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Living a Lesson Part 2 Secondary

Session 4, November 2013 NTI

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Welcome back to class!

• This is a continuation of the previous session (Session 3) where we did a “first pass” reading and began to analyze how collaboration builds comprehension.

•  We will work together to continue the close reading process and explore the impact of collaboration, specifically the use of protocols, on our understanding of text.

A quote to ground our work

• “When protocols are used in teaching, the transparency they lend to interactions carries the same benefits to our students- for example, pressing everyone to speak and to listen, to diagnose and to speculate, and so on. They can also disturb privacy and certainty by interrupting the ordinary flow of conversation. Some of them (protocols) force the raising of questions, the suspension of judgment, and the withholding of response- all of these useful to learning at certain times. Importantly, they may also help students gain metacognitive skills”

• (The Power of Protocols: An Educator’s Guide to Better Practice, 2007, p.7)

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Introduce at tables

• What is your response to this quote? Agree or disagree? Why or why not?

• Introduce yourselves at tables and give a brief answer to this question.

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Learning Targets

• I can effectively use protocols and the other collaborative classroom structures in the 3-8 Modules develop students’ literacy skills.

• I can evaluate the rigor of students’ thinking and talk.

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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.

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Learning Targets

• I can participate in a Fishbowl discussion about the attack on Pearl Harbor.

• I can listen to others and build on their ideas during a fishbowl discussion.

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Reread and answer

• You will need your “Mid-Unit 1 Fishbowl Notecatchter” for the appropriate text.

• Independently re-read your text and answer the text dependent questions in preparation for the fishbowl discussion.

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A look at the rubric…

• You will need your Fishbowl Rubric.

• Read the “4” column silently and highlight or underline key words.

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A closer look at the rubric

• Look at the “Effective Communication” row on your rubric.

• Circle the word drawing in the last bullet.

• Explain that part of being an effective communicator is to draw or invite others into the discussion.

• What are some ways you can pull others into the discussion

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• Look at the “Respecting Multiple Perspectives” row.

• Circle the word advocating.

• A definition of advocating…

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Goal Setting

• On the “Fishbowl Discussion Goals” portion of the notecatcher and write down 2-3 goals you have for this discussion.

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Find a Partner

• Within each partner pair one person should have read The Fourteen Part Message and the other partner a “Day of Infamy.”

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A Fishbowl Protocol

• Create concentric circles.

• Participants who read the “Day of Infamy” speech will be in the center of the circle facing one another. (You need the text, your notecatcher and the rubric)

• Participants who read The Fourteen Part Message will stand behind those that are “in the fishbowl” and will listen to the discussion. (You need your notecatcher and the rubric)

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On your own

• Participants in the outside circle, you have 3 minutes to complete your Listening notes.

• Participants in the inside circle, you may to complete the self-reflection of the goals you set at the beginning of the lesson.

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Meet with your partner

• Meet with your partner.

• You have 2 minutes for the person in the outside circle to share reflections on what you heard/learned during the discussion

• And, 2 minutes for the person in the inside circle to share reflections.

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Learning Target Check-in

• I can participate in a Fishbowl discussion about two different the attack on Pearl Harbor. (all participants)

• I can listen to others and build on their ideas during a fishbowl discussion. (Those who were inside the circle today)

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Synthesize

• Synthesize your thinking regarding the living a lesson experience.

• Turn and talk to a partner, discuss the impact of collaboration and use of protocols (the Fishbowl Protocol - p. 94) on deepening your understanding of the text.

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Look at the Standards

• Consult the Common Core Standards for Speaking and Listening at the appropriate grade level to look for evidence of the standards in the process you went through as learners.

(p. 95-96)

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Drafting a Rubric in Grade Level Groups

• Get in grade level groups of 4 or fewer.

• You will need a copy of the “Speaking and Listening Rubric Task Card” and the “Speaking and Listening Rubric Template.”

(p. 97-99)

• Follow the task card steps and draft a “Common Core Aligned Speaking and Listening Rubric” to be used to support speaking and listening in their classrooms.

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Reflection on my Classroom Practice

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

• Reflect for about 2 minutes individually.

• In split table groups discuss: How will the development of a speaking and listening rubric impact/support speaking and listening in my classroom?

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Reflection

• Quietly journal regarding your progress on these learning targets (p. 100):

1. I can effectively use protocols and the other collaborative classroom structures in the 3-8 Modules develop students’ literacy skills.

2. I can evaluate the rigor of students’ thinking and talk.

Also, reflect on any modifications you would make to the lesson to best meet the needs of your students.

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