18-10-11 glad breakout - p · theme in the passage seems to be. make sure to clarify and support...

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ImprovingStudents’AcademicConversations

JeffZwiersOctober11,2018jeffzwiers.org/[email protected]

ConversationIn the Bantu language, the word ubuntu

means that a person becomes a person only through other people.

Neuroscientists agree, arguing that our brains and minds are shaped in continuous

interaction with other people. During conversation, participants orient

towards the other person's mind, inferring meanings and relevancies, rather than just

decoding and encoding verbal messages (as robots might do).

(Hari & Kujala, 2007. Brain Basis of Human Social Interaction: From Concepts to Brain Imaging)Understanding Language L a n g u a g e , L i t e r a c y , & L e a r n in g i n t h e

C o n t e n t A r e a s JeffZwiers

SocialSkills,RelationshipsVoice,Empathy,Equity,

Agency,Identity,Belonging

The Power of Conversations (Why face-to-face communication is worth it)

CONTENT:Clarify,Use,&Reinforce

LANGUAGE:Input+Output

ACADEMICTHINKING:Critical&Creative

FORMATIVEASSESSMENT

Build up an Idea (at least to here)

Idea

Support Clarify

Handmotions

REVIEW:ConstructiveConversationSkills:BuildinganIdea

SupportClarify

ClarifySupport

Support

Support

QUANTITY⎕ #ofTurns⎕ Lengthofturns⎕ Equity

QUALITYUseconversationskills:

⎕ Pose⎕ Clarify⎕ Support⎕ Evaluatetoauthenticallybuildandargueusefulideas

OTHERKEYSKILLS⎕ Listening⎕ Speaking⎕ Thinking⎕ Content⎕ Nonverbal⎕ ValuingIdeas

Understanding Language L a n g u a g e , L i t e r a c y , & L e a r n in g i n t h e


PROMPT:⎕ Useful&EngagingPurpose⎕ Needtotalk+Uniqueideas⎕ ClearandHelpfulDirections

ImprovingConversations

C:Weshouldbeabletovote.D:Iagree.Anddrivecarsaround,youknow,getlicenses.C:Idrovemyuncle’scarinthemountainswhenIwas12.D:Where’dyougo?C:Ontheroadsbyhishouse,butthenintoapond.D:Maybeyoushouldn’tgetalicenseyet.



L: Ithinkthethemeiswegotta forgiveothers.E: Irespectfullydisagreewithyou.L: Why?E:Cuz it’snotfair.Peopleshouldbepunished.

Buildupthefirstideafirst!!!!!!!

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A:Ithinkshenotshareit(bread)B:Why?A:Cuz theotheranimalsnotwork;justlazy.B: Yeah.Idon’tthinktoshare,too.A:Why?B: Likemydad.Heworkformoney.Notwork,nomoney.A: Yeah,notfair.B: It’snotfair,but.Butteachersaidisgoodtoshare.A:Isharewhentheyhelp.LikemaybeIpainttheschool.Idon’twant

others…it’smymoney.B: No.Maybeif…theycan’twork,likethey’resick,maybe.Buttheanimals

arelazy.A:Isgoodtoshare,butnotallthetime,notwithlazies.

Conversation Conversation



A:RosaParks.Marcossaidallshedidwassitdown,butIthinkshewasahero.

B: Iagree.Shehasabookabouther.A:Whydoyouthinkawholebook?B: Shewassobravetogotojail,anditwaslike

justcuz shesatdownonabus.Istillcan’tbelievethatallhappened.

A: Allwhat?B: Theracismstuff.Justcuz ofskincolor?Differentdrinkingfountains?A: Andshestartedthe…what’sthatword?B: Boycott.A: Boycott,sotheychangethoseracismrules.AllcuzofRosa!...

Where’sMarcos?

Adaptationhelpsanimalstogetfood.

Whatdoesbuildinganidealooklike?(Andhowdowedecideifit’sbuiltupenough?)

PROMPT:Whydoanimalsadapt?

CLARIFY

SUPPORT

IDEA Whatdoesbuildinganidealooklike?(Andhowdowedecideifit’sbuiltupenough?)


Whatdoesadaptationmean?

Atypeofanimalchangesitsbodyovermillionsofyearstogetfood.

Whatareexamplesofthoseadaptations?

IDEA

CLARIFY

SUPPORT





Eagleshavegoodeyestoseelittleanimals

Andsomefishswimreallyfasttocatchlittlefishtoeatthem.

Forexample?

Tuna&swordfish



IDEA

CLARIFY

SUPPORT

Whataboutadaptingtogetawayfromthingsthatwanttoeatthem?

Ohyeah,likerabbitsrunfasttogetawayfrombobcats.

Andtheydocamouflage,too.





Andsomefishswimreallyfasttocatchlittlefish.

Forexample?

Tuna&swordfish



IDEA

CLARIFY

SUPPORT

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Forexample?

Tuna&swordfish




What’sthat?

Whentheylooklikestufftohide

Likearmyclothes?

Yeah,butrememberthatflatfish&thestickbug?



IDEA

Howarethosegoodexamples?

CLARIFY

SUPPORT







Forexample?

Tuna&swordfish




What’sthat?


Likearmyclothes?





IDEA

Thefishmatchesitscolor&patternstotheseabottomtohide

Andthestickbuglookjustliketreebranchestohidefrombirds

OK,sodowefixouridea?

CLARIFY

SUPPORT

Yeah.Adaptationhelpsanimalstogetfood&notbefood.






Forexample?

Tuna&swordfish




What’sthat?


Likearmyclothes?




PROMPT:Whydoanimalsadapt?CLARIFY

SUPPORT

IDEA

Thefishmatchesitscolor&patternstotheseabottomtohide

Andthestickbuglookjustliketreebranchestohidefrombirds

OK,sodowefixouridea?

Howdowegetstudentstodothis?

Idea Building Cards(Why? Can you clarify…? Can you give another reason?)

1. Handoutcards(2-I,4-C,4-S,3-Eperstudent)andhavestudentsputaninitialideaontheIdeacard.

2. EitherstudentcanthenaskaclarifyorsupportquestionandslipaClarifyorSupportcardundertheIdeacardasawayto"builditup."Theotherstudentclarifiesorsupportsandalsoputstheacardunderneath.Don’twriteonthesecards.

3. Theycontinuetoslipcardsunderneaththeideatobuilditupashighaspossible.Ifitisanargument,afterbuildingupbothideas(twostacksofcards),studentsevaluateandcompare,placingtheirEvaluateandComparecardsbetweenthetwostacks.

4. Bothstudentsshouldbepreparedtodescribe(synthesize)theidea(s)

Support

SupportClarify

ClarifySupport

Support

ClarifyClarify

IDEA: The sun is necessary.


Clarify

Clarify


A: Giveanexampleforthesunisnecessary.B: Plants,likeatree,needlighttolive.A: Butcan’twe livewithoutthesun?

WeareOKatnight.B: Butweneedplantsforfood,right?A: Yeah,Iguessitallstartswithplants.Likealltheanimalseatplants.B: OK,Ithoughtofsomething.Ohit’swarm.B: Canyouexplainmore?A: Thinkabouthowcoldit’dbewithoutthesun.Itwarmsusupeveryday.B: Yeah,everythingwouldfreeze.Evenallthewater.A: Yeah,andweneedwater,notice.

Support

SupportClarify

ClarifySupport

Clarify

Clarify




Prompt:Buildupamajortakeawayconceptfromtoday’spresentationsofar.

orChooseatextortopicandbuildupanideabasedonit.

Support

SupportClarify

ClarifySupport

Support

ClarifyClarify

IDEA: .

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Using the Idea Building Cards

PROMPT:Cometoaconsensuswithyourpartneronwhythepainterpaintedthepaintinginthisway:whyheincludedcertainfigures,theircomposition,postures,movements,gazes.Includewhatthepainterwantedtheviewertofeelorthink,empathize,andlearnfromthepainting.Trytoagreeonhowaccurateadepictionyouthinkthisisandwhy.

FirstlandingofColumbusontheshoresoftheNewWorld,atSanSalvador,W.I.,Oct.12th1492.(1862)Dióscoro Puebla,Spanishpainter


Inthelastcentury,theoveralltemperaturesoftheEarth’satmosphereandoceanshaveincreased.Inadditiontotheriseinsealevelresultingfrommeltingice,seawateralsoexpandswhenitwarms.Mostofthiswarminghappensinthetop500meters.Workwithapartnertocomeupwithawaytopredict,withdatafromanexperimentthatyoudesign,howmanycentimetersthesealevelwillriseifthetop500metersincreasesby1degreeCelsiusinthenextcentury.

PROMPT:ReadtheexcerptfromHuckleberryFinn(Twain,1885)andcometoanagreementonwhatthemostimportantthemeinthepassageseemstobe.Makesuretoclarifyandsupportidea(s)alongthewayasyoubuildorchooseyourfinalmainthemeideaandpreparetopresentittoothers.(HuckhadjustwrittenalettertotellJim’sownerwherehewas.)

ExcerptfromTheAdventuresofHuckleberryFinn(Twain,1885)Andgottothinkingoverourtripdowntheriver;andIseeJimbeforemeallthetime:inthe

dayandinthenight-time,sometimesmoonlight,sometimesstorms,andwea-floatingalong,talkingandsingingandlaughing.ButsomehowIcouldn’tseemtostrikenoplacestohardenmeagainsthim,butonlytheotherkind.I’dseehimstandingmywatchontopofhis’n,’steadofcallingme,soIcouldgoonsleeping;andseehimhowgladhewaswhenIcomebackoutofthefog;andwhenIcometohimagainintheswamp,uptherewherethefeudwas;andsuch-liketimes;andwouldalwayscallmehoney,andpetmeanddoeverythinghecouldthinkofforme,andhowgoodhealwayswas;andatlastIstruckthetimeIsavedhimbytellingthemenwehadsmall-poxaboard,andhewassograteful,andsaidIwasthebestfriendoldJimeverhadintheworld,andtheONLYonehe’sgotnow;andthenIhappenedtolookaroundandseethatpaper.

Itookitup,andhelditinmyhand.Iwasa-trembling,becauseI’dgottodecide,forever,betwixttwothings,andIknowed it.Istudiedaminute,sortofholdingmybreath,andthensaystomyself:“Allright,then,I’llGOtohell"—andtoreitup.


Withyourpartner,clarify whatishappening,estimatetheanswer,andcomeupwithtwowaysofsolvingit,justifyingideasandchoicesalongtheway.

SupposeittakestheAlmondRiver6monthstofillareservoir,byitself,andittakesBelfairRiver10monthstofillit,onitsown.Ifbothareflowingintothereservoir,howlongwillittaketofillit?


CollaborativeArgumentation



Build up an Idea (at least to here)

Evaluate

& Compare

Idea

Support Clarify

ConstructiveConversationSkills:CollaborativeArgument

SupportClarify

ClarifySupport

Support

Support

Build up 2nd Idea (at least to here)Competing Idea

Support Clarify

Support Clarify

Clarify Support

Support

Support

Evaluate

& Compare

Evaluate

& Compare

Handmotions

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Silent Cards for a Conversation - 5th Gr. ELA/ELD

Context

• 5th gradeLanguageArts/ELDclass• Advancedandearlyintermediate

ThisClip

• AfterreadinganallegoryfortheHolocaust,studentsdiscusswhatcouldhavehappenediftheanimalshadstoodtogether.

• Theypracticestatingopinions, paraphrasing,andclarifying

Claim vs.OppositeorDifferentClaim

Whichclaim’sreasons,evidence,andexplanations‘weigh’themost?

Claim/Position Claim/PositionMagnets attract all metalsYes NoAll petroleum is biogenicVideo games banned or not

Should U.S. have entered the war?Main theme of the story?Courage PerseverenceAre humans good or evil?Good Evil

StructuringCollaborativeArgumentConversations:ArgumentScale

ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE

Claim/Position Claim/Position

ArgumentBalanceScale

Should pizza be a reward for reading?

Yes No

Reason/Evidnc/ExpGetskidstoread

Reason/Evidnc/ExpPrevents dropouts,

crime, jail costs

Reason/Evidnc/ExpKids need to eat

Preventdropouts&jailcosts

Getsthemtoread

Kidsneedtoeat

Stayafterschool

Pizzatastesgood



ISSUE


Nothealthyfood

Expensivetorun

Needtoexercise

Notgoodmotivationforreading

Somekidsdon’tlikepizza





Should pizza be a reward for reading?

Claim/Position Claim/PositionYes No

Reason/Evidnc/ExpNot good motivation

Reason/Evidnc/ExpNot healthy food

Reason/Evidnc/ExpExpensive

Compare the evidence on both

sides (use criteria)

Reason/Evidnc/ExpGetskidstoread

Reason/Evidnc/ExpPrevents dropouts,

crime, jail costs

Reason/Evidnc/ExpKids need to eat




Cheese has protein, tomato sauce = veggie, dough has carbs


2D-Scale


Choose a side and argue why it “weighs more”

3-DVersion



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VideoExample

CONTEXT5th gradeLanguageArts/ELDclassAdvancedandearlyadvancedpartners.

Afterreadinganarticleonaprogramthatgivespizzaasrewardforreading,studentsdiscusstheiropinionsontheissue.

THISCLIP• Watchforsupportingopinions, turn-taking,andclarifying• Noticeifandhowthebalancescalehelpsstudentstoextendtalk

• Considernextstepsbasedonthisconversation

ConversationorNot?


Yes

Should we take the time & effort to teach with more paired conversations? No

Reason/Evidnc/Exp

Reason/Evidnc/Exp

R easo n /E v id n c /E xp

Reason/Evidnc/Exp


Reason/Evidnc/Exp



Pair1– PrepPair2– UsenotesPair3– Nonotes

Eventhough…I/wechose...because...

A 12-year-old schoolgirl has failed in a legal challenge to her school's ban on a full-face veil. Justice Silber had been told that the girl's three older sisters had attended the same school and had worn the niqab with no problems. But the school told the girl it was not acceptable because teachers believed it would make communication and learning difficult. About 120 of the school's 1,300-plus pupils are Muslims. About half of them wear the hijab headscarf, which is permitted.

In his judgement, Justice Silber stressed that he was dealing with one particular case - not the wider issue of whether the niqab should be worn, in schools or anywhere else. He said the ban was "proportionate" in the light of certain factors:

- the veil prevented teachers from seeing facial expressions - a key element in effective classroom interaction

- the necessity to enforce a school uniform policy under which girls of different faiths would have a sense of equality and identity

- security - the head teacher had said an unwelcome visitor could move around the school incognito

- the need to avoid peer pressure on girls to take up wearing the veilThe girl's lawyer, Shah Qureshi, said: "It’s surprising that he decided that the school had not

infringed my client's freedom to manifest her religion given the fact that she entered the school on the understanding that the wearing of the veil was allowed when being taught by male teachers." Costs in the case were awarded against the family.

Text:Schoolgirllosesveillegalcase


Yes

Should the girl be allowed to wear the niqab in school? No

Reason/Evidnc/Exp

Reason/Evidnc/Exp


Reason/Evidnc/Exp


Reason/Evidnc/Exp



A 12-year-old schoolgirl has failed in a legal challenge to her school's ban on a full-face veil. Justice Silber had been told that the girl's three older sisters had attended the same school and had worn the niqab with no problems. But the school told the girl it was not acceptable because teachers believed it would make communication and learning difficult. About 120 of the school's 1,300-plus pupils are Muslims. About half of them wear the hijab headscarf, which is permitted.

In his judgement, Justice Silber stressed that he was dealing with one particular case - not the wider issue of whether the niqab should be worn, in schools or anywhere else. He said the ban was "proportionate" in the light of certain factors:

- the veil prevented teachers from seeing facial expressions - a key element in effective classroom interaction

- the necessity to enforce a school uniform policy under which girls of different faiths would have a sense of equality and identity

- security - the head teacher had said an unwelcome visitor could move around the school incognito

- the need to avoid peer pressure on girls to take up wearing the veilThe girl's lawyer, Shah Qureshi, said: "It’s surprising that he decided that the school had not

infringed my client's freedom to manifest her religion given the fact that she entered the school on the understanding that the wearing of the veil was allowed when being taught by male teachers." Costs in the case were awarded against the family.

Text:Schoolgirllosesveillegalcase



ConversationPrompts

ELALiterature:CollaborativelydecidewhetherornotAtticusshouldtakeastandtodefendTomRobinson.Co-buildbothsidesupwithevidencefromthetextandexplainhowtheevidencesupportseachside.Thendecidewhichsideweighsmoreandwhy.Usesupportlanguagesuchassupport,evidence,because…Alsoremembertouseeffectivenonverbalcommunication.

q Thereisanengagingpurposeforconversingthatrequiresthinking&doingsomethingwithideas(e.g.,create,clarify,argue(=>consensus),decide,rank,solve,evaluate,combine,compare,choose,fortify,build,&transform)(+Agency)

q Thereisaneedtotalk(infogaps;bringuniqueideas)

q Therearecleardirectionsforhowtoconverse(languageuse,thinking,contentconcepts…)

ELAExpository:Decidewhetherornottoraisethemaxnumberofhoursperdaythatteenagersshouldusescreens.Engageinacollaborativeargumentconversationinwhichyouandyourpartnerbuildupbothsidesoftheissueand.Useevidenceanddiscussthecredibilityofsources.Discussandnegotiatetypesofscreentime,ifnecessary,foryourfinaldecision.Useevaluationlanguagesuchasoutweigh,weak/strongbecause,credible,etc.



Math:Workwithyourpartnertocreateawordproblemthatrequiresthesolvertosolveitusingtwoequations.Bothofyoucontributeideasandthendecidewhichwouldmakeforthemostinterestingproblemforyourclassmatestosolve.Makesuretheproblemisclear;itcancontainextrainformationandnumbers,ifyouwanttobetricky.Makesuretosetupwhatishappeninganduseconsistentunits.

Science:Inyourconversation,comparethedatathatyougotinthelabwiththatofyourpartner.Ifthedataaredifferent,jointlycometopossibleexplanationsforthis;ifsimilar,explainwhy.Makesureyourexplanationsareclearandusescientificlanguagesuchas:Webelievethatdifferencesinthedataaredueto…”Comeupwithafinalconclusionthatdescribeswhatyoulearned—orweresupposedtolearn—fromthelab.

History:Youwillco-authoralettertoahistoryjournal.ConversewithyourpartnertodecideifLincolnwasmoreinterestedinabolishingslaveryormoreinterestedinpreservingtheUnion.Useevidencetosupporttheclaimsoneachsideandevaluatethevalueoftheevidence,alongwithanybiasthatmightexistinthesources.Usehistorianlanguagesuchas“Thisisstrongevidencebecause…”

KnowtheTypesofConversationsinDifferentDisciplines

Ø Decidingbetweentwoormoresidesofacontroversialissue

Ø Collaboratingtoagreeoninterpretationsinliterature

Ø Collaboratingtoagreeonthebestwaystocommunicateideastoothers

Ø Collaboratingtointerpretdataandgeneratescientificexplanations

Ø Solvingproblems&decidingbetweentwosidesofcontroversialscienceissues

Ø Role-basedimprovconversations

Ø Decidingbetweentwosidesofanissueoraccount

Ø Collaboratingtosolvesocialproblemsandchallenges

Ø Collaboratingtoexplainevents,systems,andpeople

Ø Collaboratingtosolveaproblem

Ø Collaboratingtocreatenewmathproblems

Ø Modelingmathconceptsandexperimentingwithnumbers,symbols,&shapes

Craftaprompt

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Improvepair-shares:A)MorepromptingforpurposefulbuildingofideasB)Listenerpromptstalkertoclarify andsupport inordertohelpbuildupideaC)StructuretimeforAandBstudents

Have2nd and3rd pair-shares(e.g.,Stronger-Clearer)inwhichstudentspractice,pushandarepushedtosupport ideasandclarify,toimproveideas

Weavebuildingideas,clarifying, andsupporting intoallinteractionactivitiesanddiscussions(wheneverstudentsread,write,listen,speak)

Modelconversations&analyzethemforskills(clarify &support )forbuildingideas

Havestudentsengageinconversationsaboutlearnedtopics,thenself-assess.(10Khrs)

JeffZwiers|[email protected] |jeffzwiers.org/october11

CONTACT INFO

18-10-11 glad breakout - p · theme in the passage seems to be. make sure to clarify and support...

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