Presenter Information We recommend that if your fee structure allows assure that each participant has a copy of the book In order to maintain intellectual property rights and adhere to copyright requirements the presenter must own a copy of ID: 760175
Download Presentation The PPT/PDF document "Embedding Discourse into the Classroom" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Embedding Discourse into the Classroom
Slide2Presenter Information
We recommend that if your fee structure allows, assure that each participant has a copy of the book.
In order to maintain intellectual property rights and adhere to copyright requirements the presenter must own a copy of
Academic Conversations Classroom Talk That Fosters Critical Thinking and Content Understandings
by Jeff
Zwiers
and Marie Crawford
Slide3Learning Targets
I can cite reasons for embedding discourse into my classroom.
I can apply the why, what and how of discourse to my classroom.
I can use protocols to structure discourse with my students.
Slide4“Small Fires”
Gather in a small group with chairs only (knee to knee)Choose a starter/recorderEach person at the table tells:NameRoleHow you feel about being here (positive and negative)Your expectationsStarter will give summary of table responses to large group
Slide5Discourse
Frame of Reference
Using a Black Marker write
e
verything you currently know/or think you know about Discourse.
Voices in the Room
Slide6Circle Map Share
Knee to Knee Partner.
Take turns sharing what you wrote on your Circle Map about discourse.
You may add items from your partner using a marker color other than black.
You may also cross out any items that the dialogue with your partner has caused you to revise your thinking.
Slide7What is Discourse?
Slide8Academic oral discourse is communication of thought
by
words, talk, and conversation.
It
includes purposeful reflection and collaboration.
“… students ask one another about their thinking and build on the responses of others. They cite evidence, ask for elaborations and clarifications, and extend understandings by using the statements they have heard from their classmates to form new ideas.”
Content-Area
Conversations (ASCD, 2008)
by Douglas Fisher, Nancy Frey and Carol Rothenberg
Slide9Circle of Voices
Read the definition of discourse
Pick out a key word, key point, or phrase that is significant to you
Form a large circle when directed
Participants randomly say their key word, point, or phrase
Some points will be repeated (and that’s okay)
Activity is completed when everyone shares
once
Slide10Why Discourse?
Slide11Common Core State Standards
SL.CCR.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
SL.CCR.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Slide12“Discourse in the classroom is less than 2 minutes an hour and even less for struggling students.”Wilhelm and Smith, 2012
Slide13Student-Centered Discussion: Video
Slide14Student-Centered Discussion:
Questions
to
Consider
as you watch the video:
How
does beginning the lesson with student reflection and a guiding question equip students for the discussion?
In
what ways did Sarah ensure this to be student-centered, student-led?
What
does it mean for a teacher to prepare for a discussion
Slide15Student-Centered Discussion:
https://
www.teachingchannel.org/videos/strategies-for-student-centered-discussion
(7minutes)
Slide16What the Research Says About Discourse?
Slide17Slide18Slide19Slide20Becoming an Expert on Reasons for Discourse Activity
At your table are 23 cards with reasons for embedding discourse.
Distribute the cards equally among the people at your table.
As you read your assigned reason cards, record on your reason handout key points, ideas, etc. When directed you will be sharing these with others at your table.
Slide21Expert Share
Pick a starter.
Round One:
Starter gives key points, ideas,
most important point(s) etc
. for one of their
reason
cards.
Others in the group record on their handout
notes from that reason.
Continue sharing and recording until all members at the table have shared their key points, ideas,
most important point(s) etc
. for
one of their
reason cards
.
Repeat rounds until all 23 reason cards have been shared and recorded.
Slide22Reason Categorizing Activity
Based on what you know so far, are there any patterns that you see emerging for why we should embed discourse in the classroom?
Discuss at your table.
Now, using the reason title cards (see next slide) at your table and your notes from the previous activity, sort the reason cards into categories determined by your table group.
Write the title for each of your categories on index cards and place above each grouping.
Slide23Slide24Break
Slide25Museum Walk
Slide26Academic Conversations (Zwiers amd Crawford, 2011)
Conversation Builds
Academic Language
Vocabulary
Literacy Skills
Oral Language and Communication Skills
Critical Thinking Skills
Promotes Different Perspectives and Empathy
Fosters Creativity
Fosters Skills for Negotiating Meaning and Focusing on a Topic
Slide27Academic Conversations
Conversation Builds
Content Understandings
Cultivates Connections
Helps Students to Co-construct Understandings
Helps Teachers and Students Assess Learning
Builds Relationships
Builds Academic Ambience
Make Lessons More Culturally Relevant
Fosters Equity
Slide28Academic Conversations
Conversation
Develops Inner Dialogue and Self-Talk
Fosters Engagement and Motivation
Builds Confidence and Academic Identity
Fosters Choice, Ownership, and Control over Thinking
Builds Academic Identity
Fosters Self-Discovery
Builds Student Voice and Empowerment
Slide29Based on what you
l
earned,
s
o far, what
are your top four reasons for embedding discourse into your classroom
?
Record in the blank box on your reason handout.
Table Share.
Slide30What Does Discourse Look Like?
Slide31A Model for Success for All Students
Student Responsibility
Teacher Responsibility
Whole Group - Model
“I do it”
Guided Instruction
“We do it”
Collaboration
“You do it together”
Independent
“You do it alone”
Fisher, D., & Frey, N. (2008).
Better learning through structured teaching: A framework for the gradual release of responsibility.
Alexandria, VA: Association for Supervision and Curriculum Development.
Slide32What Does Discourse Feel Like?
Slide33Collaborative Conversations
Slide34Slide35Conversation Roundtable
Read the article
Collaborative Conversations
on your own, highlighting key points
Each
person in a group of four will share the key points they learned from the
article.
Others will
listen and make notes in each of the quadrants on their own sheet of paper.
The center area
is for each person to jot down their own summary of the article using what they learned after hearing from others in the group.
This activity incorporates CCSS Speaking & Listening standards 1 and
3
Slide36Slide37Pinwheel Discussions: Texts in Conversation Video:
An example of another protocol to use with text sets to encourage great student led discussions
Slide38Pinwheel Discussions: Texts in Conversation
Questions to
consider as you watch the video:
In
what ways do the mini-lesson and prep time provide for a successful discussion?
How
does the role-playing support more rigorous discussion and encourage students to take risks?
Why
are Ms.
Wessling's
tally marks an important part of the discussion?
Slide39Pinwheel Discussions: Texts in Conversation
https
://
www.teachingchannel.org/videos/high-school-literature-lesson-plan
(8 minutes)
Slide40Structured Conversations Using Text Sets
Model Pinwheel protocol with teachers; This still needs to be developed
Slide41Developing Your Own Text Sets
Give them time to work on this
Think about what you are doing in the next couple of weeks that you could use a text set for engaging students in conversations
Add websites that they could use to find materials
Have teachers add additional websites to chart paper
Share and post on
weebly
Slide42Discourse Moves
Slide43Discourse Moves Expert Groups
Read your assigned skill from
Academic Conversations
Elaborate and Clarify pg. 34
Support Ideas With Examples pg. 35
Build on or Challenge a Partner’s Idea pg. 38
Paraphrase pg. 40
Synthesize Conversation Points pg. 41
Meet with others who read the same skill
Decide on key points
Go back to home table
Each person presents their skill to others at their table
Slide44Discourse Bookmark
Slide45Slide46Example of Discourse Video
Slide471st Viewing of the Video
As you watch this video, listen/watch for the 5 discourse skills/moves
Elaborate
and Clarify
Support
Ideas With Examples
Build
on or Challenge a Partner’s
Idea
Paraphrase
Synthesize
Conversation
Points
Record your observations on the discourse moves placemat
Slide48Example of Classroom Discourse
https://www.teachingchannel.org/videos/teaching-the-n-word
Socratic Seminar: The “N-Word”
Slide49Discourse Placemat
Slide501st Viewing Video Discussion
Share what your findings from the video
What did you notice?
What did you not notice?
Slide51Behind the Scenes Look
As you watch this video a 2
nd
time think about what this teacher and the students did in order to reach this level of discussion?
Take notes on the back of your placemat.
As a table group record your group’s findings on chart paper.
Post on the wall
Learning Walk
Slide52Example of Classroom Discourse
https://www.teachingchannel.org/videos/teaching-the-n-word
Socratic Seminar: The “N-Word”
Slide53Slide54Power of Discourse
Slide55Piles of Random Thoughts
Vs Constructed Ideas
Zwiers
and Crawford, 2011
Stand up.
Make eye contact with someone you don’t know.
Discuss: What does this mean?
Be prepared to share.
Slide56Definition of Discourse
Academic oral discourse is communication of thought
by
words, talk, and conversation.
It
includes purposeful reflection and collaboration.
“… students ask one another about their thinking and build on the responses of others. They cite evidence, ask for elaborations and clarifications, and extend understandings by using the statements they have heard from their classmates to form new ideas.”
Content-Area
Conversations (ASCD, 2008)
by Douglas Fisher, Nancy Frey and Carol Rothenberg
Slide57Depth of Thinking (Webb) + Type of Thinking (Revised Bloom, 2001)DOK Level 1 Recall & ReproductionDOK Level 2 Basic Skills & ConceptsDOK Level 3 Strategic Thinking & ReasoningDOK Level 4 Extended ThinkingRemember - Recall, locate basic facts, definitions, details, eventsUnderstand - Select appropriate words for use when intended meaning is clearly evident - Specify, explain relationships - summarize – identify central ideas - Explain, generalize, or connect ideas using supporting evidence (quote, text evidence, example…) - Explain how concepts or ideas specifically relate to other content domains or concepts Apply- Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning – Use context to identify word meanings - Obtain and interpret information using text features - Use concepts to solve non-routine problems - Devise an approach among many alternatives to research a novel problem Analyze- Identify the kind of information contained in a graphic, table, visual, etc. – Compare literary elements, facts, terms, events – Analyze format, organization, & text structures -Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or potential bias) to critique a text – Analyze multiple sources or texts - Analyze complex/ abstract themes Evaluate– Cite evidence and develop a logical argument for conjectures based on one text or problem - Evaluate relevancy, accuracy, & completeness of information across texts/ sources Create- Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept -Generate conjectures or hypotheses based on observations or prior knowledge and experience -Develop a complex model for a given situation -Develop an alternative solution -Synthesize information across multiple sources or texts -Articulate a new voice, alternate theme, new knowledge or perspective
A “Snapshot” of the
Cognitive Rigor Matrix
(
Hess,
Carlock
, Jones, & Walkup, 2009
)
Slide58Red Skelton Explicating The Pledge of Allegiance
http://
www.youtube.com/watch?v=TZBTyTWOZCM
Slide59Explicating the Meaning of Discourse
“Paulo
Freire
was concerned with
praxis
– action that is informed (and linked to certain values). Dialogue wasn’t just about deepening understanding – but was part of making a difference in the world. Dialogue in itself is a co-operative activity involving respect. The process is important and can be seen
as enhancing
community
and building
social capita
l and to leading us to act in ways that make for justice and human flourishing
.”
http://infed.org/mobi/paulo-freire-dialogue-praxis-and-education/
Slide60Quotes
Slide61Conservations not only made us sound smarter, I think they actually made us smarter.
It was weird. When we finished, we had a totally new idea.
The book was only so-so, but our conversations about it were awesome.
Science wasn’t very interesting until we started talking about it.
When we talked to each other, we put our brains together, we become one big smart!
We were still talking about history when class was over!
Slide62Teacher Quotes from the Group
What will discourse do for your students?
What will discourse do for your teaching?
How will discourse enhance your content?
What impact will discourse have on student learning?
How will discourse change the world around you?
Slide63Resources
Slide64Professional Books and Articles
Socratic Circles Fostering Critical and Creative Thinking in Middle and High School
by
Matt Copeland
Academic Conversations Classroom Talk That Fosters Critical Thinking and Content Understandings
by Jeff
Zwiers
and Marie Crawford
Inside the Black Box
,
2
nd
Edition, Black and
Wiliam
Conversation: The Comprehension Connection
by Ann Ketch
Slide65Choice Words, Peter JohnstonOpening Minds, Peter Johnstonhttp://thehawnfoundation.org/sites/default/files/Durlak_Weissberg_Meta-analysis%20of%20SEL%20Programs_CD_2011.pdf What Is the Value of Life? … and Other Socratic Questions, Casey Cuny, Education Leadership, Nov. 2014Real Talk, Real Teaching , Maria Nichols, Education Leadership, Nov. 2014
Professional Books and Articles
Slide66Examples of Classroom Discourse
https://www.teachingchannel.org/videos/teaching-the-n-word
https://www.teachingchannel.org/videos/using-socratic-seminars-in-classroom
https://www.teachingchannel.org/videos/literacy-analysis-lesson
https://www.teachingchannel.org/videos/reading-like-a-historian-taking-positions
Slide67Protocol Resources
http://www.nsrfharmony.org/protocol/a_z.html
Adaptive Schools