New Mexico Talk to Learn revised for 45 min. ppt

Talk to Learn:

Talk to Learn Elizabeth Bailey, Presenter

Admit Slip:

Admit Slip Describe a great classroom discussion/debate/dialogue. What problems have you experienced when you allow students to “discuss” in class?

Pair-Share:

Pair-Share Share with 2 or 3 persons seated near you Share out/ Record

How do move students from boredom to engagement?:

How do move students from boredom to engagement?

Get them talking!!:

Get them talking!!

Essential Questions:

Essential Questions What does accountable talk look like and sound like? How do we promote accountable talk in the classroom? How do we manage accountable talk in the classroom?

When do we use Talk in the classroom?:

When do we use Talk in the classroom? Brainstorm

Accountable Talk: What is it?:

Accountable Talk: What is it? Appropriate and responsible to the learning community Appropriate in the context of the discipline Adheres to rigorous thinking standards Taken from “ Principles of Learning: CD ROM Reference Manual .” Institute for Learning. University of Pittsburgh

Review Skit :

Review Skit Planner p. 25

How do we promote accountable talk?:

How do we promote accountable talk? Intentionally teaching the skills of discussion Using carefully constructed, scaffolded questions Filling our toolbox with strategies that encourage discussion Providing a “safe” environment

Scaffold Discussion Skills:

Scaffold Discussion Skills Planner 23-25 Make the learning objective clear ( e.g. instruct, inquire, test, describe, hypothesize) Provide sentence starters on poster or ppt Remind students of the kind of language that fits the learning objective Be patient: Student discussion may be stiff at first; more natural with practice.

Let’s try it:

Let’s try it Objectives: Evaluate predictions of obsolescense based on your experience and expertise http://www.businessinsider.com/21-things-that-became-obsolete-this-decade-2009-12#pdas-1 21 Things That will become obsolete in the next 10 years

Prepare to discuss with Think-Pair-Share:

Prepare to discuss with Think-Pair-Share Read “21 Things . . . Obsolete” Use INSERT to have a conversation with the text ( 5) Identify the one you agree with most strongly and the one you disagree with most strongly Think about your reasons for agreement and disagreement; make brief notes.

Discuss :

Discuss Choose a partner Knee-to-knee Whose birthday is closest to today’s date? Begin with one (agree or disagree) and share thoughts: I agree/disagree with this because. . . (1 min.) Partner responds, asks questions to which speaker responds (p. 25) 2 min. Partner becomes speaker; repeat

Debrief :

Debrief Share out How could you use this strategy in your class? (Consider variety of objectives) Is this more appropriate to activate prior knowledge or review new learning? Why?

Craft Questions :

Craft Questions Which is more important the right question or the right answer? Why?

Discussion—and thinking—is not driven by answers...:

Discussion—and thinking—is not driven by answers... …but by questions Questions Answers Define tasks Signal a stop in thought Express problems Delineate issues

Q-Chart :

Q-Chart Is Did Can Would Will Might Why How When Where What Who

Example: Pledge of Allegiance :

Example: Pledge of Allegiance “I pledge allegiance to the Flag of the United States of America and to the Republic for which it stands, one nation under God, indivisible, with liberty and justice for all.”

Remember:

Remember What are the words of the Pledge?

Understand:

Understand What do indivisible, liberty, and justice mean?

Apply :

Apply How does the Pledge of Allegiance apply to your life?

Analyze :

Analyze When would the words “and to the Republic for which it stands” be of most importance to the country?

Evaluate:

Evaluate How well do you think the Pledge achieves its purpose? Suggest improvements.

Create:

Create Can you write a contract between yourself and a friend that includes an allegiance to a symbol that stands for something you both believe in?

Practice Writing Questions for “The Fox and the Goat” 9:

Practice Writing Questions for “The Fox and the Goat” 9 By an unlucky chance, a fox fell into a deep well from which he could not escape. A goat passed by and asked the fox if he needed help. The fox said, “Have you not heard? There is going to be a great drought, so I jumped down here in order to be sure to have water by me. Why don’t you come down too? When the goat jumped into the well, the fox hopped upon her back and managed to escape from his difficulty. Remember , never trust the advice of a man in trouble. Remember, Understand, Apply, Analyze, Evaluate, Create

What are some strategies that promote discussion?:

What are some strategies that promote discussion? Whole group Pair-Share Small groups (3-4) Give clear, written and verbal instructions Ask one student to repeat the first thing the group should do Ask another student to repeat what that student said Allow students to answer questions independently first Accountability/Product (poster, share out, graphic organizer, answer questions, etc.) Set time limit Use strategies that get students thinking

Literacy Strategies that lead to discussion:

Literacy Strategies that lead to discussion RAFT (small groups, panel discussions, pair-share) 13, LAC 110 Anticipation Guides ( LAC 113) Frayer Model ( LAC 120) Proposition & Support 11 SOAPS

SOAPSTone: Subject & Occasion 2-4 :

SOAPSTone: Subject & Occasion 2-4 What is the S ubject? The general topic, content, and ideas contained in the text. Students should be able to state the subject in a few words or a short phrase What is the O ccasion? The time and place of the piece; the current situation. It is particularly important that students understand the context that encouraged the writing to happen.

SOAPSTone: Audience & Purpose:

SOAPSTone: Audience & Purpose What is the A udience? The group of readers to whom this piece is directed. The audience may be one person, a small group, or a large group; it may be a certain person or a certain people. What is the P urpose? The reason behind the text. Many students do not even consider this question. Until they do, they will not be able to examine the argument or its logic.

SOAPSTone: Speaker & Tone:

SOAPSTone: Speaker & Tone Who is the S peaker: The voice that tells the story. In a nonfiction piece, knowing who the writer is involves knowing biases and background information that affect his/her perspective. What is the T one? The emotional content often reveals satire or bias, both important to clear understanding of meaning and reliability.

SOAPS:

SOAPS Read “Woodstock Notion” Use SOAPS during reading Use SOAPS for discussion about reading Reflect and add to Learning Log

Penny for Your Thoughts:

Penny for Your Thoughts Some students do all the talking Some students never talk

Penny for Your Thoughts:

Penny for Your Thoughts Procedure Form small groups of 3-5 Choose one of the obsolete predictions Respond to the statement (Drop 1 penny in cup) Agree or disagree (explain) If you agree, then we should do _________ Respond (1 penny; response from all not required) I agree/disagree with you because . . . I don’t understand; What do you mean by___? Reflect and Add to Learning Log

4 Corners Debate:

4 Corners Debate Where do you stand on ________ (an issue that relates to your subject)? Strongly agree Somewhat agree Somewhat disagree Strongly disagree Meet with your group and prepare a 1 minute presentation with support Listen to the opposing argument Ask questions, offer rebuttal

Dialogue:

Dialogue Approach someone who sees a problem differently not as an adversary, but as a colleague in common pursuit or better solution

Socratic Seminar:

Socratic Seminar A collaborative, intellectual dialogue about a text (book, essay, article, quotation, song, painting) with open-ended questions Main purpose is to arrive at a fuller understanding of the ideas and values in the text, of ourselves, and of each other.

Socratic Seminar: Facilitator’s Role:

Socratic Seminar: Facilitator’s Role Ask challenging, open-ended questions Keep up with flow of ideas (take notes) Move discussion along by asking follow-up questions

Socratic Seminar: Participant’s Role:

Socratic Seminar: Participant’s Role Prepare for the discussion as directed Think, listen, speak candidly about your thoughts, reactions, ideas Stay focused on the person who is speaking and wait your turn to talk Agree or disagree in a courteous, thoughtful manner focusing on ideas, not individuals

What kind of questions would Socrates ask?:

What kind of questions would Socrates ask? Clarity: Could you elaborate further? Could you give me an example? Accuracy: How can we determine if that is true? How can we verify your statements? Precision: Could you be more specific? Could you provide more details? Relevance: How does that relate to the issue? How does that statement align with the question?

More questions:

More questions Depth: What are some of the complexities of this question? What factors need to be considered? Breadth: Do we need to consider another point of view? Do we need to look at this from a different perspective? Logic: does what you say follow from the evidence? Does all of this make sense? Significance: Is this the central idea? Is this the most important issue to consider? Adapted from Dr. Richard Paul, Director of the Foundation for Critical Thinking at Sonoma State University

Goal of Socratic Seminar:

Goal of Socratic Seminar Students will think for themselves rather than just learn “right” answers.

How do we manage the talk?:

How do we manage the talk? Participation by all students Numbered Heads Colored pencils Individual as well as group product (graphic organizer, etc.) Noise level Practice modulating noise level Model Establish cues (hand raised, lights blink, a key word, etc.) Time Timer Write minutes left on board Time keeper

Assessing Discussion:

Assessing Discussion Discussion as learning tool, not grading tool Formative assessment tools Checklist Video tape Self-evaluation Group evaluation Teacher conference Socio gram of discussion

Discussion as performance assessment :

Discussion as performance assessment Panel discussion (12-14) Formal debate Socratic seminar (15-19)

Essential Questions:

Essential Questions What does accountable talk look like and sound like? How do we promote accountable talk in the classroom? How do we manage accountable talk in the classroom?

Your Questions?:

Your Questions?

Reflect: an exit slip:

Reflect: an exit slip What have I learned about student discussion that I can use in my class?