17-1-4 new york coaches 2 - p · win by remembering the words to more popular songs or the names of...

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JeffZwiersNYCoachesWebinar#2

January4,2017jeffzwiers.org/[email protected] AbouttoRecord

thisSession

GoalsforthisSession

1. ReviewandbuildonwhatwedidonDecember22:

• InformationGapActivities(Bridgeinformationgaps)

• TransitionImprovs (Equityofvoice;Twosidesofanissue,evidence,sentences,face-to-face)

• Stronger&ClearerEachTime(Borrowcontentandlanguage;Practice;Clarify

Jeff ZwiersJeffZwiersJeffZwiers Understanding Language/SCALE

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GoalsforthisSession

1. ReviewandbuildonwhatwedidonDecember22

2. Shareanyinquirycyclework

3. Learnwaystodevelopandassessacademicconversationskills

4. Reflectonwaystohelpteachersuseandimproveconversationsineachlesson

5. Focusonimprovingprompts


REVIEW:InquiryCycle

How can I develop/improve ____________________,

evidenced by _____________, by _____________

Teach/Do& Gather Evidence

• Usenew&adaptedinterventionsandstrategies

• Gatherdataonstudentlearning(Formative,self-,peer-,summative;fromfocalstudents)

Analyze Evidence

• Usestudentwork,casestudies,conversations,video,observations

• Findpatterns,surprises,gaps• Whatisevidenceshowingandnot

showing?• Brainstormfactorsthatcaused

thepatterns

Reflect & Plan

• Clarifywhatteachingandlearningshouldlooklike

• Agreeonevidencetogatherthatshowschanges

• Create&adjustcoachingpractices• Makeaplanforobservationsand

datacollection

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Speakingisone-way,one-time,

clear&strongcommunicationofideas&thinking.

Idea

Overlap&Differences:Speaking &Conversations

JeffZwiers Understanding Language/SCALE

Conversationsareback-and-forthinteractionsinwhichparticipantsbuild

ononeanother’sideastobuildupideasthatweren’tintheirminds

beforetalking.

Think-pair-shares,Jigsaws,Gallerywalks,Oralpresentations,InformationGapActivities,TransitionImprovs,Stronger-ClearerEachTime

ImprovingConversations


Alex:Whatmadehimrunaway?Carlos: Ithinkitwashisparents.Alex:Ithinkitwashewasafraid.Carlos: Bothofthem,Iguess.Huh?

Lisa: Ithinkthethemeisbeingbrave.Edgar: Yeah.That’sagoodone.Lisa: Whatdoyouthink?Edgar: Ilikeyoursaboutbeingbrave.Lisa: OK.We’redone.

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ImprovingConversationPrompts

Pickathemefromthestoryandco-builditupwithevidence.

Rankthemostimportantheroesofmoderntimes.

Cometoanagreementonhowyouwouldwriteasequeltothisnovel.

Co-createaclearwaytodescribetostudentsinMr.R’sclasshowwecaninferalotaboutcharactertraitsbywhattheysayinthestory.

q Thereisanengagingpurposeforconversingthatconnectstolessonobjectives

q Requiresthinking&doingsomethingwithideas:create,clarify,argue(=>consensus),decide,rank,solve,evaluate,combine,compare,choose,fortify,build,&transform

q Studentinterdependence(infogaps;uniqueideas)

ConstructiveConversationSkillsfor“BuildUp1Idea”Mode

Goal: Students collaboratively (but w/o teacher) build an idea (e.g., claim, answer, solution, interpretation), using the following skills:

Pose Idea

Listening-Speaking

ClarifyIdea

Listening-Speaking

Support Idea Listening-Speaking

Build Idea

• Ask?’s• Define• Elaborate• Paraphrase• Negotiate• Analogy

Jeff Zwiers JeffZwiers Understanding Language/SCALE

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Formative (Teacher, Peer, Self)

Summative (End of unit/semester/year)

JeffZwiers Understanding Language/SCALEJeffZwiers Understanding Language/SCALE

A:IthinkabigthemeisAtticusteachinghiskidstoseelikeother,howotherpeoplethink,theirviewpoints.

B:Whatdoesthatmean?A:Liketogettoknowothers,intheirshoes,likewhenJem gets

toknowMrs.Dubose.B:Yeah,she’smeanbutwasbravetogetoffthedrugbeforeshe

died;Ithinkthat’swhyJemwasmadwhenheheard.A:Whatelse?B:Theweirdguy,Boo.Attheend,Scoutseeshe’snice.A:Andtheywerescaredofhimbuttheyhadnevermethim.B:WhataboutwhenAtticusstopsthemobatthejail?A:Yeah,Idon’tthinkhewantedthekidsthere;theysnuckout.

Butwhatdidhesayafterward?Maybeit’sevidenceforthetheme.Here,heshowedaffectiontoJem.

B:Sodowehaveenoughevidencetosayit’satheme?

ConstructiveConversation Sample(UsetheCOAT)

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ActivitiesforDevelopingConversationSkills

1. Havestudentsworkonskillsduringotheractivities(Pair-Shares,Jigsaws,stronger-clearer,smallgroups…)

2. Studentselfandpeerassessment

3. ConversationSupportCards

4. Conversationmodelsandmodeling


ConversationSupportCards(Triads)

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Constructive Conversations in 9th ELA

Context

• Sheltered9thgradeEnglishclass

• Intermediateandearlyadvancedspeakers.

• HavereadToKillaMockingbirdandOfMice andMen

• Focalconversationskill:supportingyourideaswithexamplesfromatext.

• Somepromptsareontheboard

ThisClip• Prompt:“Whatdoyouthinkanimportantthemeinthisbookis?”• Howdotheyclarifyandsupportideas?(“Whatdoescouragemean?”“Canyouelaborateonthat?”“Canyougiveanexamplefromanotherbook?“Howdoesthisapplytoourlife?”)


ConversationSupportCards(Triads)

WhichcardscouldIhavegiventothestudentsinthevideo?Arethereothersyoumighthaveused?

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ConversationSample(6TH ELA)

Beforetheconversation

Conversationskills:TeacherusedaStronger-ClearerGridtofocusonclarifyingandgettingpartnerstoclarifyimportantideas.

ContentFocus(s):TeacherreadaportionofthestoryBud,NotBuddyaloudandmodeled,thinkingaloud,howtomakesummaries,predictions,inferences,andquestions.

Language:Teacherputagraphicorganizerupfrontthatshowedhowtosupportideaswithevidence.Thenshemodeledlanguageusedforsupporting,suchas“Whatevidencesupportsthat?”and“Why?”

Prompt:Buildupanideaforanimportantthemeinthestory.


1A. Doyouhaveanytheme?2B. Mayberacism.3A. Whatdoyoumeanbyracism?4B. It’slikewhenyouaremeantopeople

cuz ofrace.Likeyoudon’tpaythemenoughorlike…Idon’tknow,likewhentheyhityou.

5A. OrliketheKKKandslaves.6B. Andthisbook,what’sracisminit,likeevidence?7A. LikeMr.Callway.Healwayshasawhitepersonintheband.8B.Why?9A. Somethingabouthavingland.Likeblackpeoplecouldn’thaveland,I

think.Heneededawhitepersontosignthings.10B. So(lookingupatboard),whydidtheauthorwritethis?11A.Maybetotellhowhardlifewasbackthen,likewithracism?

ConversationSample(6th ELA)


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12B. Yeah,butmaybealsoto,like,tellhowpeoplearegood.Budmetnicepeople.Andheonlydidonemeanthing,likeputtingthatkid’shandinwarmwater//

13A.//tomakehimpeeinthebed.Thatwasfunny,buthedeservedit.Lomereció.Sowhatnow?

14B.Theteachersaidtobuildupideas.Likemyideaofpeoplecanbegood.Likeexamples.

15A. Oh.Liketheguywhopickedhimupanddrovehim.Theguywiththeblood.

16B.Yeah.IthoughtBuddycouldlivewiththem.Theywerenice.17A.Andthebandwasnice,too.EspeciallyMissThomas.Shewaslikehis

mother.18B.How?19A.Shetuckedhimintobedand…Idon’tremember

ConversationSample(6th ELA)


AllRead,OnePairTalks,RestObserve&GiveFeedback

"Ifyoudon'twantahousebuilt,hidethenailsandwood.Ifyoudon'twantamanunhappypolitically,don'tgivehimtwosidestoaquestiontoworryhim;givehimone.Betteryet,givehimnone.Lethimforgetthereissuchathingaswar.Ifthegovernmentisinefficient,top-heavy,andtax-mad,betteritbeallthosethanthatpeopleworryoverit.Peace,Montag.GivethepeopleconteststheywinbyrememberingthewordstomorepopularsongsorthenamesofstatecapitalsorhowmuchcornIowagrewlastyear.Cramthemfullofnoncombustibledata,chockthemsofullof'facts'theyfeelstuffed,butabsolutely'brilliant'withinformation.Thenthey'llthinkthey'rethinking,they'llgeta sense ofmotionwithoutmoving.Andthey'llbehappy,becausefactsofthatsortdon'tchange.”(Bradbury,1953)

What’sthemostimportantideaorthemeinthistextandhowmightit

applytolifein2016?

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Ithinkthemaincharacterbecamemorecaring

OK,ifyouwereDavid’spartner,howwouldyourespond?

Canyougiveanexamplefromthetext?

OK,bothcouldwork,butwhichmightbebetteratthispointintheconversation?Rememberthatwearetryingtobuildupanideabyclarifyingandsupporting.

ScaffoldingConversationSkills:Meta-Facilitation

Idon’tagree.Ithinkhewasjustactinglikehecared.

Analyze Evidence

Reflect & Plan

Teach/Do & Assess

How can we improve/develop ________, evidenced by ______________________, by________________________________

• Usenew&adaptedstrategies• Gatherdataonstudentlearningand

teacherpracticesforfosteringinteractionsduringlessons

• Useobservations,studentwork,conversations,video,…

• Findpatterns,surprises,gaps• Whatisevidenceshowingand

notshowing?• Brainstormfactorsthat

causedthepatterns

• Clarifywhatteachingandlearningshouldlooklike

• Agreeonevidencetobringinthatshowschanges

• Create&adjuststrategies• Makeaplanforassessmentanddata

collection

Inquiry Cycle

CraftingaCentralQuestion

How can Ibuild up the skill of clarifying,

evidenced by lesson observation notes

& analyses of audio samples, by

using conversation support cards and conversation models?

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SessionRecap

q Excitedtouseinquirycyclesforconversationwork?

q Abletolistentoaconversationandassessitsquantityandquality?

q Insightfulregardingwaystohelpteachersdesigneffectiveprompts?

q Moreconfidentandexcitedtohelpteacherstoscaffoldconversationskills?


1. Write a model prompt and model conversation for the prompt that a teacher might use to show a skill. Use the Conversation Observation and Analysis Tool.

2. As a reminder of what we covered today, read:Abridged Chapter 8 of Common Core Standards in Diverse Classrooms (Zwiers, O’Hara, Pritchard, 2014)

JeffZwiers jeffzwiers.org/NYcoaches Understanding Language/SCALE

Between Sessions Tasks

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CONTACTINFORMATION

Email: [email protected]: jeffzwiers.org/NYcoaches

ell.stanford.edu

References

Mercer,N.(2000).TheGuidedConstructionofKnowledge:Talkamongstteachersandlearners.Clevedon,UK:MultilingualMatters.

Zwiers,J.&Soto,I.(2016)AcademicLanguageMastery:ConversationalDiscourseinContext.CorwinPress.

Zwiers,O’Hara,&Pritchard(2014)CommonCoreStandardsindiverseclassrooms:Essentialpracticesfordevelopingacademiclanguage&disciplinaryliteracy.Stenhouse.

17-1-4 new york coaches 2 - p · win by remembering the words to more popular songs or the names of...

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