Literacy Coaching Academy: Afternoon Session Lizette Diaz Jen Hodges SBCSS Lizette Diaz Jen Hodges...
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Transcript of Literacy Coaching Academy: Afternoon Session Lizette Diaz Jen Hodges SBCSS Lizette Diaz Jen Hodges...
Literacy Coaching Academy:Afternoon Session
Literacy Coaching Academy:Afternoon Session
Lizette DiazLizette DiazJen HodgesJen Hodges
SBCSSSBCSS
Lizette DiazLizette DiazJen HodgesJen Hodges
SBCSSSBCSS
Just a thought…Just a thought…
While test prep is important and plays a vital While test prep is important and plays a vital role, children don’t benefit from skills taught in role, children don’t benefit from skills taught in isolation. Children must see how these skills isolation. Children must see how these skills are applied and how they can best be used. are applied and how they can best be used. We can’t stop educating our students in order We can’t stop educating our students in order to prepare them for ‘tests’. We must show to prepare them for ‘tests’. We must show them how to prepare for tests as we show them how to prepare for tests as we show them how to study, think, (communicate) and them how to study, think, (communicate) and analyze (mathematical concepts).analyze (mathematical concepts).
Watson, D. Watson, D. Accountable TalkAccountable Talk
While test prep is important and plays a vital While test prep is important and plays a vital role, children don’t benefit from skills taught in role, children don’t benefit from skills taught in isolation. Children must see how these skills isolation. Children must see how these skills are applied and how they can best be used. are applied and how they can best be used. We can’t stop educating our students in order We can’t stop educating our students in order to prepare them for ‘tests’. We must show to prepare them for ‘tests’. We must show them how to prepare for tests as we show them how to prepare for tests as we show them how to study, think, (communicate) and them how to study, think, (communicate) and analyze (mathematical concepts).analyze (mathematical concepts).
Watson, D. Watson, D. Accountable TalkAccountable Talk
Reading ApprenticeshipReading Apprenticeship
Reading ApprenticeshipReading ApprenticeshipTMTM is an approach is an approach to literary instruction designed to to literary instruction designed to deepen students engagement and deepen students engagement and thinking about text, and to expand their thinking about text, and to expand their identities to encompass broader views identities to encompass broader views of themselves as readers and as of themselves as readers and as students.students.
Reading ApprenticeshipReading ApprenticeshipTMTM is an approach is an approach to literary instruction designed to to literary instruction designed to deepen students engagement and deepen students engagement and thinking about text, and to expand their thinking about text, and to expand their identities to encompass broader views identities to encompass broader views of themselves as readers and as of themselves as readers and as students.students.
Building upon their learning…Building upon their learning…
Every child brings something into the text that Every child brings something into the text that they can “read”.they can “read”.
We help connect strategies to have them We help connect strategies to have them realize that reading is thinking.realize that reading is thinking.
They own the learning at their own pace They own the learning at their own pace through the metacognitive conversation.through the metacognitive conversation.
Every child brings something into the text that Every child brings something into the text that they can “read”.they can “read”.
We help connect strategies to have them We help connect strategies to have them realize that reading is thinking.realize that reading is thinking.
They own the learning at their own pace They own the learning at their own pace through the metacognitive conversation.through the metacognitive conversation.
Experienced ‘readers’ of Math…Experienced ‘readers’ of Math…
Focus…Focus…Ask Questions…Ask Questions…Form Images from their Own Form Images from their Own
Minds…Minds…Make predictions…Make predictions…
Focus…Focus…Ask Questions…Ask Questions…Form Images from their Own Form Images from their Own
Minds…Minds…Make predictions…Make predictions…
In Metacognitive Conversation…In Metacognitive Conversation…
FOUR DIMENSIONS occur both FOUR DIMENSIONS occur both internally and externallyinternally and externally
SOCIAL DimensionSOCIAL DimensionPERSONAL DimensionPERSONAL Dimension
KNOWLEDGE-BUILDING DimensionKNOWLEDGE-BUILDING DimensionCOGNITIVECOGNITIVE Dimension Dimension
FOUR DIMENSIONS occur both FOUR DIMENSIONS occur both internally and externallyinternally and externally
SOCIAL DimensionSOCIAL DimensionPERSONAL DimensionPERSONAL Dimension
KNOWLEDGE-BUILDING DimensionKNOWLEDGE-BUILDING DimensionCOGNITIVECOGNITIVE Dimension Dimension
Overview of the Metacognitive ConversationOverview of the Metacognitive Conversation
Social DimensionCreating SafetyRelationshipsSharing processesNoticing others ways of reading/processing
Cognitive DimensionGetting big picture, breaking it down, monitoring comprehension, problem-solving, adjust reading processes
Personal DimensionDeveloping reader identity,metacognition, fluency, stamina, confidenceAssessing performance and setting goals
Knowledge-Building Dimension
Building knowledge structures, developing content, word knowledge, use of text structure, discipline & discourse specific knowledge
Reciprocal TeachingReciprocal Teaching
Instructional approach designed by Instructional approach designed by Annemarie Palincsar and Ann Brown to Annemarie Palincsar and Ann Brown to help struggling readers improve their help struggling readers improve their reading comprehension through reading comprehension through interactive dialogue.interactive dialogue.
Integrates all four dimensions of Integrates all four dimensions of Reading ApprenticeshipReading ApprenticeshipTMTM classroom life classroom life in a single instructional activity, with in a single instructional activity, with metacognitive conversation about metacognitive conversation about reading content and reading processes.reading content and reading processes.
Instructional approach designed by Instructional approach designed by Annemarie Palincsar and Ann Brown to Annemarie Palincsar and Ann Brown to help struggling readers improve their help struggling readers improve their reading comprehension through reading comprehension through interactive dialogue.interactive dialogue.
Integrates all four dimensions of Integrates all four dimensions of Reading ApprenticeshipReading ApprenticeshipTMTM classroom life classroom life in a single instructional activity, with in a single instructional activity, with metacognitive conversation about metacognitive conversation about reading content and reading processes.reading content and reading processes.
RT supports students to practice good comprehension strategies.RT supports students to practice good comprehension strategies.
Reciprocal Teaching Dialogue is structured around Reciprocal Teaching Dialogue is structured around the use of four high-leverage cognitive strategies: the use of four high-leverage cognitive strategies: Questioning, Summarizing, Clarifying, and Predicting.Questioning, Summarizing, Clarifying, and Predicting.
Reciprocal Teaching is structured to encourage Reciprocal Teaching is structured to encourage
reciprocity and collaboration. Small groups of 4 or 5 reciprocity and collaboration. Small groups of 4 or 5 students grouped heterogeneously.students grouped heterogeneously.
Everyone helps and is helped by everyone else in the Everyone helps and is helped by everyone else in the group.group.
Reciprocal Teaching Dialogue is structured around Reciprocal Teaching Dialogue is structured around the use of four high-leverage cognitive strategies: the use of four high-leverage cognitive strategies: Questioning, Summarizing, Clarifying, and Predicting.Questioning, Summarizing, Clarifying, and Predicting.
Reciprocal Teaching is structured to encourage Reciprocal Teaching is structured to encourage
reciprocity and collaboration. Small groups of 4 or 5 reciprocity and collaboration. Small groups of 4 or 5 students grouped heterogeneously.students grouped heterogeneously.
Everyone helps and is helped by everyone else in the Everyone helps and is helped by everyone else in the group.group.
Using what we know about what good readers do…Using what we know about what good readers do…
Text: 1/4 + 3/8= Page 31 of handoutText: 1/4 + 3/8= Page 31 of handout Summarize…Summarize…I am being asked to find the number of I am being asked to find the number of
parts of a whole that will result from adding one out of parts of a whole that will result from adding one out of four parts to three out of eight parts.four parts to three out of eight parts.
Clarify…Clarify…Are fourths related to eighths? How do I add Are fourths related to eighths? How do I add these two sets of parts?these two sets of parts?
If I divide the fourth in half, I get two-eights.If I divide the fourth in half, I get two-eights. Visualize…Visualize… Question:Question: Will my answer be greater or less than Will my answer be greater or less than
one whole?one whole? Predict (Guess and Check)…Predict (Guess and Check)…I think the answer will I think the answer will
be less than one whole because both one-forth and be less than one whole because both one-forth and three-eigths are less than one-half.three-eigths are less than one-half.
Check…Check…1/4+3/8=2/8+3/8=5/81/4+3/8=2/8+3/8=5/8
Text: 1/4 + 3/8= Page 31 of handoutText: 1/4 + 3/8= Page 31 of handout Summarize…Summarize…I am being asked to find the number of I am being asked to find the number of
parts of a whole that will result from adding one out of parts of a whole that will result from adding one out of four parts to three out of eight parts.four parts to three out of eight parts.
Clarify…Clarify…Are fourths related to eighths? How do I add Are fourths related to eighths? How do I add these two sets of parts?these two sets of parts?
If I divide the fourth in half, I get two-eights.If I divide the fourth in half, I get two-eights. Visualize…Visualize… Question:Question: Will my answer be greater or less than Will my answer be greater or less than
one whole?one whole? Predict (Guess and Check)…Predict (Guess and Check)…I think the answer will I think the answer will
be less than one whole because both one-forth and be less than one whole because both one-forth and three-eigths are less than one-half.three-eigths are less than one-half.
Check…Check…1/4+3/8=2/8+3/8=5/81/4+3/8=2/8+3/8=5/8
ProcessProcess 1. Have students read and take notes in their 1. Have students read and take notes in their
RT journals to prepare for their participation in RT journals to prepare for their participation in the RT dialogue. (The journals should not the RT dialogue. (The journals should not replace a dialogue!)replace a dialogue!)
2. Students can use their logs or journals 2. Students can use their logs or journals during the dialogue. To avoid a dialogue that during the dialogue. To avoid a dialogue that takes the shape of “This is what I wrote, what takes the shape of “This is what I wrote, what did you write?” encourage students to work did you write?” encourage students to work collaboratively.collaboratively.
3. Students can also add notes from their 3. Students can also add notes from their discussions to their logs or journals.discussions to their logs or journals.
4. In order to keep students accountable for 4. In order to keep students accountable for their journals, you may want to occasionally their journals, you may want to occasionally collect and grade them.collect and grade them.
1. Have students read and take notes in their 1. Have students read and take notes in their RT journals to prepare for their participation in RT journals to prepare for their participation in the RT dialogue. (The journals should not the RT dialogue. (The journals should not replace a dialogue!)replace a dialogue!)
2. Students can use their logs or journals 2. Students can use their logs or journals during the dialogue. To avoid a dialogue that during the dialogue. To avoid a dialogue that takes the shape of “This is what I wrote, what takes the shape of “This is what I wrote, what did you write?” encourage students to work did you write?” encourage students to work collaboratively.collaboratively.
3. Students can also add notes from their 3. Students can also add notes from their discussions to their logs or journals.discussions to their logs or journals.
4. In order to keep students accountable for 4. In order to keep students accountable for their journals, you may want to occasionally their journals, you may want to occasionally collect and grade them.collect and grade them.
According to Braselton and Decker (1994)…According to Braselton and Decker (1994)…
Mathematics is the most difficult content Mathematics is the most difficult content area material to read because there are area material to read because there are more concepts per word, per sentence, more concepts per word, per sentence, and per paragraph than in any other and per paragraph than in any other subject; the mixture of words, numerals, subject; the mixture of words, numerals, letters, symbols, and graphics requires letters, symbols, and graphics requires the reader to shift from one type of the reader to shift from one type of vocabulary to another.vocabulary to another.
Mathematics is the most difficult content Mathematics is the most difficult content area material to read because there are area material to read because there are more concepts per word, per sentence, more concepts per word, per sentence, and per paragraph than in any other and per paragraph than in any other subject; the mixture of words, numerals, subject; the mixture of words, numerals, letters, symbols, and graphics requires letters, symbols, and graphics requires the reader to shift from one type of the reader to shift from one type of vocabulary to another.vocabulary to another.
Mathematical ReasoningMathematical Reasoning
Please take a moment and look through the Please take a moment and look through the mathematical reasoning standards for grades mathematical reasoning standards for grades K, 1, 3, 4, and 7.K, 1, 3, 4, and 7.
What do you notice?What do you notice? Choose a grade level and highlight the MR Choose a grade level and highlight the MR
standards that encourage student discourse.standards that encourage student discourse. How do the previous quotes correlate to the How do the previous quotes correlate to the
MR Standards for grades K-7?MR Standards for grades K-7?
Please take a moment and look through the Please take a moment and look through the mathematical reasoning standards for grades mathematical reasoning standards for grades K, 1, 3, 4, and 7.K, 1, 3, 4, and 7.
What do you notice?What do you notice? Choose a grade level and highlight the MR Choose a grade level and highlight the MR
standards that encourage student discourse.standards that encourage student discourse. How do the previous quotes correlate to the How do the previous quotes correlate to the
MR Standards for grades K-7?MR Standards for grades K-7?
Three Facets to Accountable TalkThree Facets to Accountable Talk Accountability to the Learning CommunityAccountability to the Learning Community Accountability to Accurate KnowledgeAccountability to Accurate Knowledge Accountability to Rigorous ThinkingAccountability to Rigorous Thinking
On the handout, On the handout, highlighthighlight what areas you are in the what areas you are in the practice of regularly doing in your classroom, or have practice of regularly doing in your classroom, or have observed teachers regularly doing in their observed teachers regularly doing in their classrooms.classrooms.
UnderlineUnderline what areas you would like focus on in your what areas you would like focus on in your own professional development of with the teachers own professional development of with the teachers you work with.you work with.
Accountability to the Learning CommunityAccountability to the Learning Community Accountability to Accurate KnowledgeAccountability to Accurate Knowledge Accountability to Rigorous ThinkingAccountability to Rigorous Thinking
On the handout, On the handout, highlighthighlight what areas you are in the what areas you are in the practice of regularly doing in your classroom, or have practice of regularly doing in your classroom, or have observed teachers regularly doing in their observed teachers regularly doing in their classrooms.classrooms.
UnderlineUnderline what areas you would like focus on in your what areas you would like focus on in your own professional development of with the teachers own professional development of with the teachers you work with.you work with.
Accountability to the Learning CommunityAccountability to the Learning Community
1. Students actively participate in classroom talk.1. Students actively participate in classroom talk. Each student is able to participate in several different kinds of classroom talk Each student is able to participate in several different kinds of classroom talk
activities. activities. Students' talk is appropriate in tone and content to the social group and setting Students' talk is appropriate in tone and content to the social group and setting
and to the purpose of the conversation. and to the purpose of the conversation. Students allow others to speak without interruption. Students allow others to speak without interruption. Students speak directly to other students on appropriate occasions. Students speak directly to other students on appropriate occasions.
2. Students listen attentively to one another.2. Students listen attentively to one another. Students' body language/eye contact show attention. Students' body language/eye contact show attention. When appropriate, students make references to previous speakers. When appropriate, students make references to previous speakers. Speakers' comments are connected to previous ideas. Speakers' comments are connected to previous ideas. Participants avoid inappropriate overtalk. Participants avoid inappropriate overtalk. Participants' interest is in the whole discussion, not only in their own turn taking. Participants' interest is in the whole discussion, not only in their own turn taking.
3. Students elaborate and build upon ideas and each others' contributions.3. Students elaborate and build upon ideas and each others' contributions. Talk remains related to text/subject/issue. Talk remains related to text/subject/issue. Related issues or topics are introduced and elaborated. Related issues or topics are introduced and elaborated. Talk is about issues rather than participants. Talk is about issues rather than participants.
4.4. Students work toward the goal of clarifying or expanding a proposition.Students work toward the goal of clarifying or expanding a proposition. Students summarize, paraphrase each other's argument(s) Students summarize, paraphrase each other's argument(s) Students make an effort to ensure they understand one another. Students make an effort to ensure they understand one another. Students clarify or define terms under discussion. Students clarify or define terms under discussion.
1. Students actively participate in classroom talk.1. Students actively participate in classroom talk. Each student is able to participate in several different kinds of classroom talk Each student is able to participate in several different kinds of classroom talk
activities. activities. Students' talk is appropriate in tone and content to the social group and setting Students' talk is appropriate in tone and content to the social group and setting
and to the purpose of the conversation. and to the purpose of the conversation. Students allow others to speak without interruption. Students allow others to speak without interruption. Students speak directly to other students on appropriate occasions. Students speak directly to other students on appropriate occasions.
2. Students listen attentively to one another.2. Students listen attentively to one another. Students' body language/eye contact show attention. Students' body language/eye contact show attention. When appropriate, students make references to previous speakers. When appropriate, students make references to previous speakers. Speakers' comments are connected to previous ideas. Speakers' comments are connected to previous ideas. Participants avoid inappropriate overtalk. Participants avoid inappropriate overtalk. Participants' interest is in the whole discussion, not only in their own turn taking. Participants' interest is in the whole discussion, not only in their own turn taking.
3. Students elaborate and build upon ideas and each others' contributions.3. Students elaborate and build upon ideas and each others' contributions. Talk remains related to text/subject/issue. Talk remains related to text/subject/issue. Related issues or topics are introduced and elaborated. Related issues or topics are introduced and elaborated. Talk is about issues rather than participants. Talk is about issues rather than participants.
4.4. Students work toward the goal of clarifying or expanding a proposition.Students work toward the goal of clarifying or expanding a proposition. Students summarize, paraphrase each other's argument(s) Students summarize, paraphrase each other's argument(s) Students make an effort to ensure they understand one another. Students make an effort to ensure they understand one another. Students clarify or define terms under discussion. Students clarify or define terms under discussion.
Accountability to KnowledgeAccountability to Knowledge
1. Students make use of specific and accurate knowledge.1. Students make use of specific and accurate knowledge. Students make specific reference to a text to support arguments and Students make specific reference to a text to support arguments and
assertions. assertions. Students make clear reference to knowledge built in the course of Students make clear reference to knowledge built in the course of
discussion. discussion. Examples or claims using outside knowledge are accurate, accessible, Examples or claims using outside knowledge are accurate, accessible,
relevant. relevant. 2. Students provide evidence for claims and arguments.2. Students provide evidence for claims and arguments.
Unsupported claims are questioned and investigated by discussion Unsupported claims are questioned and investigated by discussion participants. participants.
Requests are made for factual information, elaboration, rephrasing and Requests are made for factual information, elaboration, rephrasing and examples. examples.
Students call for the definition and clarification of terms under Students call for the definition and clarification of terms under discussion. discussion.
Students challenge whether the information being used to address a Students challenge whether the information being used to address a topic is relevant to the discussion. topic is relevant to the discussion.
3. Students identify the knowledge that may not be available yet which is 3. Students identify the knowledge that may not be available yet which is needed to address an issue.needed to address an issue.
1. Students make use of specific and accurate knowledge.1. Students make use of specific and accurate knowledge. Students make specific reference to a text to support arguments and Students make specific reference to a text to support arguments and
assertions. assertions. Students make clear reference to knowledge built in the course of Students make clear reference to knowledge built in the course of
discussion. discussion. Examples or claims using outside knowledge are accurate, accessible, Examples or claims using outside knowledge are accurate, accessible,
relevant. relevant. 2. Students provide evidence for claims and arguments.2. Students provide evidence for claims and arguments.
Unsupported claims are questioned and investigated by discussion Unsupported claims are questioned and investigated by discussion participants. participants.
Requests are made for factual information, elaboration, rephrasing and Requests are made for factual information, elaboration, rephrasing and examples. examples.
Students call for the definition and clarification of terms under Students call for the definition and clarification of terms under discussion. discussion.
Students challenge whether the information being used to address a Students challenge whether the information being used to address a topic is relevant to the discussion. topic is relevant to the discussion.
3. Students identify the knowledge that may not be available yet which is 3. Students identify the knowledge that may not be available yet which is needed to address an issue.needed to address an issue.
Accountability to Rigorous ThinkingAccountability to Rigorous Thinking1. Students synthesize several sources of information.1. Students synthesize several sources of information.
Students refer to a variety of texts as sources of information. Students refer to a variety of texts as sources of information. Students connect ideas within and between texts. Students connect ideas within and between texts. Students use previous knowledge to support ideas and opinions. Students use previous knowledge to support ideas and opinions.
2. Students construct explanations.2. Students construct explanations. Students acknowledge that more information is needed. Students acknowledge that more information is needed. Students use sequential ideas to build logical and coherent Students use sequential ideas to build logical and coherent
arguments. arguments. Students employ a variety of types of evidence. Students employ a variety of types of evidence.
3. Students formulate conjectures and hypotheses.3. Students formulate conjectures and hypotheses. Students use "what if" scenarios as challenging questions or Students use "what if" scenarios as challenging questions or
supporting explanations. supporting explanations. Students formulate hypotheses and suggest ways to investigate Students formulate hypotheses and suggest ways to investigate
them. them. Students indicate when ideas need further support or explanation.Students indicate when ideas need further support or explanation.
1. Students synthesize several sources of information.1. Students synthesize several sources of information. Students refer to a variety of texts as sources of information. Students refer to a variety of texts as sources of information. Students connect ideas within and between texts. Students connect ideas within and between texts. Students use previous knowledge to support ideas and opinions. Students use previous knowledge to support ideas and opinions.
2. Students construct explanations.2. Students construct explanations. Students acknowledge that more information is needed. Students acknowledge that more information is needed. Students use sequential ideas to build logical and coherent Students use sequential ideas to build logical and coherent
arguments. arguments. Students employ a variety of types of evidence. Students employ a variety of types of evidence.
3. Students formulate conjectures and hypotheses.3. Students formulate conjectures and hypotheses. Students use "what if" scenarios as challenging questions or Students use "what if" scenarios as challenging questions or
supporting explanations. supporting explanations. Students formulate hypotheses and suggest ways to investigate Students formulate hypotheses and suggest ways to investigate
them. them. Students indicate when ideas need further support or explanation.Students indicate when ideas need further support or explanation.
Accountability to Rigorous ThinkingAccountability to Rigorous Thinking
4. Students test their own understanding of concepts.4. Students test their own understanding of concepts. Students redefine or change explanations. Students redefine or change explanations. Students ask questions that test the definition of concepts. Students ask questions that test the definition of concepts. Students draw comparisons and contrasts among ideas. Students draw comparisons and contrasts among ideas. Students identify their own bias. Students identify their own bias. Students indicate to what degree they accept ideas and Students indicate to what degree they accept ideas and
arguments. arguments. 5. Classroom talk is accountable to generally accepted 5. Classroom talk is accountable to generally accepted
standards of reasoning.standards of reasoning. Students use rational strategies to present arguments and Students use rational strategies to present arguments and
draw conclusions. draw conclusions. Students provide reasons for their claims and conclusions. Students provide reasons for their claims and conclusions. Students fashion sound premise-conclusion arguments. Students fashion sound premise-conclusion arguments. Students use examples, analogies, and hypothetical "what Students use examples, analogies, and hypothetical "what
if" scenarios to make arguments and support claims. if" scenarios to make arguments and support claims. Students partition argument issues and claims in order to Students partition argument issues and claims in order to
address topics and further discussion.address topics and further discussion.
4. Students test their own understanding of concepts.4. Students test their own understanding of concepts. Students redefine or change explanations. Students redefine or change explanations. Students ask questions that test the definition of concepts. Students ask questions that test the definition of concepts. Students draw comparisons and contrasts among ideas. Students draw comparisons and contrasts among ideas. Students identify their own bias. Students identify their own bias. Students indicate to what degree they accept ideas and Students indicate to what degree they accept ideas and
arguments. arguments. 5. Classroom talk is accountable to generally accepted 5. Classroom talk is accountable to generally accepted
standards of reasoning.standards of reasoning. Students use rational strategies to present arguments and Students use rational strategies to present arguments and
draw conclusions. draw conclusions. Students provide reasons for their claims and conclusions. Students provide reasons for their claims and conclusions. Students fashion sound premise-conclusion arguments. Students fashion sound premise-conclusion arguments. Students use examples, analogies, and hypothetical "what Students use examples, analogies, and hypothetical "what
if" scenarios to make arguments and support claims. if" scenarios to make arguments and support claims. Students partition argument issues and claims in order to Students partition argument issues and claims in order to
address topics and further discussion.address topics and further discussion.
Accountability to Rigorous ThinkingAccountability to Rigorous Thinking
6. Students challenge the quality of each other's evidence and 6. Students challenge the quality of each other's evidence and reasoning.reasoning. The soundness of evidence and the quality of premise-The soundness of evidence and the quality of premise-
conclusion arguments are assessed and challenged by conclusion arguments are assessed and challenged by discussion participants. discussion participants.
Hidden premises and assumptions of students' lines of Hidden premises and assumptions of students' lines of argument are exposed and challenged. argument are exposed and challenged.
Students pose counter-examples and extreme case Students pose counter-examples and extreme case comparisons to challenge arguments and claims. comparisons to challenge arguments and claims.
7. Classroom talk is accountable to standards of evidence 7. Classroom talk is accountable to standards of evidence appropriate to the subject matter.appropriate to the subject matter.
6. Students challenge the quality of each other's evidence and 6. Students challenge the quality of each other's evidence and reasoning.reasoning. The soundness of evidence and the quality of premise-The soundness of evidence and the quality of premise-
conclusion arguments are assessed and challenged by conclusion arguments are assessed and challenged by discussion participants. discussion participants.
Hidden premises and assumptions of students' lines of Hidden premises and assumptions of students' lines of argument are exposed and challenged. argument are exposed and challenged.
Students pose counter-examples and extreme case Students pose counter-examples and extreme case comparisons to challenge arguments and claims. comparisons to challenge arguments and claims.
7. Classroom talk is accountable to standards of evidence 7. Classroom talk is accountable to standards of evidence appropriate to the subject matter.appropriate to the subject matter.
Group Activity: Chart PaperGroup Activity: Chart Paper
Think about a recent observation you did for Think about a recent observation you did for mathematics:mathematics:
1.1. What did Accountability to the Learning What did Accountability to the Learning Community look like in that classroom?Community look like in that classroom?
2.2. What did Accountability to Accurate What did Accountability to Accurate Knowledge look like in that classroom?Knowledge look like in that classroom?
3.3. What did Accountability to Rigorous What did Accountability to Rigorous Thinking look like in that classroom?Thinking look like in that classroom?
Divide the Chart paper into thirds and list your Divide the Chart paper into thirds and list your Evidence in the appropriate sections.Evidence in the appropriate sections.
Think about a recent observation you did for Think about a recent observation you did for mathematics:mathematics:
1.1. What did Accountability to the Learning What did Accountability to the Learning Community look like in that classroom?Community look like in that classroom?
2.2. What did Accountability to Accurate What did Accountability to Accurate Knowledge look like in that classroom?Knowledge look like in that classroom?
3.3. What did Accountability to Rigorous What did Accountability to Rigorous Thinking look like in that classroom?Thinking look like in that classroom?
Divide the Chart paper into thirds and list your Divide the Chart paper into thirds and list your Evidence in the appropriate sections.Evidence in the appropriate sections.
Creating Conditions for Accountable TalkCreating Conditions for Accountable Talk
1.1. Begin with a focus on academic Begin with a focus on academic purpose(s)purpose(s)
What are the key concepts I want my What are the key concepts I want my students to learn in this lesson?students to learn in this lesson?
What are the big ideas I want them to What are the big ideas I want them to grapple with?grapple with?
How do these ideas relate to accountable How do these ideas relate to accountable talking?talking?
What activity/questions could you ask What activity/questions could you ask (within the context of the lesson) to (within the context of the lesson) to promote accountable talk?promote accountable talk?
1.1. Begin with a focus on academic Begin with a focus on academic purpose(s)purpose(s)
What are the key concepts I want my What are the key concepts I want my students to learn in this lesson?students to learn in this lesson?
What are the big ideas I want them to What are the big ideas I want them to grapple with?grapple with?
How do these ideas relate to accountable How do these ideas relate to accountable talking?talking?
What activity/questions could you ask What activity/questions could you ask (within the context of the lesson) to (within the context of the lesson) to promote accountable talk?promote accountable talk?
Creating Conditions for Accountable TalkCreating Conditions for Accountable Talk
2. The teacher chooses an instructional task that will 2. The teacher chooses an instructional task that will support the accomplishment of the purposesupport the accomplishment of the purpose Will this question or problem work best as a whole group, as Will this question or problem work best as a whole group, as
a small group, or as pair discussion?a small group, or as pair discussion? Should I set this topic up with with a whole group discussion Should I set this topic up with with a whole group discussion
and then stop at a certain point and have the students turn and then stop at a certain point and have the students turn and talk with partners?and talk with partners?
Which question should I have them think about with their Which question should I have them think about with their partner(s)? partner(s)?
How will I ensure each person in the group has equal time to How will I ensure each person in the group has equal time to discuss?discuss?
How will I ensure there is enough time for closure?How will I ensure there is enough time for closure?
2. The teacher chooses an instructional task that will 2. The teacher chooses an instructional task that will support the accomplishment of the purposesupport the accomplishment of the purpose Will this question or problem work best as a whole group, as Will this question or problem work best as a whole group, as
a small group, or as pair discussion?a small group, or as pair discussion? Should I set this topic up with with a whole group discussion Should I set this topic up with with a whole group discussion
and then stop at a certain point and have the students turn and then stop at a certain point and have the students turn and talk with partners?and talk with partners?
Which question should I have them think about with their Which question should I have them think about with their partner(s)? partner(s)?
How will I ensure each person in the group has equal time to How will I ensure each person in the group has equal time to discuss?discuss?
How will I ensure there is enough time for closure?How will I ensure there is enough time for closure?
QuestioningQuestioning
The standards require our students to think critically The standards require our students to think critically about the mathematics. Is it possible for them to do about the mathematics. Is it possible for them to do such, if we as educators refuse to ask higher level such, if we as educators refuse to ask higher level questions? It is impossible to generate much questions? It is impossible to generate much discussion, debate or conversation if we are asking discussion, debate or conversation if we are asking questions that only require our students to recall questions that only require our students to recall basic understanding. Revisit Bloom’s Taxonomy and basic understanding. Revisit Bloom’s Taxonomy and ask yourself: On which level do my questions fall? ask yourself: On which level do my questions fall? Can I raise my standard of questioning? Do I help my Can I raise my standard of questioning? Do I help my students think critically?students think critically?
Watson, D. Watson, D. Accountable TalkAccountable Talk
The standards require our students to think critically The standards require our students to think critically about the mathematics. Is it possible for them to do about the mathematics. Is it possible for them to do such, if we as educators refuse to ask higher level such, if we as educators refuse to ask higher level questions? It is impossible to generate much questions? It is impossible to generate much discussion, debate or conversation if we are asking discussion, debate or conversation if we are asking questions that only require our students to recall questions that only require our students to recall basic understanding. Revisit Bloom’s Taxonomy and basic understanding. Revisit Bloom’s Taxonomy and ask yourself: On which level do my questions fall? ask yourself: On which level do my questions fall? Can I raise my standard of questioning? Do I help my Can I raise my standard of questioning? Do I help my students think critically?students think critically?
Watson, D. Watson, D. Accountable TalkAccountable Talk
TalkTalk
We must give students the tools so that they will be able We must give students the tools so that they will be able to communicate their learning effectively. We must to communicate their learning effectively. We must teach them teach them howhow to talk. Students must be to talk. Students must be encouraged to think as they solve exercises, so that encouraged to think as they solve exercises, so that they begin to focus on the “big ideas” and can apply they begin to focus on the “big ideas” and can apply their learning in any context or situation. If students their learning in any context or situation. If students are going to have meaningful discussions, they must are going to have meaningful discussions, they must be exposed to quality questions, problems, and be exposed to quality questions, problems, and activities.activities.
Watson, D. Watson, D. Accountable TalkAccountable Talk
We must give students the tools so that they will be able We must give students the tools so that they will be able to communicate their learning effectively. We must to communicate their learning effectively. We must teach them teach them howhow to talk. Students must be to talk. Students must be encouraged to think as they solve exercises, so that encouraged to think as they solve exercises, so that they begin to focus on the “big ideas” and can apply they begin to focus on the “big ideas” and can apply their learning in any context or situation. If students their learning in any context or situation. If students are going to have meaningful discussions, they must are going to have meaningful discussions, they must be exposed to quality questions, problems, and be exposed to quality questions, problems, and activities.activities.
Watson, D. Watson, D. Accountable TalkAccountable Talk
Final ThoughtsFinal Thoughts
If we are asking (or demanding) students to be If we are asking (or demanding) students to be lifelong learners, shouldn’t we do the same?lifelong learners, shouldn’t we do the same?
When it comes down to it, as educators we must When it comes down to it, as educators we must continue evaluating our own practice in order for our continue evaluating our own practice in order for our children to reach and master the greatest standard of children to reach and master the greatest standard of all--LIFE.all--LIFE.
If we are asking (or demanding) students to be If we are asking (or demanding) students to be lifelong learners, shouldn’t we do the same?lifelong learners, shouldn’t we do the same?
When it comes down to it, as educators we must When it comes down to it, as educators we must continue evaluating our own practice in order for our continue evaluating our own practice in order for our children to reach and master the greatest standard of children to reach and master the greatest standard of all--LIFE.all--LIFE.
Taboo!Taboo!
DirectionsDirections
Choose a speaker. Choose a speaker. The speaker is the only one who can look at the slide.The speaker is the only one who can look at the slide. As speaker, your goal is to use language to get your team As speaker, your goal is to use language to get your team
to say all of the terms on the slide. to say all of the terms on the slide. You may NOT use any of the words listed at any time. You may NOT use any of the words listed at any time. You may not use any gestures, only verbal language.You may not use any gestures, only verbal language.
You may work through the terms in any order.You may work through the terms in any order. When your team has said all of the terms, all team When your team has said all of the terms, all team
members do a “silent cheer”.members do a “silent cheer”.
Choose a speaker. Choose a speaker. The speaker is the only one who can look at the slide.The speaker is the only one who can look at the slide. As speaker, your goal is to use language to get your team As speaker, your goal is to use language to get your team
to say all of the terms on the slide. to say all of the terms on the slide. You may NOT use any of the words listed at any time. You may NOT use any of the words listed at any time. You may not use any gestures, only verbal language.You may not use any gestures, only verbal language.
You may work through the terms in any order.You may work through the terms in any order. When your team has said all of the terms, all team When your team has said all of the terms, all team
members do a “silent cheer”.members do a “silent cheer”.
Disney CharactersDisney Characters
Disney CharactersDisney Characters
Buzz LightyearBuzz LightyearStitchStitch
Snow WhiteSnow WhiteCheshire CatCheshire Cat
Mickey MouseMickey Mouse
Buzz LightyearBuzz LightyearStitchStitch
Snow WhiteSnow WhiteCheshire CatCheshire Cat
Mickey MouseMickey Mouse
Rational NumbersRational Numbers
Rational NumbersRational Numbers
FractionsFractionsIntegersIntegers
Natural NumbersNatural NumbersTerminating DecimalsTerminating Decimals
Whole NumbersWhole Numbers
FractionsFractionsIntegersIntegers
Natural NumbersNatural NumbersTerminating DecimalsTerminating Decimals
Whole NumbersWhole Numbers
Arithmetic PropertiesArithmetic Properties
Arithmetic PropertiesArithmetic Properties
Additive IdentityAdditive IdentityDistributiveDistributive
Associative of AdditionAssociative of AdditionZero Property of MultiplicationZero Property of Multiplication
Multiplicative IdentityMultiplicative Identity
Additive IdentityAdditive IdentityDistributiveDistributive
Associative of AdditionAssociative of AdditionZero Property of MultiplicationZero Property of Multiplication
Multiplicative IdentityMultiplicative Identity
Fraction TermsFraction Terms
Fraction TermsFraction Terms
NumeratorNumeratorReciprocalReciprocal
FactorFactorGreatest Common DivisorGreatest Common Divisor
DenominatorDenominator
NumeratorNumeratorReciprocalReciprocal
FactorFactorGreatest Common DivisorGreatest Common Divisor
DenominatorDenominator
After Action ReviewAfter Action Review
How does this game foster vocabulary How does this game foster vocabulary acquisition?acquisition?
How does this game foster How does this game foster communication among the students?communication among the students?
How could you use this game as How could you use this game as formative assessment?formative assessment?
How does this game foster vocabulary How does this game foster vocabulary acquisition?acquisition?
How does this game foster How does this game foster communication among the students?communication among the students?
How could you use this game as How could you use this game as formative assessment?formative assessment?