choose,fortify,build,&transform)(+Agency)
q Thereisaneedtotalk(infogaps;bringuniqueideas)
q Therearecleardirectionsforhowtoconverse(languageuse,thinking,contentconcepts…)
Understanding Language Language,Literacy,&LearningintheContentAreas JeffZwiers
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ConversationPrompts
ELALiterature:CollaborativelydecidewhetherornotAtticusshouldtakeastandtodefendTomRobinson.Co-buildbothsidesupwithevidencefromthetextandexplainhowtheevidencesupportseachside.Thendecidewhichsideweighsmoreandwhy.Usesupportlanguagesuchassupport,evidence,because…Alsoremembertouseeffectivenonverbalcommunication.
ELAExpository:Decidewhetherornottoraisethemaxnumberofhoursperdaythatteenagersshouldusescreens.Engageinacollaborativeargumentconversationinwhichyouandyourpartnerbuildupbothsidesoftheissueand.Useevidenceanddiscussthecredibilityofsources.Discussandnegotiatetypesofscreentime,ifnecessary,foryourfinaldecision.Useevaluationlanguagesuchasoutweigh,weak/strongbecause,credible,etc.
Understanding Language Language,Literacy,&LearningintheContentAreas JeffZwiers
Math:Workwithyourpartnertocreateawordproblemthatrequiresthesolvertosolveitusingtwoequations.Bothofyoucontributeideasandthendecidewhichwouldmakeforthemostinterestingproblemforyourclassmatestosolve.Makesuretheproblemisclear;itcancontainextrainformationandnumbers,ifyouwanttobetricky.Makesuretosetupwhatishappeninganduseconsistentunits.
ConversationPrompts
ELALiterature:CollaborativelydecidewhetherornotAtticusshouldtakeastandtodefendTomRobinson.Co-buildbothsidesupwithevidencefromthetextandexplainhowtheevidencesupportseachside.Thendecidewhichsideweighsmoreandwhy.Usesupportlanguagesuchassupport,evidence,because…Alsoremembertouseeffectivenonverbalcommunication.
ELAExpository:Decidewhetherornottoraisethemaxnumberofhoursperdaythatteenagersshouldusescreens.Engageinacollaborativeargumentconversationinwhichyouandyourpartnerbuildupbothsidesoftheissueand.Useevidenceanddiscussthecredibilityofsources.Discussandnegotiatetypesofscreentime,ifnecessary,foryourfinaldecision.Useevaluationlanguagesuchasoutweigh,weak/strongbecause,credible,etc.
Understanding Language Language,Literacy,&LearningintheContentAreas JeffZwiers
Math:Workwithyourpartnertocreateawordproblemthatrequiresthesolvertosolveitusingtwoequations.Bothofyoucontributeideasandthendecidewhichwouldmakeforthemostinterestingproblemforyourclassmatestosolve.Makesuretheproblemisclear;itcancontainextrainformationandnumbers,ifyouwanttobetricky.Makesuretosetupwhatishappeninganduseconsistentunits.
Science:Inyourconversation,comparethedatathatyougotinthelabwiththatofyourpartner.Ifthedataaredifferent,jointlycometopossibleexplanationsforthis;ifsimilar,explainwhy.Makesureyourexplanationsareclearandusescientificlanguagesuchas:Webelievethatdifferencesinthedataaredueto…”Comeupwithafinalconclusionthatdescribeswhatyoulearned—orweresupposedtolearn—fromthelab.
History:Youwillco-authoralettertoahistoryjournal.ConversewithyourpartnertodecideifLincolnwasmoreinterestedinabolishingslaveryormoreinterestedinpreservingtheUnion.Useevidencetosupporttheclaimsoneachsideandevaluatethevalueoftheevidence,alongwithanybiasthatmightexistinthesources.Usehistorianlanguagesuchas“Thisisstrongevidencebecause…”