18-12-6-7 oelas breakout b - p
TRANSCRIPT
12/6/18
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FosteringAcademicConversationSkillsAcrossDisciplines
JeffZwiersDecember6-7,2018jeffzwiers.org/[email protected]
OVERVIEW
1. ConversationSkills2. CollaborativeArgumentation3. ArgumentBalanceScale4. ThirdObserverNotesandCoaching5. NextSteps
JeffZw iersUnderstanding 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
Build up an Idea (at least to here)
Pose IdeaSupport Clarify
Handmotions
ConstructiveConversationSkills:BuildinganIdea
• Ask?’s• Define• Elaborate• Paraphrase• Negotiate• Analogy• Synthesize
Build up an Idea (at least to here)
Idea
Support Clarify
Handmotions
ConstructiveConversationSkills:BuildinganIdea
SupportClarify
ClarifySupport
Support
Support
Context
• 1stgradescience• Englishlearners
• Firstdayoftheunitonanimals
ThisClip
Afterlookingatpicturesinthebeginningoftheunit,studentsareasked“Whathelpstheslowpufferfishstayalive?”
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
Focus Learning on Building Ideas (from the start) Analyze Conversations (9th ELA)Context
• Sheltered9thgradeEnglishclass
• Intermediateandearlyadvancedspeakers.
• HavereadToKillaMockingbirdandOfMiceandMen
• Focalconversationskill:supportingyourideaswithexamplesfromatext.
• Somepromptsareontheboard
ThisClip• Prompt:“Whatdoyouthinkanimportantthemeinthisbookis?”• Howdotheyclarifyandsupportideas?(“Whatdoescouragemean?”“Canyouelaborateonthat?”“Canyougiveanexamplefromanotherbook?“Howdoesthisapplytoourlife?”)
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Laura:Whatcausedthefall?Eli: Thetextsaiddiseaseandwar.Laura: Italsosaidcropsandpolitics.Eli: Allofthem,Iguess.
AnalyzeConversations
Mansur: Ithinktherearedifferentwaystosolveit.Lynn: So?Justdowhattheteacherdid.Mansur: Butwhydidsheturnthefractionover?Lynn: Whocares?Justturnitover.Mansur:OK. ½÷ ¼
Third Observer Notes & Coaching
1. Astalkersconverse,observertakesnotesontheIdeaBuildingNote-TakingForm,orsomethingsimilar.
2.Makesuggestionsverballyorsilentlyonstickynotes,whenneeded.
Refer to the text
Define the term: ________
Explain how evidence supports the idea/claim
Ask for an (another) example to support
the idea
Ask your partner to share more
TextPROMPT:Cometoaconsensuswithyourpartneronwhythepainterpaintedthepaintinginthisway:whyheincludedcertainfigures,theircomposition,postures,movements,gazes.Includewhatthepainterwantedtheviewertofeelorthink,empathize,andlearnfromthepainting.Trytoagreeonhowaccurateadepictionyouthinkthisisandwhy.
FirstlandingofColumbusontheshoresoftheNewWorld,atSanSalvador,W.I.,Oct.12th1492 .(1862)Dióscoro Puebla,Spanishpainter
CollaborativeArgumentation
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
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
AnalyzeConversations
Leo:Weshouldbeabletovote.Edgar:Iagree.Anddrivecarsaround,youknow,getlicenses.Leo:Idrovemyuncle’scarinthemountainswhenIwas12.Edgar:Where’dyougo?Leo:Ontheroadsbyhishouse,butthenintoapond.Edgar:Didyougetallwet?....
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
Buildupthefirstideafirst!!!!!!!
Laura:Ithinkairhasweight.Remembertheballoon?Eli: Irespectfullydisagreewithyou.Laura:Why?Eli: BecauseIcan’tfeelit.Canyou?
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Collaborative Argumentation - 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
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
ISSUE
ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE
Nothealthyfood
Expensivetorun
Needtoexercise
Notgoodmotivationforreading
Somekidsdon’tlikepizza
ArgumentBalanceScale
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
ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE
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
ArgumentBalanceScale
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
Cheese has protein, tomato sauce = veggie, dough has carbs
ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE
2D-Scale
ArgumentBalanceScale
Choose a side and argue why it “weighs more”
3-DVersion
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
12/6/18
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Third Observer Notes & Coaching
1. Astalkersconverse,observertakesnotesontheArgumentBalanceScaleorsomethingsimilar.
2.Makesuggestionsverballyorsilentlyonstickynotes,whenneeded.
Refer to the text
Define the term: ________
Explain how evidence supports the idea/claim
Ask for an (another) example to support
the idea
Build up the first idea first
Wasthejudgerightorwrong?
Claim/Position Claim/Position
RightWas the judge right or wrong? Wrong
Reason/Evidnc/Exp
Reason/Evidnc/Exp
R easo n /E v id n c /E xp
Reason/Evidnc/Exp
R easo n /E v id n c /E xp
Reason/Evidnc/Exp
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
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
Claim/Position Claim/Position
RightWas the judge right or wrong? Wrong
Reason/Evidnc/Exp
Reason/Evidnc/Exp
R easo n /E v id n c /E xp
Reason/Evidnc/Exp
R easo n /E v id n c /E xp
Reason/Evidnc/Exp
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
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
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
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.
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
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…”
Improvepair-shares:A)MorepromptingforpurposefulbuildingofideasthatdependsonbridginginfogapsB)Listenerpromptstalkertoclarify andsupport inordertohelpbuildupideaC)StructuretimeforAandBstudents(e.g.,Pro-Con)
Have2nd and3rd pair-shares(e.g.,Stronger-Clearer)inwhichstudentspractice,push,andarepushedtosupport ideasandclarify,toimproveideas
Weavebuildingideas,clarifying, andsupporting intoallactivitiesanddiscussions(wheneverstudentsread,write,listen,speak,converse)
Modelconversations&analyzethemforskills(clarify &support )forbuildingideas
Havestudentsengageinconversationsaboutlearnedtopics,andself-assess.(10Khrs)
Havestudentsbecomeandbenefitfromthirdobserverswhotakenotesandcoachpeersintheirconversations.
