16-6-23 dallas breakout - p - region 10 website6/21/16 1 jeff$zwiers$ june23,2016 $...
TRANSCRIPT
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Jeff Zwiers June 23, 2016
Dallas Region 10 www.aldnetwork.org
Forma>ve Assessment of Speaking and Conversa>on Skills
ALDNetwork.org Understanding Language
1. Take Observation Notes (on tools)
2. Voice Recorder App or Video on student
or teacher cell phone (name file; email it)
3. Google Voice number to call into
4. Apps (Audioboom, etc.) https://audioboom.com/about/education
5. Video camera with Bluetooth microphone(s)
Choosing & Gathering Oral Language Evidence
Understanding Language
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ALDNetwork.org Understanding Language
Clear and Strong Oral Output (Teacher, Peer, Self)
q I included informa:on needed and
expected by listeners (not too much and not too li5le), in order to be as clear as possible
q I started with a clear main idea
q I clarified and/or supported the main idea (w/ evidence, details)
q I used two or more connected sentences
q I pushed myself to use academic words & long sentences
q I used nonverbal cues and stressed important words & ideas
Understanding Language Jeff Zwiers Understanding Language/SCALE Jeff Zwiers
I say no. It’s like jail for them. And I don’t like all people looking at me.
I think zoos are fun. I like seeing animals. I say yes.
1st Partner Silvia
Take one or two-‐word notes and switch
partners!
YES | | | | NO
Should we have zoos or not? Me
“Stronger & Clearer Each Time” (Opinion Con>nuum)
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2nd Partner
I say no. It’s like jail for them. And I don’t like all people looking at me. I think zoos are OK if the animals can’t live wild. You know, I went to a zoo that helped hurt ones. Like a eagle. But other zoos are bad.
I think zoos are fun. I like seeing animals. I say yes.
Silvia
Take notes & switch
partners!
“Stronger & Clearer Each Time” (Opinion Con>nuum)
YES | | | | NO
Should we have zoos or not? Me
I was on yes but moved a liZle. I don’t wanna be in cages like animals. It’s like jail. But I s:ll think it’s fun to go and see them.
I say no. It’s like jail for them. And I don’t like all people looking at me.
I think zoos are fun. I like seeing animals. I say yes.
I was on yes but moved a liZle. I don’t wanna be in cages like animals. It’s like jail. But I s:ll think it’s fun to go and see them.
I think zoos are OK if the animals can’t live wild. You know, I went to a zoo that helped hurt ones. Like a eagle. But other zoos are bad.
3rd Partner Silvia
YES | | | | NO
Should we have zoos or not? Me
I don’t know. Animals don’t like in jail and people watching. But some get hurt and need people. Those zoos are good. Like they save eagles, maybe a broken wing. And we can learn from zoos, so yes.
“Stronger & Clearer Each Time” (Opinion Con>nuum)
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I. Stronger and Clearer Each Time Ac>vity: Opinion Con>nuum
You can use frames such as
-‐ In my opinion, using social media is ___ because _____. -‐ In spite of the reason/advantages/disadvantages of … -‐ Given the points that I have heard so far, such as … -‐ A^er talking with (name), I now lean more to the side of ____ because … (Teacher can have listeners ask clarifying and suppor:ng ques:ons)
GREED Character Mo:va:on LOVE Notes:
Me X
Theo X
YES WWI Jus:fied? NO Notes:
Me X
Carla X
YES Using DNA to revive ex:nct species NO Notes:
Me X
Luka X
POSITIVE The impact of social media on people NEGATIVE Notes:
Me X
Luka X
ALDNetwork.org Understanding Language
Assessing Conversa>on Skills: Conversa>on Analysis Tool
Turns build on previous turns to build up a relevant idea(s) _______ Students create or choose a relevant ini:al idea(s) that is focused on learning
objec:ve(s)
_______ Students clarify idea(s) (by paraphrasing, defining, elabora:ng) _______ Students support ideas (using evidence, examples, explana:ons) If there are two or more compe>ng ideas (i.e., an argument), _______ Students evaluate the strength/weight of the evidence of each idea _______ Students compare the strengths/weights and choose the “strongest/heaviest” idea
_______ Students explain (and/or nego:ate) final decisions
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Elia: So, how do animals evolve? (prompt on the board) Alex: To live. Elia: What’s an example? (prompt on board) Alex: Sharks. Elia: What’s another example? Alex: Turtles. Elia: What’s another example? Alex: Giraffes. They got long necks. Elia: Why? Alex: To reach up into trees. Elia: OK, let’s write these down.
Conversa>on Sample -‐ Science
Understanding Language
A: I think she not share it (bread) B: Why? A: Cuz the other animals not work; just lazy. B: Yeah. I don’t think to share, too. A: Why? B: Like my dad. He work for money. Not work,
no money. A: Yeah, no es justo. B: Not fair. But teacher said is good to share. A: I share when they help. Maybe I paint the school. It’s my
money, you know? B: No. Maybe if …no pueden…trabajar (work), like they’re sick,
maybe. But this story animals are lazy. A: Is good to share, but not all the :me, not with lazies.
Assess a Conversa>on – Build 1 Example (1st ELA)
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A: What do we need to find? B: How far the boat goes down the river. A: So, how? B: Maybe figure out the :me to
cross it, like straight, like this (a). A: I think we should just add the speeds together. B: OK, that’s 5 plus 3 equals 8. Then what? A: We need to use the other number, 30. So divide? B: Why not. OK, so 30 divided by 8 is 3.75. A: 3.75 what? B: Meters, I think, but that doesn’t look right. A: No, so what do we do? B: I don’t know.
Conversa>on Sample -‐ Math
Math Paired Conversation Protocol Suppose it takes the Almond River 6 months to fill a reservoir, by itself, and it takes Belfair River 12 months to fill it, on its own. If both are flowing into the reservoir, how long will it take to fill it?
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If-When Chart for Supporting Conversations
Understanding Language
CONTACT INFORMATION
Email: [email protected] Website: www.ALDNetwork.org MOOCs: www.NovoEd.com
References Mercer, N. (2000). The Guided Construc=on of Knowledge: Talk
amongst teachers and learners. Clevedon, UK: Mul:lingual MaZers.
Zwiers, O’Hara, & Pritchard (2014) Common Core Standards in diverse classrooms: Essen=al prac=ces for developing academic language & disciplinary literacy. Stenhouse.