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ACADEMIC CONVERSATION, QUESTION, AND INTERACTION ACADEMIC CONVERSATION, QUESTION, AND INTERACTION

ACADEMIC CONVERSATION, QUESTION, AND INTERACTION - PowerPoint Presentation

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ACADEMIC CONVERSATION, QUESTION, AND INTERACTION - PPT Presentation

Presented by Glorious Bates November 24 2014 RATIONALE Learn strategies and planning practices to get the most out of students through questioning When questioning students or asking students to participate in academic conversations what issues present themselves ID: 778674

violet students gum academic students violet academic gum pieces seconds bubble language questioning protocol model word student predict learn

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Slide1

ACADEMIC CONVERSATION, QUESTION, AND INTERACTION

Presented by: Glorious Bates

November 24, 2014

Slide2

RATIONALE

Learn strategies and planning practices to get the most out of students through questioning

Slide3

When questioning students or asking students to participate in academic conversations, what issues present themselves?

Slide4

PARTICIPATION PROTOCOL VIDEO

How does using this structure affect students’ discussions?

Why does Ms. Nguyen (

wen

) scribe what students say?

How does Ms. Nguyen track student participation?

Slide5

PLAN TIPS

DECIDE

WHAT YOU WANT STUDENTS TO LEARN AND DO, AS IT RELATES TO ACADEMIC CONVERSATON ABOUT A CONCEPT

PAIR

ELLS, LEP, FORMER LEP STUDENTS (ALL LEVELS) WITH A STRONG PEER TO SERVE AS A LANGUAGE MODEL (I.E. J.G.)

SUPPORT

LANGUAGE DEVELOPMENT, PROVIDE SENTENCE STEMS, FRAMES, WORD BANKS AND MODEL USE FOR/WITH STUDENTS WHEN APPLICABLE

PREPARE

TEXT-DEPENDENT QUESTIONS SCAFFOLDED FOR ELLS (EX. MATH WORD PROBLEMS/INSTRUCTIONS, SCIENCE PASSAGES, SOCIAL STUDIES TEXT)

DEFINE

UNFAMILIAR VOCABULARY WITHIN THE QUESTION

Slide6

INSTRUCTION TIPS

P

ROVIDE

WAIT TIME (3-5 SECONDS; DO NOT ANSWER QUESTIONS FOR STUDENTS)

A

CCEPT

IMPERFECT LANGUAGE (WHEN SCRIBING, TEACHER CAN CORRECT)

D

ISPLAY

STUDENT REPSONSES FOR THE CLASS AND POSITIVELY REINFORCE STUDENT’S EFFORTS

P.A.D.

YOUR INSTUCTION!

Slide7

PARTICIPATION PROTOCOL

Share and model the protocol with students before beginning academic discussion. Teachers can use total physical response (TPR) and chants to help students internalize the skills. Use a prompt to

guide and

elicit

conversation.

Slide8

Academic Conversation in Math Prompt

Time to Gum Pieces

Time (sec)

Pieces of Gum

3

1

6

2

9

3

4

Example Question(s)

When preparing for a bubble-blowing contest,

(a contest in which a person tries to blow the biggest bubble),

What can Violet predict by using the information in the proportion table?

How long would it take for violet to have a bubble with 4 pieces of gum? How do you

know?

Every 3 seconds Violet adds a piece of gum to her bubble.

Khan Academy

Slide9

SCAFFOLDS

SENTENCE STEMS

If Violet uses the proportion, she can predict …

Violet can predict that she would need…

SENTENCE FRAMES

It would take Violet __ seconds to add __ pieces of gum.

I know it would take Violet __ seconds because______.

Word/Phrase

Bank

Proportion

ratio

equal

table

how many

how much

Slide10

After implementing, you will be able to

P.A.C

your lesson:

P

rovide

questioning that

creates

opportunities for students to hear and produce academic language in authentic contexts

A

llow

students to learn and internalize content through redundancy of ideas and their related vocabulary

C

reate

accountability and reward for student conversations