INTRO TO ELA: Flipping the Script & Building a Culture of Collaboration, Part 2

Follow up from NOVEMBER

With one other person at your table share successes:•T-actions: How did you try to flip the script after November Pro Sat?•S-actions: How have your students reading, writing, discussions improved thanks to the steps you took to flip the script?

What was difficult?

Welcome!

Our Goals:•Reflect on what is hard about flipping the script & student-collaboration?

•Problem-solve with another ELA teacher who has a different gap.

•Commit to flipping the script with specific next steps

Time

10 min. Celebrate Progress

10 min. Reflection & Self-Diagnosis

40 min. Partner Discussion: Causes & Culture Solutions

10 min. Email to MTLD or accountability partner

5 min. Closing & Exit Ticket

Diagnose your own culture of collaboration & discussion:

1. When your students work in partners or groups, how clear are they about WHAT they should be doing and HOW they should do it? What is your student-evidence of this?

2. When your students work in partners or groups, to what extent is purposeful discussion happening? What student-evidence/ student-work are you thinking about?

3. How clear do you think your students are about WHY they should strive to own more of the reading, writing, & talking? About WHY they should strive to peacefully & effectively communicate with each other? What student-evidence are you considering?

4. What has been difficult about flipping the script? Where have you and your students struggled? What is the biggest habit holding your studnets back right now?

Handout 2: Which Problems & Causes Sound Most Like Your Problems?

Prevalent ELA-Delta Culture Gaps:A. Students aren’t completing the ACTUAL READING of the text effectively in partners

or groups because they aren’t crystal clear on the expectations or because they aren’t invested in reading in partners/ groups.

B. Students aren’t completing the ACTUAL TALKING about the text effectively in partners or groups because they aren’t crystal clear on the expectations or because they aren’t invested in becoming better communicators.

C. Some groups work better than others once students are working.

D. Different groups work at different rates during group/ partner reading & discussion, such that you really aren’t sure who knows what by the end of class.

E. Students don’t know their progress as communicators, so they are starting to revert back to old habits of less constructive-discussion.

Appendices A-E: Researching & Discussing Solutions

• 20 minutes per partner•1st: Explain what’s happening with your students•2nd: Read the proposed solutions in the appendices.•3rd: Consider whether these proposed solutions will help you solve your problems!•4th: Set next steps!•Goal = Determine a specific aligned to your problem & have one person to help hold you accountable for next steps.

Soft copy of HANDOUTS with RESOURCE LINKS: http://tinyurl.com/FlipTheScript2

Flip the script graphic

What will be different about your students in January?