19-10-23 Kentucky Day 2 - p · 2019-10-23 · Vocabulary Activity, Gallery Walk, Think-Pair-Share,...
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10/22/19 1 Jeff Zwiers October 23, 2019 jeffzwiers.org/GRREC [email protected] Understanding Language Language,Literacy,&Learning in the ContentAreas Jeff Zwiers The Power of Authentic Communication in Every Lesson: Workshop Time and Next Steps AGENDA 1. Review Yesterday’s Ideas 2. Academic Conversation Supports 3. Enhancing Instruction & Curriculum 4. PD and Observation Tools 5. Next Steps Jeff Zwiers Understanding Language Language,Literacy,&Learning in the ContentAreas Jeff Zwiers Understanding Language Language, Literacy, &Learning in the Content Areas Jeff Zwiers Come up with three key takeaways from yesterday and plan a presentation for teachers at your school to communicate these ideas. (e.g., “I really think our teachers should know/do _____ so I think we should ____________) Review Meet with another group to share what you would/will do. Understanding Language Language, Literacy, &Learning in the Content Areas Jeff Zwiers Enhancing Activities with the 3 Features of Authentic Communication Read & answer questions, Create a group poster, Writing organizer, Whole class discussion, Simulation/dramatization, Literature Circles, Solve Math Problems in Groups, Take notes, Write an Essay, Watch a video, Writers’ Workshop, Socratic Seminar, Four Corners, Oral Presentation, Vocabulary Activity, Gallery Walk, Think-Pair-Share, Jigsaw, Projects (PBL) Enhance ALL Activities with & for Authentic Communication Requires & Helps to Build Key Idea(s) Requires & Helps to Clarify & Support Requires & Helps to fill Info Gaps Make sure students know that they are talking and listening to build up a key idea Give students different texts, or prompt them to share different perspectives/knowledge Have students ask each other at least one clarify and support question each. Read & answer questions, Create a group poster, Writing organizer, Whole class discussion, Simulation/dramatization, Literature Circles, Solve Math Problems in Groups, Take notes, Write an Essay, Watch a video, Writers’ Workshop, Socratic Seminar, Four Corners, Oral Presentation, Vocabulary Activity, Gallery Walk, Think-Pair-Share, Jigsaw, Projects (PBL) Enhance ALL Activities with & for Authentic Communication Requires & Helps to Build Key Idea(s) Requires & Helps to Clarify & Support Requires & Helps to fill Info Gaps Have students illustrate a key sub-idea that is useful to them and other students for a bigger idea Students in each group read different texts beforehand; share posters in pairs--groups Have students ask each other clarify and support questions from the perspective of eventual viewers; practice oral sharing
Transcript of 19-10-23 Kentucky Day 2 - p · 2019-10-23 · Vocabulary Activity, Gallery Walk, Think-Pair-Share,...
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JeffZwiersOctober23,2019jeffzwiers.org/[email protected] 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
ThePowerofAuthenticCommunicationinEveryLesson:WorkshopTimeandNextSteps
AGENDA
1. ReviewYesterday’sIdeas2. AcademicConversationSupports3. EnhancingInstruction&Curriculum4. PDandObservationTools5. 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
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 in t h e
C o n t e n t A r e a sJeffZwiers
Comeupwiththreekeytakeawaysfromyesterdayandplanapresentationforteachersatyourschooltocommunicatetheseideas.
(e.g.,“Ireallythinkourteachersshouldknow/do_____soIthinkweshould____________)
Review
Meetwithanothergrouptosharewhatyouwould/willdo.
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 in t h e
C o n t e n t A r e a sJeffZwiers
EnhancingActivitieswiththe3FeaturesofAuthentic
Communication
Read&answerquestions,Createagroupposter,Writingorganizer,Wholeclassdiscussion,Simulation/dramatization,LiteratureCircles,SolveMathProblemsinGroups,Takenotes,WriteanEssay,Watchavideo,Writers’Workshop,SocraticSeminar,FourCorners,OralPresentation,VocabularyActivity,GalleryWalk,Think-Pair-Share,Jigsaw,Projects(PBL)
Enhance ALL Activities with & for Authentic Communication
Requires &Helps toBuildKeyIdea(s)
Requires &Helps toClarify& Support
Requires &Helps tofillInfoGaps
Make sure students know that they are talking and listening to build up a key idea
Give students different texts, or prompt them to share different perspectives/knowledge
Have students ask each other at least one clarify and support question each.
Read&answerquestions,Createagroupposter,Writingorganizer,Wholeclassdiscussion,Simulation/dramatization,LiteratureCircles,SolveMathProblemsinGroups,Takenotes,WriteanEssay,Watchavideo,Writers’Workshop,SocraticSeminar,FourCorners,OralPresentation,VocabularyActivity,GalleryWalk,Think-Pair-Share,Jigsaw,Projects(PBL)
Enhance ALL Activities with & for Authentic Communication
Requires &Helps toBuildKeyIdea(s)
Requires &Helps toClarify& Support
Requires &Helps tofillInfoGaps
Have students illustrate a key sub-idea that is useful to them and other students for a bigger idea
Students in each group read different texts beforehand; share posters in pairs--groups
Have students ask each other clarify and support questions from the perspective of eventual viewers; practice oral sharing
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Read&answerquestions,Createagroupposter,Writingorganizer,Wholeclassdiscussion,Simulation/dramatization,LiteratureCircles,SolveMathProblemsinGroups,Takenotes,WriteanEssay,Watchavideo,Writers’Workshop,SocraticSeminar,FourCorners,OralPresentation,VocabularyActivity,GalleryWalk,Think-Pair-Share,Jigsaw,Projects(PBL)
Enhance ALL Activities with & for Authentic Communication
Requires &Helps toBuildKeyIdea(s)
Requires &Helps toClarify& Support
Requires &Helps tofillInfoGaps
Academic Conversation Activities
3rd Observer Notes
Astalkersconverse,observertakesnotesontheIdeaBuildingNote-TakingForm,cards,orsomethingsimilar.
3rd Observer Notes"Ifyoudon'twantahousebuilt,hidethenailsandwood.Ifyoudon'twantamanunhappypolitically,don'tgivehimtwosidestoaquestiontoworryhim;givehimone.Betteryet,givehimnone.Lethimforgetthereissuchathingaswar.Ifthegovernmentisinefficient,top-heavy,andtax-mad,betteritbeallthosethanthatpeopleworryoverit.Peace,Montag.GivethepeopleconteststheywinbyrememberingthewordstomorepopularsongsorthenamesofstatecapitalsorhowmuchcornIowagrewlastyear.Cramthemfullofnoncombustibledata,chockthemsofullof'facts'theyfeelstuffed,butabsolutely'brilliant'withinformation.Thenthey'llthinkthey'rethinking,they'llgeta sense ofmotionwithoutmoving.Andthey'llbehappy,becausefactsofthatsortdon'tchange.Don'tgivethemanyslipperystufflikephilosophyorsociologytotiethingsupwith.Thatwayliesmelancholy.(Bradbury,1953)
Workwithapartnertoco-constructwhatyouthinkisthemostimportantthemefromthistextandhowitmightconnecttotoday.Youcanusetheskills(clarifyandsupport)tobuilduponethemeorbuilduptwoideasandthendecidewhichisstronger,etc.
3rd Observer Coaching
Makesuggestionssilentlyonstickynotes,andverballywhenneeded.
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
A:So,whatdoyouthinkthepoemisabout?B:Ithinkmaybesomethinglike,Yougotta be
yourself.Whatdoyouthink?A:Ithinkit’saboutbeingoutinnature,that
it’sgoodtoseeplants…Oh,OK,So,whydoyouthinkit’sabout‘beyourself’?
B: Cuz itsayshedoesn’twanttobegrowinginclustersinthevalley,andstandalone,andlikenotstuckinapotofdirt.
A: Ilikethat.Andthetitleis“Identity”B: Yeah…
Howdoesthathelpus?A:Identitymeanshowyou’redifferent...
Observer-CoachCoachingCardsIdentity (excerpt,byJulioNoboa Polanco)
Letthembeasflowers,alwayswatered,fed,guarded,admired,butharnessedtoapotofdirt.I'dratherbeatall,uglyweed,clingingoncliffs,likeaneaglewind-waveringabovehigh,jaggedrocks.
I'dratherbeunseen,andifthenshunnedbyeveryone,thantobeapleasant-smellingflower,growinginclustersinthefertilevalley,wherethey'repraised,handled,andpluckedbygreedy,humanhands.
IfIcouldstandalone,strongandfree,I'dratherbeatall,uglyweed.
Buildupthefirstideafirst
How does the title support the idea?
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Observer-CoachCardsK: So,whydosquidshaveink?M: Tohide.K: Ithinkit’stoscaresharks…
OK,saymoreabouthiding.M: Theyhideintheink.K: Yeah…
OK,sowhydotheyhideintheirink?M: Whentheygetscared,likemaybeasharkcomeforthem.K: OK,Ithinktheygotinkto...,theyscaresharks,andtheyescape.Likethepicturehere.M: OK,sowhatnow?...
Howdotheyescapewithink?K: Theyletitout;itmakesacloud
sothey,youknow,canswimaway.M: Anditpoisonsthefish?K: Idon’tknow;Ithinkjellyfisharepoison.M: Ihatejellyfish.K: Metoo…
C:How do they escape with ink?
Asktoclarify(Why…)
Stayfocusedonprompt/purpose
Buildupthefirstideafirst
(3rd Observer Coaching)
Both paintings depict Washington and troops crossing the Delaware River on Dec. 25, 1776.
WhichpaintingshouldbeshownintheNationalGallery?Why?(Buildupbothsidesoftheargumentandevaluatewhichsideisbettersupported.Don’tforgettoclarifyandsupportwithevidencetomakebothsidesasclearandstrongaspossible.)2011
1851
Idea/Claim 1
CollaborativeArgumentNotes
Idea/Claim 2
ConversationPrompts
ELALiterature:CollaborativelydecidewhetherornotAtticusshouldtakeastandtodefendTomRobinson.Co-buildbothsidesupwithevidencefromthetextandexplainhowtheevidencesupportseachside.Thendecidewhichsideweighsmoreandwhy.Usesupportlanguagesuchassupport,evidence,because…Alsoremembertouseeffectivenonverbalcommunication.
q Thereisanengagingpurposeforconversingthatrequiresbuildinguponeormoreacademicideas(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…”
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 in t h e
C o n t e n t A r e a sJeffZwiers
• Analyzeyourcurrentunit(s)toseehowclearthebigidea(s)(conceptsorclaims)are.
• Analyzehowwellthelessonshelptobuilduptheidea(s)
• Designormodifyalessonusingsomeoftheideasfromthesetwodays.
WorkshopTime
PD and Observation
Tools
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ConversationSkills &Features COAT NotesCollaborativelybuildone ormoreideastothemaxPoseoneormorerelevant&buildableidea(s)& choosethebestone(s)tobuildSupportidea(s)with evidence,examples,explanations;accuratecontentClarify(define,askquestions,elaborate,paraphrase,etc.)Evaluateandcompareideastochoosestrongest/heaviestafterbuildingupboth/allsides(ifit’sanargument)Use disciplinarythinking(e.g.,cause-effect,interpret,understandotherperspectives,bias,analyze,…)Takeappropriateturns(build on;respectfullychallenge;don’tinterrupt,etc.)Value eachother’sideasNonverbalcommunicationCo
nversatio
nObservatio
n&Ana
lysis
Tool CommunicationLook-Fors
• Howwelldoestheactivity(orteacher)requireand/orhelpstudentstobuildupameaningfulidea?
• Howwelldoestheactivity(orteacher)requireand/orhelpstudentstoclarifyandsupporttheidea?
• Howwelldoestheactivity(orteacher)requireand/orhelpstudentstofillinformationgaps?
• Howmuchdostudentspushthemselvesandotherstodomorethanthebareminimum?
1.Purposefulbuildingofideas
(clarifying&supporting)
2.Informationgaps
3.Attentiontonecessarylanguage
4.Engagement&Agency
READING&Viewing
Just focused on answering questions
Could provide different texts
Could have used some modeling
Not much agency in answering ?s
WRITING&Creating
Students do more than the “bare minimum”
Write to fill reader gaps
Frames useful for #1
Allowed to be creative
LISTENING&Watching
Could have used a “building” focused G.O.
Could use A and B forms
I need to model listening
Just trying to fill in the note page
SPEAKING Push selves to clarify/support
Audience not know the topic
Sentence frames do serve 1 & 2
Talks to help build idea
CONVERSING Not push partners to clarify or support
Not enough gap for this convo
Text-based notes do support lang.
Prompt not engaging enough
SOURCES:Admin/CoachObservationData;TeacherData&Insights(PLCresults);StudentWork&Assessments;StudentReflections,Interviews,&Surveys
Identify Authentic Communication Strengths and Needs
Whatideaareyoubuildingupinthisclass?
Canyouclarifywhatyoumeanby_____?
Canyousupporttheideawithevidence(reasoning,examples,etc.)?
Whyisthisideaimportanttolearn?
Howdoestalkingwithothershelpyoulearn?
Whydoyoureadandwriteinthisclass?
StudentInterviewToolIdea:
CreateYourOwnObservationTool
Next Steps
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Improvepair-shares:A)MorepromptingforpurposefulbuildingofideasthatdependsonbridginginfogapsB)Listenerpromptstalkertoclarify andsupport inordertohelpbuildupideaC)StructuretimeforAandBstudents(e.g.,Pro-Con)
Have2nd and3rd pair-shares(e.g.,Stronger-Clearer)inwhichstudentspractice,pushandarepushedtosupport ideasandclarify,tobuildupideas
Weavebuildingideas,clarifying, andsupporting intoallactivitiesanddiscussions(wheneverstudentsread,write,listen,speak,converse)
Modelconversations&analyzethemforskills(clarify &support )forbuildingideas
Havestudentsengageinconversations(e.g.,collaborativearguments)tobuildupideas,andself-assess.(10Khrs)
Havestudentsbecomeandbenefitfromthirdobserverswhocoachpeersintheirconversations.
Strivetocreateinstructionandassessmentthatarecenteredonstudents’buildingofimportantideas inthedisciplines.
PD InquiryProcess
How can I develop/improve ____________________,
evidenced by _____________, by _____________
Teach/Do& Gather Evidence
• Usenew&adaptedinterventionsandstrategies
• Gatherdataonstudentlearning(Formative,self-,peer-,summative;fromfocalstudents)
Analyze Evidence
• Usestudentwork,casestudies,conversations,video,observations
• Findpatterns,surprises,gaps• Whatisevidenceshowingandnot
showing?• Brainstormfactorsthatcaused
thepatterns
Reflect & Plan
• Clarifywhatteachingandlearningshouldlooklike
• Agreeonevidencetogatherthatshowschanges
• Create&adjustcoachingpractices• Makeaplanforobservationsand
datacollection
Teach/Do& Gather Evidence
• Usenew&adaptedinterventionsandstrategies
• Gatherdataonstudentlearning(Formative,self-,peer-,summative;fromfocalstudents)
Analyze Evidence
• Usestudentwork,casestudies,conversations,video,observations
• Findpatterns,surprises,gaps• Whatisevidenceshowingandnot
showing?• Brainstormfactorsthatcaused
thepatterns
Reflect & Plan
• Clarifywhatteachingandlearningshouldlooklike
• Agreeonevidencetogatherthatshowschanges
• Create&adjustcoachingpractices• Makeaplanforobservationsand
datacollection
How can I develop/improve authentic communication across
activities, evidenced by increased student quantity and quality of student
language use, by enhancing activities using the 3
Features
PD InquiryProcess
Instructional&CurricularIntervention(s)(Classroom)
•
EVIDENCE
•
SignificantDifferencesinStudents(StudentEvidence)
•
TOOLS•
•
Systems,Leadership,y/oPDIntervention(s)• EVIDENCE
Use an Improvement Model
Instructional&CurricularIntervention(s)(Classroom)
• Focusonconversations acrossdisciplines• EnhanceRWLSactivitieswithauthentic
communicationfeatures
EVIDENCE
• Conversationevidence:(video/audio,observationnotes,relatedwriting)
• Observationnotes• TeacherSurveyresultsandinterviews
SignificantDifferencesinStudents(DesiredStudentEvidence)
• Students’conversationshavemoreandlongerturns• Students’abilitiestoco-buildideasshowsignificant
growthasshownonourConversationAnalysisTool(more&betteruseofclarifyingandsupporting)
• Growthinwrittenresponsesthataredirectlyconnectedtoconversationwork
• Studentsurveyswithitemsfocusingonvalueofconversations,studentagency,
TOOLS• COATtool
Systems,Leadership,y/oPDIntervention(s)
• TrainadminonwhattolookforconversationallyEVIDENCE• EncouragePLCstofocusonconversations--------> - PLCNotes• UseInstr.Roundsfocusedonconversations- Instr.RoundsTool• Usepartofstaffmeetingstohighlightconversationwork
Improvement Model Sample
JeffZwiers|[email protected] |jeffzwiers.org/GRREC
Conclusion
“Languageisthebloodofthesoulintowhichthoughtsrun
andoutofwhichtheygrow.”‒OliverWendellHolmes
