developingacademic speaking and conversation skills in...
TRANSCRIPT
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JeffZwiersNewHaven
October17,2016
Developing AcademicSpeakingandConversationSkillsinEveryLesson
Thesocialbrainisinitsnaturalhabitatwhenwe'retalkingwithsomeoneface-to-faceinrealtime.
--DanielGoleman
TheBrain’sNaturalHabitat
JeffZwiers Understanding Language/SCALE
BasicPair-Share
TransitionImprovs
ConstructiveConversations
Stronger&ClearerEachTimeActivities
Fortifying Paired Interaction
JeffZwiers
BuildConversationSkills
Formativeassessment
Prep,Tasks,Prompts
Challenges
ALDNetwork.org
IncreasingQuantity
IncreasingQuality
ORALOUTPUT
#ofstudents#ofminutes
StrengthClarity
#ofstudentsinback-n-forthconversations
Co-ConstructionCollaborativeArguingConversationSkills
CONVERSING
JeffZwiers Understanding Language/SCALE
1. OralOutput isone-way,one-time,clear&strongcommunicationofideas&thinking.
2. Conversationsareback-and-forthinteractionsinwhichparticipantsbuildononeanother’sideastobuildupideasthatweren’tintheirmindsbeforetalking.
3.
Idea
Think-pair-shares,Answeringteacherquestions,Jigsaws,Gallerywalks,Oralpresentations
DevelopingAcademicLanguagewithOralOutput&Conversations
JeffZwiers Understanding Language/SCALE
Developing Oral Output with
TRANSITION IMPROV Activities
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OUTPUT:TransitionImprov Activity(Pro-Con)
Topics:Camping,Shopping,TV,Uniforms,Computers,Superheroes,Cars,Conferences,Testing,Internet,Cellphones,Videogames,SocialMedia
Transitions:However,Ontheotherhand,Thenagain, but
PCFrames: Oneadvantageis…Forexample,…Anotherpositiveof…is…because…Anegativeaspectof___is…Inspiteofthepositivesof_____,
A&B,Lean?
JeffZwiers Understanding Language/SCALE
OUTPUT:TransitionImprov (Similar-Different)
Topic:Plantcells&animalcells
Transitions:However,Ontheotherhand,Thenagain, but
SDFrames: Unlikeanimalcells,plantcellshave____,which…Plant&animalcellsbothhave____,whichserveto……aresimilarto____inthattheyboth_____Animalcellsdifferfromplantcellsinthat_____
Animal cells Plant Cells
Oneturnwith;nextturnwithout
Lysosomes(digest food and break down waste)
Centrioles (pull chromosomes from nucleus during mitosis)
No cell wall
Cell wall(gives plant its shape)
Large vacuole (store nutrients and waste)
Chloroplasts(produce carbohydrates using photosynthesis)
Ribosomes(make protein)
Mitochondria(turns nutrients
into energy)
Cytoplasm
JeffZwiers Understanding Language/SCALE
Developing Oral Output with
“STRONGER Y CLEARER EACH TIME” Activities:
Stronger-Clearer Grid
1. Promptforanoriginalresponse2. Successivepartners:borrowandusethe
language,ideas,andevidence eachtime-->• Stronger (oftenlonger)withbettersupportingevidenceandexamples,and
• Clearer withmoreprecisetermsandlinked,organized,completesentences.
3. Scaffoldsarereducedduringtheactivity.
Designing“Stronger&ClearerEachTime”Activities
“Stronger&ClearerEachTime”Grid(Science)Ithinkit’slikewhentheteachermovedthatballaroundthelight.Itwastiltedandgotlesslight.
Ithinkthesungetsfurtherawaysoitmakesitwinter.
1stPartnerManuel
Switchpartners!
Whatcausestheseasonstochange?
I think the sun moves out far in winter and close in summer.
2ndPartner
Maybeseasonscomefromtheworldgoingaroundthesun.Andwemoveawayinwinterandcloseinsummer.
Ithinkit’slikewhentheteachermovedthatballaroundthelight.Itwastiltedandgotlesslight.Idon’tthinktheearthgoesfartheraway.Ifweareuponthetop,wegetwinterifwearetiltedaway.ButinAustraliaitssummer.
Ithinkthesungetsfurtherawaysoitmakesitwinter.
Switchpartners!
“Stronger&ClearerEachTime”Grid(Science)
Manuel
Whatcausestheseasonstochange?
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Ithinkit’slikewhentheteachermovedthatballaroundthelight.Itwastiltedandgotlesslight.
Ithinkthesungetsfurtherawaysoitmakesitwinter.
Maybeseasonscomefromtheworlditorbitsaroundthesun.Wemoveawayinwinterandcloseinsummer.
Idon’tthinktheearthgoesfartheraway.Ifweareuponthetop,wegetwinterifwearetiltedaway.ButinAustraliaitssummer.
3rdPartner
“Stronger&ClearerEachTime”Grid(Science)
Theearthistiltedandgoes‘roundthesun.Weareonthetop,sowearetiltedtowardthesun,soit’ssummer.Butinthesouth,likeinAustralia,itsopposite.Its’winter.Ithoughtwegotmorefaraway,butwearejusttilted.
Manuel
Whatcausestheseasonstochange?
summer. ------------------------The earth goes around the sun and it’s tilted. In summer we tilt toward the sun. In winter it’s opposite; we tilt away from the sun so it’s cold.
I think the sun moves out far away in winter and close in summer.---------------------
Practically Speaking: Interaction Mini-Circles
Name
Explainhow andwhy,whendividingtwofractions,youmultiplybythereciprocalofoneofthem.
Me (justtwoorthreekeywords,ifany)
1.
2.
3.
Me
“Stronger&ClearerEachTime”Grid
Whatwasthestrongestthemeorlifelessoninthisstory?Why?Howdoesthecirculatorysystemwork?HowdidtheCivilWarchangethenation?IttakesLisa,byherself,10hourstoplanttreesonanacreofland.IttakesLiz15hours,byherself.Howlongwouldittakeiftheyworktogether?Explain&justifyyoursolutionidea.
(Teachercanhavelistenersaskclarifyingandsupportingquestions)
Howdoauthorsofliteratureusecharacters,plot,and/orsymbolstoteachreadershowtobebetterpeople?
JeffZwiersJeffZwiers Understanding Language/SCALE
Fostering Constructive Conversations
Conversations Develop LANGUAGE w/ Loads of…
INPUT
OUTPUT
MINI-CHALLENGESJeffZwiers Understanding Language/SCALE
Conversation Develops CONTENT w/ Loads of…
CLARIFYING
SUPPORTING
THINKINGJeffZwiers Understanding Language/SCALE
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Eachtimeatopicisintroduced,everystudentthinks,
CultivatingaCULTUREofConversations
Todaywe’llbeginourunitontheAmerican
Revolution.“Ican’twaittosharemyideasandhearthoseofothers!” “I’lllearnand
rememberthisbetterbytalkingaboutit!”
“Ilikeitwhenpartnerspushmetothink,build,andclarify!”
“I’mopentochangingmymindandlearningnewideasfromothers”
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Laura:Ithinkairhasweight.Remembertheballoon?
Eli: Idisagree.Laura:Why?Eli: Cuz Ican’tfeelit.Canyou?
What makes conversations effective?
Alex:Whatcausedthefall?Carlos: Thebooksaiddiseaseandwar.Alex:Italsosaidcropsandpolitics.Carlos:Whataboutcrops?Alex:Theydrieduporsomethinglikethat.
Jeff Zwiers JeffZwiers Understanding Language/SCALE
ConstructiveConversationSkillsfor“BuildUp1”ModeGoal: 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
MATH:Justifywithreasoningbasedonmath
principles
• Ask?’s• Define• Elaborate• Paraphrase• Negotiate• Analogy
Jeff Zwiers JeffZwiers Understanding Language/SCALE
A:Ithinkshenotshareit(bread)B:Why?A:Cuz theotheranimalsnotwork;justlazy.B: Yeah.Idon’tthinktoshare,too.A:Why?B: Likemydad.Heworkformoney.Notwork,
nomoney.A: Yeah,noes justo.B: Notfair.Butteachersaidisgoodtoshare.A:Isharewhentheyhelp.MaybeIpainttheschool.It’smy
money,youknow?B: No.Maybeif…nopueden…trabajar (work),likethey’resick,
maybe.Butthisstoryanimalsarelazy.A:Isgoodtoshare,butnotallthetime,notwithlazies.
AssessaConversation– Build1Example(1st ELA)
ConstructiveConversationSkillsfor“Argue”Mode
Pose 1st Idea
Listening-Speaking
ClarifyIdea
Listening-Speaking
Support Idea Listening-Speaking
Build 1st Idea
Jeff Zwiers
Goal: Students collaboratively (but w/o teacher) build claims & ideas and then choose one of them, using the following skills:
JeffZwiers Understanding Language/SCALE
ConversationSkillsfor“Build>1&Choose(Argue)”Mode
Goal: Students collaboratively (but w/o teacher) build claims & ideas and then choose one of them, using the following skills:
Evaluate & Compare(Argue)
Listening-Speaking
Pose 2nd Idea
Listening-Speaking
Support Idea Listening-Speaking
ClarifyIdea
Listening-Speaking
Build Ideas
& Choose Best
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Fostering Conversations & Their Skillswith
Argument Balance Scale
ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE
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
ScaffoldforCollaborativeArgumentConversations:ArgumentBalanceScale
Claim vs.OppositeorDifferentClaim
Whichclaim’sreasons,evidence,andexplanationsweighthemost?
Jeff ZwiersJeffZwiers Understanding Language/SCALE
ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE
Claim/Position Claim/Position
“ConstructiveConversations”ActivityforAll4Skills: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
Jeff ZwiersJeffZwiers Understanding Language/SCALE
ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE
“ConstructiveConversations”ActivityforAll4Skills:ArgumentBalanceScale
Nothealthyfood
Expensivetorun
Needtoexercise
Notgoodmotivationforreading
Somekidsdon’tlikepizza
Jeff ZwiersJeffZwiers Understanding Language/SCALE
ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE
“ConstructiveConversations”ActivityforAll4Skills:ArgumentScale
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
Jeff ZwiersJeffZwiers Understanding Language/SCALE
ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE
2D-Scale
“ConstructiveConversations”ActivityforAll4Skills:ArgumentScale
Choose a side and argue why it “weighs more”
Jeff ZwiersJeffZwiers Understanding Language/SCALE
3-DVersion
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CONTACTINFORMATION
Email: [email protected]
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.