CM Structured Student Talk - revisited March 2015

Transcription

1 REV March 2013 CM Structured Student Talk - revisited March 2015 Structured Student Talk- revisited 1. Backward Design Goal: Design instruction that addresses the cognitive and linguistic demands required to meet stated student learning goal. Develop student learning goal, with both content and language objectives Determine cognitive and linguistic demands of student outcome Identify required brick and mortar Divide learning sequence into discrete, measurable tasks or skills; checks for understanding Tab 1, CM analysis tools Tab 2, CM lesson planner and Chunking Protocol 2. Language as Part of Content Teaching Goal: Create opportunities to learn both content brick and functional mortar throughout instruction. Offer language frames at multiple proficiency levels Ensure frames support flexible use of language Model frames throughout learning sequence Provide corrective feedback Tab 1, Thumbnail sketch Tab 2, Function tools Ways We Express Our Thinking hand-out 3. Oral Language Practice Goal: Structure peer interaction for students to use in speech - the target language of the learning goal. Group students purposefully Align oral language practice to student outcome Model and practice routines Monitor student engagement and production of target language Hold students accountable Tab 3, Oral language routines Tab 3, Grouping rating scale Discussion Cards 4. Interactive Reading and Note-making Goal: Use comprehension strategies and note-taking tools to facilitate the navigation of complex text and increase student independence. Determine and draw attention to critically important elements or sections of text Develop and support note-taking to improve analytical reading Model thinking aloud to reinforce metacognitive skills Pair note-taking with oral language practice Tab 3, Dialectical journal Tab 5, Content-specific note-taking tools Tab 5, Think Aloud protocol 5. Academic Writing Support Goal: Provide tools and facilitate processes that support students in producing complex academic writing. Use tools that address genre-specific structure and language Deconstruct models and samples for target language and thinking Provide rubrics to clarify expectations Prepare students to use language independently Tab 2, CM summary template Tab 3, Genre drafting templates Tab 5, Content-specific writing tools CM Student Flipbook 6. Continuous Improvement Goal: Engage in individual and group reflection regarding ways to improve student achievement and refine explicit language instruction. Maintain lesson plans and document instructional practice Collect and reflect on student achievement data Participate in and contribute to conversations about student outcomes Share artifacts, work samples, and successful classroom strategies Tab 2, CM lesson planner E.L. Achieve Implementation Guide CM Planning Process hand-out Refining our Practice rubrics 1 How do I know which routine to use? Know your purpose! I want my students to review for an upcoming test. Which routine should I use? Lines of Communication? Numbered Heads Together? Give One, Get One? Partner Talk: What considerations will help me decide wisely? 2 Match the routine to the purpose Student Talk Routines are NOT Created Equal Sharing Collaborating - Adapted from Fisher & Fry, Collaborative Learning: Ensuring Students Consolidate Understanding (2012) 3 E.L. Achieve 1

2 Let s try it out page 6.34 Ø One reason began was that. (effect) (cause) Ø led to / contributed to. (cause) (effect) Ø A critical factor leading to was the fact that. (effect) (cause) 4 Let s try it out Think, Write, Pair, Share Step 1: Read any two of the four excerpts on page Summarize the information concisely into two of the boxes for causes of the Great Depression. My first My second Step 2: Using two of the cause and effect sentence patterns, language from the student flipbook, or your own words, craft a complete sentence to express your ideas in your best academic English. Be prepared to share your sentences with a partner. Step 3: At the signal, get up and share your sentences with a partner from another table. Listen to your partner s sentences and write them down. Be prepared to share with the large group. 5 Debrief What were some of the learning benefits from this routine? Ø Discussed the essential content of the lesson. Ø Practiced using academic cause and effect language. Ø Through partner discussion, increased confidence to share a response with the larger group. 6 E.L. Achieve 2

3 Examine the elements and reflect Was it Sharing or Collaborating? Sharing Collaborating 7 Know your Purpose Consider the purpose for interactive activities. It may be for: Fluency: Getting miles on the tongue Flexibility: Putting sentences together in different ways to express different ideas Depth: Supporting conversations to elaborate and grow ideas Shine: Collecting assessment data Which of these options was the primary purpose of the previous TWPS activity on the Great Depression? 8 8 Two Questions to Consider: 1. At which point in the lesson will the routine be used? In which GRR phase? 2. How will you expect the students to use the information after the routine? Let s address these questions one at a time. 9 E.L. Achieve 3

4 GRR & Structured Student Talk Focus Lesson (I do) & Guided Instruction (We do) Routines lean towards the sharing end of the spectrum as students link new concepts to prior knowledge Collaborative Learning (You do together) Routines lean toward the problem-solving or collaboration end of the spectrum. Independent Practice (You do on your own) Use what you learned and shine! 10 Let s try it out (round 2) My first My second Think, Write, Pair, Share with limited argumentation Step 1: Refer to the language resources on the next slide with ways to pose a question and support your thinking. Step 2: At the signal, get up and find a new partner. Listen to one of your partner s sentences. Then, pose a question to get more information or find out where your partner found that information. Step 3: Your partner will then answer your question and, if possible, cite the text as part of the response. 11 Language for Academic Discussions Pose a Question & Support Your Thinking Q: How (why) did cause lead to effect? A1: led to because (since/due to the fact that). A2: The text doesn t say, but it could be due to the fact that. Q: What information from the text did you reference to create that statement? A1: On page, the text states,. A2: Based on the information on page, about, I concluded that resulted in. 12 E.L. Achieve 4

5 Debrief What additional learning benefits did you notice in round 2? Ø The conversation progressed from sharing to limited argumentation. Ø The essential lesson concepts were discussed in more depth. Ø Students practiced using more sophisticated language for respectful academic dialogue. 13 Examine the elements and reflect How was round 2 different from round 1? Sharing Collaborating 14 Two Questions to Consider: 1. At which point in the lesson will the routine be used? In which GRR phase? 2. How will you expect the students to use the information after the routine? 15 E.L. Achieve 5

6 How will the students use the information? to add to notes for future reference? to write a summary paragraph? to take a multiple-choice test? to participate in a Socratic Seminar? Ensure that the routine selected provides students with both the cognitive and linguistic knowledge and skills they will need for the next stage of the learning process. 16 Imagine the activity expanded further (final round) Think, Write, Pair, Share, Argue Step 1: Consider now that we ve learned about the causes of the Great Depression, what could have been done differently, before it began, to lessen its impact on the economy and people s lives? Jot down your ideas. My second My first Step 2: At the signal, get up and find a new partner. Create a mini-poster with: a) your graphic organizer, numbering the causes 1 to 4 from most to least important, b) two sentences proposing steps that could have been taken beforehand to lessen the impact of the Great Depression. Both partners should contribute to the graphic organizer and the proposed solutions. Step 3: Be prepared to share why your idea would have helped. If had, then would have because would have. 17 Let s try it out (final round) If had, then would have because would have. If investors had bought stocks based on value instead of speculation, then the stock market crash would have been avoided because stock prices would not have been artificially inflated. If farmers had agreed to lower crop production, then the price of produce would not have fallen so dramatically because the supply of food would have more closely matched the demand. If had, then would have because would have. the president the government consumers 18 E.L. Achieve 6

7 Debrief What additional learning benefits occurred in this round? Ø Students used higher order thinking skills. Ø Students had to think creatively about what they had learned and propose a policy that would have helped. Ø There is an enriched exchange of ideas when students must prioritize causes and justify their thinking. 19 Students learn by explaining Students who can verbally explain why they arrived at a particular answer have proved in prior studies to be more able to catch their own incorrect assumptions and generalize what they learn to other subjects. Sara D. Sparks tkn=znof4%2fzqzqzkfzgcto%2b4qv0g%2frpkendfuytj&cmp=soc-edit- FB 20 Match the routine to the purpose Student Talk Routines are NOT Created Equal What structured student talk routines will you include in the lesson you are writing today? Sharing Collaborating How do those routines prepare students for success on the performance task? - Adapted from Fisher & Fry, Collaborative Learning: Ensuring Students Consolidate Understanding (2012) 21 E.L. Achieve 7

8 Tab 1, CM analysis tools Tab 2, CM lesson planner and Chunking Protocol note-taking tools to facilitate the navigation of complex text and increase student independence. Tab 3, Dialectical journal Tab 5, Content-specific note-taking tools Tab 5, Think Aloud protocol Tab 1, Thumbnail sketch Tab 2, Function tools Ways We Express Our Thinking hand-out Tab 2, CM summary template Tab 3, Genre drafting templates Tab 5, Content-specific writing tools CM Student Flipbook Tab 3, Oral language routines Tab 3, Grouping rating scale Discussion Cards Tab 2, CM lesson planner E.L. Achieve Implementation Guide CM Planning Process hand-out Refining our Practice rubrics REV March 2013 CM Structured Student Talk - revisited March 2015 Break Planning Time 23 Six Skills Elements of CM Instruction insert At the end of the planning time, you will have the opportunity to share your 1. learning goal 2. dominant function and essential bricks & mortar 3. structured student talk strategy 4. reading / note-making strategy 5. academic writing support 1. Backward Design Goal: Design instruction that addresses the cognitive and linguistic demands required to meet stated student learning goal. Develop student learning goal, with both content and language objectives Determine cognitive and linguistic demands of student outcome Identify required brick and mortar Divide learning sequence into discrete, measurable tasks or skills; checks for understanding 4. Interactive Reading and Note-making Goal: Use comprehension strategies and Determine and draw attention to critically important elements or sections of text Develop and support note-taking to improve analytical reading Model thinking aloud to reinforce metacognitive skills Pair note-taking with oral language practice 2. Language as Part of Content Teaching Goal: Create opportunities to learn both content brick and functional mortar throughout instruction. Offer language frames at multiple proficiency levels Ensure frames support flexible use of language Model frames throughout learning sequence Provide corrective feedback 5. Academic Writing Support Goal: Provide tools and facilitate processes that support students in producing complex academic writing. Use tools that address genre-specific structure and language Deconstruct models and samples for target language and thinking Provide rubrics to clarify expectations Prepare students to use language independently 3. Oral Language Practice Goal: Structure peer interaction for students to use in speech - the target language of the learning goal. Group students purposefully Align oral language practice to student outcome Model and practice routines Monitor student engagement and production of target language Hold students accountable 6. Continuous Improvement Goal: Engage in individual and group reflection regarding ways to improve student achievement and refine explicit language instruction. Maintain lesson plans and document instructional practice Collect and reflect on student achievement data Participate in and contribute to conversations about student outcomes Share artifacts, work samples, and successful classroom strategies 24 E.L. Achieve 8

9 CM Planning Process Design instruction The CM Planning Process A. Analyze content B. Design instruction Complete the analysis process (pp ) and chunking protocol (p ) when beginning a new lesson or unit. 1. Develop a learning goal that includes both a content and a language objective. 2. Envision and anticipate what you expect students to produce. 3. Determine the dominant and supporting functions students will be required to use. 4. Identify the essential content-specific brick and functional mortar students will need for the outcome. 5. Assess the alignment between the language of the task and the language of the text. 6. Chunk a larger outcome into discrete, measurable skills or tasks. For each chunk of essential learning, use the planning tool (p.2.34) and the design process below. 1. When opening the lesson or Laying the Groundwork, the teacher: establishes outcome and expectations (I do) builds prior knowledge (I do / We do) introduces and models use of vocabulary (I do / We do/ You do) presents graphic organizer (I do / We do/ You do) previews text (I do / We do/ You do) 2. When teaching the new content or as students are Learning the Material, the teacher: deconstruct text (I do / We do) demonstrate process (I do / We do) facilitate language practice (I do / We do / You do) arrange collaborative work (You do) prompt, cue, question (We do) 3. When students are Applying the Learning, they: produce academic writing (You do) problem-solve (You do) produce target language (You do) read, write, and think analytically (You do) 25 E.L. Achieve 9