pbll scaffolding interpersonal communication: critical thinking, group processes, & interviews...
TRANSCRIPT
Scaffolding Interpersonal Communication:
Critical Thinking, Group Processes, & Interviews
Cherice Montgomery, Ph.D.Brigham Young University
Assessing & Evaluating: Requirements
• Observe performance• Reflect on performance• Compare performance against criteria• Evaluate performance• Rate performance
Assessing & Evaluating: Scaffolds
• Can Do Statements• Observation Checklists (for Fishbowl Protocol)• Goal-setting Sheets• Reflection Sheets• Rubrics
Assessing & Evaluating: Can DosUse
Can Do Statement
s as a Self-
evaluationTool
Images: Amy Lenord & Cherice Montgomery
Assessing & Evaluating: Goals
Image: Sara-Elizabeth Cottrell
PersonalGoal-
setting&
Self-evaluation
Assessing & Evaluating: Goals
PersonalGoal-setting
& Self-evaluation
Image: Amy Lenord
Perfo
rman
ce
Crite
riaSc
affol
ding
• Is it simple?• Does it support
progression?• Is it scaffolded?
How good is it?
Image: Cherice Montgomery
Assessing & Evaluating: Rubrics
Assessing & Evaluating: Rubrics
Image: Sara-Elizabeth Cottrell
Self-evaluation
Assessing & Evaluating: Rubrics
Images: Thomas Sauer & Jefferson
County Public Schools
Assessing & Evaluating: Reflection
ABC Summar
yTicket Out Image:
Cherice Montgomery
Assessing & Evaluating: Reflection
3-2-1 Ticket Out
Image: Cherice Montgomery
Assessing & Evaluating: Tools
http://www.QuickRubric.com Image: Quick Rubric
1 2
3: Performance
Levels
1
4
Brainstorming: Requirements
• Identify topic• Generate ideas• Capture ideas• Prioritize ideas• Elaborate on ideas
Image: Andrew Lloyd Gordon
Brainstorming: Scaffolds• Concept Map• Examples• Picture Prompts• Question
Prompts• Sentence
Starters• Tools
当我们访问中国，我们要 ...
Images: AnswerGarden, Padlet, Popplet, Shilpin Patel,
SXC, Cherice Montgomery, TitanPad
Brainstorming: Instructions
• Form a group of 4.• Look at the prompt on your
paper. • Think about the prompt for one
minute.• Take turns sharing ideas.• List as many as possible in two
minutes.
Time to Think
Clear Time Limit
Comparing & Contrasting: Requirements
• Identify items for comparison• Determine inherent characteristics of each
item• Divide characteristics into categories
(same/different)• Generate contrasting descriptions
Comparing & Contrasting: Scaffolds• Source Material: Experiences, Pictures, Readings
• Characteristic Cards (that can be sorted into boxes or hula hoops)
• Graphic Organizers (Observation Worksheet, T-chart, Venn Diagram)
• Sentence Frames & Word Banks (for generating descriptive paragraphs)
Comparing & Contrasting: Examples
Images: 3M, Rosa H. Zayas, Renee
To view the Organizador comparar mito y leyenda,
visit: https://docs.google.com/file/d/0B-7Oowd7O_yqcDJQbnZ2UEJwT1U/edit
To view the Post-it Venn Diagram, visit: http
://www.post-it.com/3M/en_US/post-it/ideas/articles/venn-diagram
/To view the Amphibians Mammals Venn Diagram, visit http://3.bp.blogspot.com/-
g4HO_uUOMag/VgYW2tjAITI/AAAAAAABToc/ecDPqXsPFVk/s1600/animal-classification-venn.jpg
Comparing & Contrasting: Examples
Image: Danielle Kessie
Comparing & Contrasting: Examples
Images: Cherice Montgomery, et. al, Read, Write, Think
Decision-making: Requirements
• Frame the problem• Identify & evaluate relevant information• Hypothesize potential options• Determine pros and cons of each option• Weigh options and make a decision
Decision-making: Scaffolds
• Provide a context and brief, relevant information• Help students select a perspective or role• Identify options or categories of options for students• Provide graphic organizers or worksheets for
evaluating options• Determine a process for reporting and discussing
final decisions
Decision-making: Examples
Images: Rooks, Scholberg, &
Scholberg
Decision-making: Examples
Image: Mark Kelly
To view the POOCH – Problems, Options, Outcomes, Choices Graphic Organizer, visit: https
://s-media-cache-ak0.pinimg.com/564x/83/93/2f/83932f00b4e6b860289e5fe2e43dbb1c.jpg
Decision-making: Examples
Image: Teacher Created Resources
, Decision Skills
To view the Decision-making Graph, visit:
https://www.teachervision.com/tv/printables/TCR/0743932080_050.pdf
To view the Weighted Pros & Cons Graphic Organizer, visit:
http://www.decisionskills.com/uploads/5/1/6/0/5160560/worksheet_-_weighted_pros_and_cons.pdf
Debating: Prioritizing
Image: Idea Sandbox
Debating: Requirements
• A & B: Identify the issue• A: State an opinion on the issue• A: Support the opinion with relevant evidence
or info.• B: Evaluate the argument and offer
counterarguments• A: Justify and defend the opinion
Debating: Scaffolds• Brief statement that outlines key perspectives on the
issue• Sentence frames for stating opinions• Lists of possible evidence (examples, experiences,
statistics)• Graphic organizers for evaluating pros/cons• Sentence starters for elaborating and defending
opinions• Protocols for organizing the debate (i.e., Human
Graphing)• Tech tools for generating arguments (i.e., Tricider or
Solvr)
Debating: Examples
Images: Alberta Education, Chad Manis
To view the Controversy Matrix, visit: http://
www.dailyteachingtools.com/images/ControversyMatrix.jpg
To view the Senior High School Social Studies Course Organizer: Citizenship and Identity, visit:
http://www.learnalberta.ca/content/ProgramImages/368178/SS204_CO.png
Debating: Examples
Image: Tricider
Debating: Examples
Image: Tricider
Debating
Debating
Image:
To view the photo of Elementary Human Graphing, visit: http://2.bp.blogspot.com/_
O1Y1eii2QUA/R9ILtKR1-wI/AAAAAAAAACU/33PMRUJPxwc/s320/IMG_0537.jpg
Debating
Images: University of Nottingham
To view Promover el trabajo colaborativo, visit:
http://www.cepjerez.net/joomla/attachments/article/297/5_Handouts%20ES_revisado_final.pdf
To view Reglas básicas para los alumnos, visit:
http://www.cepjerez.net/joomla/attachments/article/297/5_Handouts%20ES_revisado_final.pdf
Giving Feedback: Requirements
• Observe performance
• Notice patterns in performance
• Identify what is effective
• Identify no more than 3 changes or suggestions
• Provide concrete strategies for improvement
• End with encouragement
Giving Feedback: Scaffolds• Checklists or observation sheets
• Feedback protocols with instructions
• List of possible patterns of success/problems
• Graphic organizer for capturing ideas for +/change
• Sentence frames
• List of possible strategies for improvement
• List of expressions for encouraging someone
Giving Feedback: Examples
Image: Cherice Montgomery
Giving Feedback: ProtocolsInstructions:1) Form a group of 4.2) Present your project.3) Presenter tells what they thought was EFFECTIVE (30 seconds).4) The group uses Feedback Sentence Starters to comment on effective facets (1-2 min.).5) The presenter turns his/her chair so their back is facing the group.6) The group discusses the project (positives and things that need attention) (1-2 minutes).7) The presenter takes notes (but does NOT respond to the group’s comments).8) The group applauds the presenter and moves to the next person’s presentation.
Interviewing: RequirementsA: Interviewer
• Ask for information
• Ask for clarification
• Confirm understanding
• Respond politely
B: Interviewee
• Ask for clarification
• Describe or explain (events, people, places, problems)
• Narrate (sequence of events)
• Circumlocute
Interviewing: PreparationHow might you adapt this for a project-related
interview?
PreparationMaking the
Appt.ProcessContentCultural
BehaviorsLanguage Patterns
Wrapping Up
Image: Give a Grad a Go
To view Your Interview Prep Pack, visit: https://s-media-cache-ak0.pinimg.com/736x/b9/e7/c7/b9e7c7b29127611d18a11bdb5941a87e.jpg
Interviewing: ProcessHow might you adapt this for a project-related
interview?
PreparationMaking the
Appt.ProcessContentCultural
BehaviorsLanguage Patterns
Wrapping Up
Image: Picture
Interviewing: LanguagePrepare Students for the Languag
e
Image: Cherice Montgomery
Interviewing: ScaffoldsPossible Scaffolds:
• Getting Into the Interview• Getting Through the
Interview• Getting Out of the Interview
Image: Stephen Tschudi
Interviewing: Mock Interviews
How could you use this model to create your own simulated interviews for
students in the target
language?Image:
My Interview Simulator
Interviewing: Rating
Image: Cherice Montgomery
Credits• Alberta Education. (2005, December). Senior high school social studies course organizer:
Citizenship and identity. LearnAlberta.ca. Retrieved June 29, 2016, from http://www.learnalberta.ca/content/ProgramImages/368178/SS204_CO.png
• AnswerGarden. (2016). AnswerGarden Logo. AnswerGarden. Retrieved June 29, 2016, from http://www.answergarden.ch/
• Case, Anny & Cherice Montgomery. (2012). Supporting opinions with evidence. Big Ideas in Small Packages.
• Cottrell, Sara-Elizabeth. (2015, August 24). Announcing the 2015 updated performance assessment rubric: Proficiency goals and my language tasks. Musicuentos. Retrieved June 21, 2016, from http://musicuentos.com/2015/08/rubric-201/ Direct link: https://drive.google.com/file/d/0BynGkcdGirDJaktJb0JSTkdybEk/view Shared with permission.
• Cottrell, Sara-Elizabeth. (2015, August 24). Announcing the 2015 updated performance assessment rubric: World language rubric. Musicuentos. Retrieved June 21, 2016, from http://musicuentos.com/2015/08/rubric-201/ Direct link: https://drive.google.com/file/d/0BynGkcdGirDJaktJb0JSTkdybEk/view Shared with permission.
• Decision Skills. (n.d.). Weighted pros and cons. DecisionSkills.com. Retrieved June 26, 2016, from http://www.decisionskills.com/uploads/5/1/6/0/5160560/worksheet_-_weighted_pros_and_cons.pdf
• Give a Grad a Go. (n.d.). Your interview prep pack. Give a Grad a Go. Retrieved July 30, 2016, from https://s-media-cache-ak0.pinimg.com/736x/b9/e7/c7/b9e7c7b29127611d18a11bdb5941a87e.jpg
Credits• Gordon, Andrew Lloyd. (2015, August 7). Brainstorm ideas notes pen. Pixabay. Retrieved June 30,
2016, from https://pixabay.com/en/brainstorm-ideas-notes-pen-1076587/ Used under a CC0 Public Domain License. Free for commercial use. No attribution required.
• Idea Sandbox. (n.d.). Prioritizer - Sandblog: Remarkable ideas to grow your business. Idea Sandbox. Retrieved June 29, 2016, from http://www.idea-sandbox.com/innovation-tools/prioritizer/
• Kelly, Mark. (2008/2013, February 12). POOCH – Problems, options, outcomes, and choices. VCE IT: Visualising thinking. Retrieved June 30, 2016, from http://vceit.com/p/visthink-index.htm Direct link: https://s-media-cache-ak0.pinimg.com/564x/83/93/2f/83932f00b4e6b860289e5fe2e43dbb1c.jpg
• Kessie, Danielle. (2010). Navidad: Los Estados Unidos y Argentina. Used with permission.
• Lenord, Amy. (n.d.). Assessment tools: Conversation circle rubric. Language Coaching by Amy Lenord. Retrieved March 15, 2016, from http://www.amylenord.net/assessment-tools.html Used under a Creative Commons Attribution, Non-commercial, Share Alike License.
• Lenord, Amy. (n.d.). Assessment tools: Progressive quiz. Language Coaching by Amy Lenord. Retrieved March 15, 2016, from http://www.amylenord.net/assessment-tools.html Used under a Creative Commons Attribution, Non-commercial, Share Alike License.
Credits• Manis, Chad. (2014). Controversy matrix. Daily Teaching Tools. Retrieved June 29, 2016, from
http://www.dailyteachingtools.com/images/ControversyMatrix.jpg
• Montgomery, C., Sederberg, B., Tyrol, M. R., & Stevenson, S. (1998). A Standards-Based Thematic Unit. National K-12 Foreign Language Resource Center. Available for free download from: http://wayback.archive-it.org/855/20101103145624/http://nflrc.iastate.edu/pubs/units/unitsList.html
• Montgomery, Cherice. (2002/2016). ABC activity. Pages from the Panic File. Retrieved June 29, 2016, from http://languagelinks2006.wikispaces.com/Closure+Activities
• Montgomery, Cherice. (2012). Human graphing in FLANG 276. Used with permission.
• Montgomery, Cherice. (2016). Interviewing: Peer Feedback for Class Mock Interviews. Project-based Language Learning & Interculturality Intensive Summer Institute. National Foreign Language Resource Center at the University of Hawai’i at Mānoa. Retrieved from http://project-basedlanguagelearning.wikispaces.com/Giving+Feedback
• Montgomery, Cherice. (2016). Language for interviewing. Project-based Language Learning: Scaffolding Language. Retrieved June 29, 2016, from http://project-basedlanguagelearning.wikispaces.com/Language
• Montgomery, Cherice. (2012). Paper cut store in China.
Credits• Montgomery, Cherice. (2016). Sample sentences for giving effective feedback. Giving Effective
Feedback. Retrieved June 30, 2016, from http://project-basedlanguagelearning.wikispaces.com/Giving+Feedback
• Montgomery, Cherice. (2014). The transformative power of performance-based assessment. The Language Educator, p. 45. Retrieved March 15, 2016, from http://www.cssu.org/cms/lib5/VT01000775/Centricity/Domain/34/Transformative%20Power%20of%20Performance-Based%20Assessments.pdf
• Montgomery, Cherice. (2016). 3-2-1 ticket out. LanguageLinks2006: Closure Activities. Retrieved June 29, 2016, from http://languagelinks2006.wikispaces.com/Closure+Activities
• My Interview Simulator. (n.d.). My interview simulator online edition. My Interview Simulator. Retrieved June 29, 2016, from http://myinterviewsimulator.com/My%20Interview%20Simulator-Online%20Edition/player.html
• Padlet. (2016). Padlet Logo. Padlet. Retrieved June 29, 2016, from http://www.padlet.com/
• Patel, Shilpin. (2003, May 13). Post it. FreeImages.com. Retrieved July 27, 2015, from http://www.freeimages.com/photo/post-it-1421810 Used under a FreeImages.com Content License.
• Picture. (2006). How to interview using a questionnaire. Picture. Retrieved June 29, 2016, from http://www.worldenough.net/picture/English/ivw_new/ivw.htm
Credits• Popplet. (2016). Popplet Logo. Popplet. Retrieved June 29, 2016, from http://www.popplet.com/
• Quick Rubric. (n.d.). Create a rubric. Quick Rubric. Retrieved June 18, 2016, from https://www.quickrubric.com/r#/create-a-rubric
• Read, Write, Think. (2004). Compare and contrast chart graphic organizer. Read, Write, Think. Retrieved June 26, 2016, from http://effectiveinstructionalstrategies.weebly.com/uploads/7/4/2/3/7423204/3651229.png?317
• Renee. (2015, September 26). Animal classification. Fantastic First Grade Froggies. Retrieved June 30, 2016, from http://www.fantasticfirstgradefroggies.com/2015/09/animal-classification.html
• Direct link: http://3.bp.blogspot.com/-g4HO_uUOMag/VgYW2tjAITI/AAAAAAABToc/ecDPqXsPFVk/s1600/animal-classification-venn.jpg
• Rooks, George, Scholberg, Diana, & Scholberg, Kenneth. (1982). Conversar sin parar. Newbury House. Available: http://www.amazon.com/Conversar-Sin-Parar-George-Rooks/dp/0883772221
• Sauer, Thomas. (2011, August). World languages performance assessment rubric. Jefferson County Public Schools. Retrieved June 21, 2016, from https://resourcesfromgreg.wikispaces.com/file/view/JCPS+Rubric+Color.pdf
• Sauer, Thomas. (n.d.). World languages: Performance assessments—Grading guidelines. Jefferson County Public Schools. Retrieved June 21, 2016, from https://resourcesfromgreg.wikispaces.com/file/view/Rubric%20Conversion.pdf/324624344/Rubric%20Conversion.pdf
Credits• Screencastify. (n.d.). Screencastify screenshot. Screencastify. Retrieved June 22, 2016, from
https://www.screencastify.com/
• Teacher Created Resources, Inc. Decision-making graph. Graphic Organizers, Grades 4-8. Retrieved June 26, 2016, from https://www.teachervision.com/tv/printables/TCR/0743932080_050.pdf
• 3M. (2016). Venn diagrams. Post-it. Retrieved June 30, 2016, from http://www.post-it.com/3M/en_US/post-it/ideas/articles/venn-diagram/
• http://www.post-it.com/3M/en_US/post-it/ideas/articles/venn-diagram/
• TitanPad. (2016). TitanPad Logo. TitanPad. Retrieved June 29, 2016, from http://www.titanpad.com/
• Tricider. (2012). How do you teach critical thinking? Tricider. Retrieved May 15, 2012, from http://tricider.com/en/brainstorming/MHZs
• Tricider. (2016). How do you think scaffolding helps students? Tricider. Retrieved June 30, 2016, from http://www.tricider.com/brainstorming/36UZtgnA7fR
• Tschudi, Stephen. (2016). Survival sheet. Project-based Language Learning & Interculturality Intensive Summer Institute. National Foreign Language Resource Center. University of Hawai’i at Mānoa. Retrieved June 29, 2016, from https://docs.google.com/document/d/10A8IOfj5YB0TV2Ux7MJCD0lgPkMDAc3TCsVYfYGB5As/
Credits• University of Nottingham. (2010). Reglas básicas para los alumnos. Promover el trabajo
colaborativo. University of Nottingham. Retrieved June 5, 2012, from http://www.cepjerez.net/joomla/attachments/article/297/5_Handouts%20ES_revisado_final.pdf
• Zayas, Rosa H. (n.d.). Organizador comparar mito y leyenda. Google Docs. Retrieved August 4, 2014, from https://docs.google.com/file/d/0B-7Oowd7O_yqcDJQbnZ2UEJwT1U/edit
• (2010, October 26). Chinese papercut. StockXchg. Retrieved May 28, 2015, from http://www.sxc.com/150187_2572.jpg Used under a Standard StockXchg License.
• Human graphing. Retrieved 2014 from http://2.bp.blogspot.com/_O1Y1eii2QUA/R9ILtKR1-wI/AAAAAAAAACU/33PMRUJPxwc/s320/IMG_0537.jpg
Scaffolding Interpersonal Communication:
Critical Thinking, Group Processes, & Interviews
Cherice Montgomery, Ph.D.Brigham Young University