DevelopingAcademic Speaking and Conversation Skills in ...
Transcript of DevelopingAcademic Speaking and Conversation Skills in ...
10/23/16
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JeffZwiersNewHaven
October24,2016jeffzwiers.org/oct24
Developing AcademicSpeakingandConversationSkillsinEveryLesson
BasicPair-Share
TransitionImprovs
ConstructiveConversations
Stronger&ClearerEachTimeActivities
Fortifying Paired Interaction
JeffZwiers
BuildConversationSkills
Formativeassessment
Prep,Tasks,Prompts
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Challenges
ALDNetwork.org
IncreasingQuantity
IncreasingQuality
ORALOUTPUT
#ofstudents#ofminutes
StrengthClarity
#ofstudentsinback-n-forthconversations
Co-ConstructionCollaborativeArguingConversationSkills
CONVERSING
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1. OralOutput isone-way,one-time,clear&strongcommunicationofideas&thinking.
2. Conversationsareback-and-forthinteractionsinwhichparticipantsbuildononeanother’sideastobuildupideasthatweren’tintheirmindsbeforetalking.
3.H
Idea
Think-pair-shares,Answeringteacherquestions,Jigsaws,Gallerywalks,Oralpresentations
DevelopingAcademicLanguagewithOralOutput&Conversations
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Developing Oral Output with
TRANSITION IMPROV Activities
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?
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TransitionImprov (For-Against)
Topics:Fracking,adding limetosoiltolowerpH,geneticengineering,nuclearenergy,stemcellresearch,human-causedclimatechange,wolfreintroduction,de-extinction,zoos,preservingwetlands,cornasfuel,extraterrestriallife,desalination,…
Transitions:However,Ontheotherhand,Thenagain, but
PCFrames: Onereasonfor…is…Forexample,…Evidencethatsupports…is…because…Areasonagainst…is…Forexample,…Evidencethatdoesnotsupport…is…because…
A&B,Lean?
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
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TransitionImprov (TwoViews)
Views:PatriotsLoyalists
Transitions:However,Ontheotherhand,Thenagain, but
Frames: The___thoughtthat…Many___believedthat…Adifferentperspectiveheldby___wasthat…Intheeyesof___...
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Developing Oral Output with
“STRONGER Y CLEARER EACH TIME” Activities:
Stronger-Clearer Grid
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1. Promptforanoriginalresponse2. Successivepartners:borrowandusethe
language,ideas,andevidence eachtime-->• Stronger (oftenlonger)withbettersupportingevidenceandexamples,and
• Clearer withmoreprecisetermsandlinked,organized,completesentences.
3. Scaffoldsarereducedduringtheactivity.
Designing“Stronger&ClearerEachTime”Activities
Name Whathappenswhenculturesmeetandwhy?
Me Bad,wars
1.2.3.
Me
“Stronger&ClearerEachTime”GridIthinkit’sbothgoodandbad.Likeyoulearnfromeachother,butalsoyoucanfight.
Ithinkbadthingshappenwhenculturesmeet,likewars.
1stPartnerLisa
Switchpartners!
Don’tforgettouse
examples.
Whathappenswhenculturesmeetandwhy?
Mario both,learn
(PRE)Bad things happen when they meet. Wars start.
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Name Whathappenswhenculturesmeetandwhy?
Me Bad,wars
1.2.3.
Me
Mario both,learnJuan religion,Aztecs,Spain
Culturesmeetandbadthingshappenlikewar.Butgoodthings,too,likeyoucanlearnotherlanguage.
Ithinkit’sbothgoodandbad.Likeyoulearnfromeachother,butalsoyoucanfight.
Whenculturesmeeteachother,ithelpsustolearnhowotherslive,liketheirreligion.Butwarscanhappen,liketheAztecsandSpain.
Ithinkbadthingshappenwhenculturesmeet,likewars.
Switchpartners!
Don’tforgettouse
examples.
“Stronger&ClearerEachTime”Grid
Lisa
Whathappenswhenculturesmeetandwhy?
2ndPartner
Whenculturesmeeteachother,ithelpsustolearnhowotherslive,liketheirreligion.Butwarscanhappen,liketheAztecsandSpain.
Ithinkit’sbothgoodandbad.Likeyoulearnfromeachother,butalsoyoucanfight.
Ithinkbadthingshappenwhenculturesmeet,likewars.
Culturesmeetandbadthingshappenlikewar.Butgoodthings,too,likeyoucanlearnotherlanguage.
3rdPartner
“Stronger&ClearerEachTime”Grid
Whenculturesmeet,isbadandgood.Badcuz theyfightwars,likethey’redifferent.SpainthoughttheywerebetterthantheAztecs.Andgoodcuzyoucanlearnlanguages,likeSpanish,andnewreligion.
Lisa
Whathappenswhenculturesmeetandwhy?
Theylearnthingsfromeachotherlikenewfoods.Butsomeculturesthinkthey’rebestandshouldcontrolit.Theystartwarsoverit.
(PRE)Bad things happen when they meet. Wars start.
------------------------(POST)When cultures meet, is both bad and good. Bad cuz they fight, like the Aztecs and Spain. Spain thought they were better so they took over. Good cuz of new food and languages and religion.
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LookingatStudentWork(Before&AfterGridPartners)
PRE
POST
Understanding Language/SCALEJeffZwiers
LookingatStudentWork(Before&AfterGridPartners)
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Practically Speaking: Interaction Mini-Circles
Stronger & Clearer ActivityContext• 4thgradeScienceclass
• EarlyAdvancedspeakers.
• Havereadanddiscussedenergyconversion
• Focusonstrongerandclearermessagesusingexamples.
ThisClip
• Promptis:Whatisenergyconversion?• Danieltalkstothreedifferentpartners• Lookforifandhowhisresponsebecomesstronger(idea-wise)and clearer(language-wise)
• Reflectonwaystoimprovehisresponseand/ortheactivity.
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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)
Howcanliteratureinspirereadershowtobebetterpeople?
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Fostering Constructive Conversations
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Eachtimeatopicisintroduced,everystudentthinks,
CultivatingaCULTUREofConversations
Todaywe’llbeginourunitontheAmerican
Revolution.“Ican’twaittosharemyideasandhearthoseofothers!” “I’lllearnand
rememberthisbetterbytalkingaboutit!”
“Ilikeitwhenpartnerspushmetothink,build,andclarify!”
“I’mopentochangingmymindandlearningnewideasfromothers”
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Feedback
Lisa:Ithinkthedogwashisbestfriendinthestory.Edgar:Iwouldliketoaddtoyouridea.Mydogran
awaylastyearandwefoundhiminthepark.Lisa:Whichpark?Edgar:Theonebythetrainstation.Lisa:ItookatraintoSanJoselastweek.
Laura:Ithinkairhasweight.Remembertheballoon?
Eli: Idisagree.Laura:Why?Eli: Cuz Ican’tfeelit.Canyou?
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Alex:Whatcausedthefall?Carlos: Thebooksaiddiseaseandwar.Alex:Italsosaidcropsandpolitics.Carlos: Allofthem,Iguess.
Feedback
Mansur: Ithinktherearedifferentwaystosolveit.Lynn: So?Justdowhattheteacherdid.Mansur: Butwhydidsheturnthefractionover?Lynn: Whocares?Justturnitover.Mansur:OK.
3a 9ab
3c - 6 c - 4÷ 2
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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
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Constructive Conversations in 9th ELAContext• Sheltered9thgradeEnglishclass(taughtbyPatrickHurley)
• Intermediateandearlyadvancedspeakers.
• HavereadToKillaMockingbirdandOfMice andMen
• Focalconversationskill:supportingyourideaswithexamplesfromatext.
• Promptsontheboard
ThisClip• Discussthemaintheme:“whatdoyouthinkanimportantthemeinthisbookis?”“Animportantthemeofthisbookisrealcourage'”
• Theyprompteachother:“Whatdoescouragemean?”“Canyouelaborateonthat?”“Canyougiveanexamplefromanotherbook?“Howdoesthisapplytoourlife?”
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Conversation Prompt: Talk about ways to approach and answer the question (i.e. What is the length of a side of the square, given the radius of the circle?) and justify your ideas.
A: It says to “write down the length of a side of the inner square in terms of r.” What does it mean?
B: There’s no numbers so we gotta use r, maybe.A: We can measure it. Here’s a ruler. You do it. B: OK. Just half across the circle. That’s the radius. Looks
like 1 inch. And the square side is like around 1 and a half.A: So r is 1, and it’s another half. So, like 1 and a half times r.B: But what if r isn’t 1? A: What do you mean? We measured.B: It says ‘in terms of r.’ We got a number; not with r. A: Maybe it’s close enough.
ConstructiveConversationExcerpt- Geometry
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ConstructiveConversationExcerpt- History
B:Thearticle’sabouttheBostonMassacre.ButIdon’tthinkitwasamassacre.
A:Whatdoyoumean?Lookatthepicture.B:Idon’tthinkithappenedlikethat,andlike
onlyfivepeoplewerekilled.That’snotamassacre.Amassacremeanslotsofpeopledie.
A:Maybetheywantedtomakeitsoundreallybad.Likeinthepainting.
B:Butwhy?A: MaybegetpeoplemadtofightagainsttheBritish.Theydidn’tall
wanttofight.Likerichpeople,maybe.B:Theymightlosetheirmoneyordie.A: Sowasitalietocallitamassacre?B: Idon’tknow.Probably,butitworked,right?Itgotthewargoing.A: Butitwaslying.Idon’tthinkpeopleshouldlie,evenifithelped
usgetfreefromEngland.
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:
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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
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ScaffoldforCollaborativeArgumentConversations:ArgumentBalanceScale
Claim vs.OppositeorDifferentClaim
Whichclaim’sreasons,evidence,andexplanationsweighthemost?
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
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ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE
Claim/Position Claim/Position
ScaffoldforAll4Skills:ArgumentBalanceScale
Should cigarette smoking be illegal?Yes No
Reason/Evidnc/ExpSmokerdiesevery8sec
Reason/Evidnc/ExpSecondhandsmokekills
Reason/Evidnc/ExpHealthcare costs
Smokerdiesevery8sec
Second-handsmokekills
Health-carecosts
Botherspeoplealot
Lotsoflitter
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ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE
ScaffoldforAll4Skills: ArgumentBalanceScale
TaxRevenues
Righttosmokeinhome
Keepsfrombeingover-weight
Taxunhealthyfoodtoo?
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ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE
Should cigarette smoking be illegal?
Claim/Position Claim/PositionYes No
Reason/Evidnc/ExpRight to smoke
Reason/Evidnc/ExpTax revenues
Reason/Evidnc/ExpAnd unhealthy food?
Compare the evidence on both
sides (use criteria)
Reason/Evidnc/ExpSmokerdiesevery8sec
Reason/Evidnc/ExpSecondhandsmokekills
Reason/Evidnc/ExpHealthcare costs
ScaffoldforAll4Skills: ArgumentBalanceScale
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ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE
2D-Scale
3-DVersion
Choose a side and argue why it “weighs more”
ScaffoldforAll4Skills: ArgumentBalanceScale
JeffZwiers Understanding Language/SCALE
Constructive Conversations in 8th ELAContext• 8thgradeEnglishclass
• EarlyIntermediatetoEarlyAdvancedspeakers.
• Havereadarticlesonsmoking
• Focalconversationskill:supportingyourideaswithexamplesandevaluatingthem.
ThisClip• Eachstudentchoseasidetoargueonwhetherornottobansmoking.• Theyusebalancescalevisualandpaperclipstoshow“weight”ofevidence• Theyprompteachothertosupportandevaluatewith“Why?”
questions
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Math Paired Conversation ProtocolSupposeittakestheAlmondRiver6monthstofillareservoir,byitself,andittakesBelfairRiver12monthstofillit,onitsown.Ifbothareflowingintothereservoir,howlongwillittaketofillit?
CONTACTINFORMATION
Email: [email protected]: jeffzwiers.org/oct24
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.