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Session 4: Living a Lesson Part 2

Elementary

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Welcome back to class!

• Please sit with different folks for this session.

• This is a continuation of Session 3.

•  We will work together to explore the impact of collaboration, specifically the use of protocols, on our understanding of text.

Refection and Introduction

• What is your response to this quote? Agree or disagree? Why or why not?

• Introduce yourselves at tables and give a brief answer to this question.

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Learning Targets

• I can effectively use protocols and other collaborative classroom structures in the 3-8 Modules develop students’ literacy skills.

• I can evaluate the rigor of students’ thinking and talk.

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Experiencing a Common Core Classroom

•Put your “student hat” on for this portion of our work. There will be lots of time to think like a teacher and ask questions about planning later after.

•Our purpose is for you to dig into the “subtle moves” that represent the shifts. While we are asking you to be “students,” be metacognitive about our choices/design.

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Four Corners• Move to a corner of the room based on

commonalities in your responses to a question.

• Once you physically move to a “corner,” discuss your thinking.

• One participant from each group shares the group’s ideas with the whole room.

• Participants in other groups/corners may move to that corner if they change their thinking.

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Four Corner Statements• The most important thing The Red Cross does is

organizing volunteers to provide relief and support to people struck by disaster.

• The most important thing the Red Cross does is providing billions of dollars in relief assistance to areas struck by disasters.

• The most important thing the Red Cross does is pre-position supplies in preparation for a natural disaster.

• The most important thing the Red Cross does is provide supplies like medicine, food and water to communities after they are struck by a disaster.

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Defend Your Choice

• Why did you choose this statement?

• What details from your note-catcher support the statement you chose?”

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Volunteers Needed!

• You will publicly participate in a conversation about the purpose of the Red Cross.

• You will know the criteria and be able to set goals.

• Other participants will take notes and offer their new learning.

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Learning Targets

•  I can participate in a Fishbowl discussion about the purposes of the Red Cross.

• I can listen to others and build on their ideas during a fishbowl discussion.

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Fishbowl Checklist

• Circle: relevant; draws; advocating

• Set 2-3 goals for yourself as a participant in the Fishbowl.

• Listeners/observers locate the Fishbowl Listening Note-Catcher.

(p. 94)

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Fishbowl Prompts

• From your perspective, what was the gist of the Red Cross text?

• What makes the Red Cross a multinational organization?

• What is the most important thing that the Red Cross does?

• What questions do you have for other members of this group about their understanding of the text?

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Reflection

• Participants: Complete self-reflection of goals

• Listeners/Observers: Complete note-catchers

• Share

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Learning Target Check-In

• I can participate in a Fishbowl discussion about the purposes of the Red Cross.

• I can listen to others and build on their ideas during a fishbowl discussion.

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Synthesize

Turn and talk to a partner about the impact of collaboration and use of protocols (the Fishbowl Protocol) on deepening your understanding of the text.

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Look at the Standards

Consult the Common Core Standards for Speaking and Listening at the appropriate grade level to look for evidence of the standards in the process you went through as learners.

(p. 95-96)

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Drafting a Rubric

• Gather in grade level groups of 4 or fewer.

• Locate the “Speaking and Listening Rubric Task Card” and the “Speaking and Listening Rubric Template.”

(p. 97-99)

• Follow the Task Card steps to draft a “Common Core Aligned Speaking and Listening Rubric.”

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Reflection on my Classroom Practice

“The teacher creates the conditions for student conversations and plans tasks where students are encouraged to talk about each other’s thinking” from Instructional Practice Evidence Guides

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Reflect in Writing

• How will the development of a speaking and listening rubric impact/support speaking and listening in my classroom?

(p. 100)

• If adapting modules, how will I ensure that students are tapping into peers’ thinking in order to deepen their own understanding?

(p. 100)

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Learning Target Check-In

Quietly journal regarding your progress on these learning targets:

(p. 100)

•I can effectively use protocols and the other collaborative classroom structures in the 3-8 Modules develop students’ literacy skills.

•I can evaluate the rigor of students’ thinking and talk.

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