15-9-25 houston ppt - p.pptx

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Jeff Zwiers September 25, 2015

Region 4 ESL/Bilingual Conference | Houston, TX

Handouts: hJp://aldnetwork.org/page/Sept25

Bulking Up Oral Language and ConversaPons in Every Lesson

Objectives from Today

ALDNetwork.org ALDNetwork.org Understanding Language

Increase QuanPty

Increase Quality

SPEAKING

# of students # of minutes

Strength Clarity

# of students # of back-‐n-‐forth conversa?ons

Co-‐Construc?on (& Co-‐Choosing) of Ideas

CONVERSING

InstrucPonal ShiZs for Teaching Diverse Students

Culture of comparing, compe?ng,

& the individual

Understanding, Building, Using Whole Ideas

FROM TO

Culture of CollaboraPon, & Co-‐construcPon

Piling up pieces, “paying” for points,

& playing school

ALDNetwork.org Understanding Language

Memoriza?on CommunicaPon

ALDNetwork.org

RaPonale for Talking to Learn

“Lev Vygotsky (1978) proposed that there is a close rela?onship between the use of language as a cultural tool (in social interac?on) and the use of language as a psychological tool (for organising our own, individual thinking). He also suggested that our involvement in joint ac?vi?es can generate new understandings which we then 'internalise' as individual knowledge and capabili?es.”

–Neil Mercer

Academic Language Development PracPces

Cross-‐cu_

ng

Founda

Ponal

High Im

pact

Guiding learning w/ FormaPve Assessment & Scaffolding

Designing Language & Literacy AcPviPes & Lessons

Modeling language &

skills

Clarifying language &

skills


Using Complex Texts ForPfying Oral Output Fostering ConversaPons 1.   Oral Output is one-‐way,

one-‐?me, clear & strong communica?on of ideas & thinking.

2.   ConversaPons are back-‐and-‐forth interac?ons in which par?cipants build on one another’s ideas to build up ideas that weren’t in their minds before talking.

3.  H


Idea

Think-‐pair-‐shares, Answering teacher ques5ons, Jigsaws, Gallery walks, Oral presenta5ons

Developing Academic Language with Oral Output & ConversaPons

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Developing Oral Output with

TRANSITION IMPROV Activities

TransiPon Improv AcPvity: Pro-‐Con

Topics: Camping, Shopping, Traveling, TV, Uniforms, Computers, Superheroes, Cars, Conferences, Tes?ng, Internet, Cell phones, Video games

Transi5ons: However, On the other hand, Then again, but

PC Frames: One advantage is … For example, … Another posiPve of … is… because… A negaPve aspect of ___ is … In spite of the posiPves of _____,


A & B, Lean?

TransiPon Improv Features & Advantages

What does this type of acPvity do for students? d

•  Face-‐to-‐face communica?on with an informa?on gap

•  Real ?me thinking to speaking •  Structure so both need to listen and speak •  Academic language supports •  Use evidence •  See mul?ple perspec?ves


TransiPon Improv (Similar-‐Different)

Topic: Plant cells & animal cells


SD Frames: Unlike animal cells, plant cells have ____, which … Plant & animal cells both have ____, which serve to… … are similar to ____ in that they both _____ Animal cells differ from plant cells in that _____ ALDNetwork.org Understanding Language

Animal cells Plant Cells

One turn with; next turn without

No cell wall Round shape Centrioles (pull chromosomes from nucleus during mitosis)

Cell wall Rectangular shape Chloroplasts (produce carbohydrates using photosynthesis)

Ribosomes (make protein)

Mitochondria (turns nutrients

into energy)

OUTPUT ACTIVITY: TransiPon Improv: (Two Views)

Views: Patriots Loyalists


Frames: The ___ thought that … Many ___ believed that… A different perspecPve held by ___ was that… In the eyes of ___...


Developing Oral Output

with

“STRONGER Y CLEARER EACH TIME” Activities:

• Opinion Continuum •  Stronger-‐Clearer Grid

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1.  Prompt for an original response (e.g., explana?on, long answer, opinion, idea, etc.).

2.  Each student says idea to successive partners, listens, and then borrows and uses the language, ideas, and evidence of others each ?me they talk.

3.  Responses become stronger (oben longer) with becer suppor?ng evidence and examples.

4.  Responses become clearer with more precise terms and linked, organized, complete sentences.

5.  Scaffolds are reduced during the ac?vity.

ForPfying Oral Output with “Stronger & Clearer Each Turn” AcPviPes?

I’m on the not ban side. In my opinion, video games are kinda good. I know some games you shoot people, but some teach you.

I’m on the ban side, but not all the way. In my opinion, games should be banned because war video games show kids how shoot others. But some teach you about life.

I am on the far right side. Even though some video games are violent, a lot are educa?onal. We have a a right choose what we play, too.

3rd Partner Silvia

I think video games are bad cuz they show violence.

Student Model of “Stronger & Clearer Each Time”

BAN | | | | NOT BAN

Video Games Banned or Not? Me

I am just leb of the middle. Even though some video games are good, violent ones should get banned. Kids’ minds get violent. Some games can teach to solve problems and learn, which made me move over toward NOT BAN.

Stronger and Clearer AcPvity: Opinion ConPnuum

J.Zwiers

YES Should we use DNA to bring back ex?nct species? NO Notes:

Me X

Theo X

Lea X

You can use frames such as

-‐ In my opinion, ____ because _____. -‐ Despite the reason/advantages of … -‐ Given the points that I have heard so far, such as … -‐ AZer talking with (name), I now lean more to the side of ____ because … (Teacher might want listeners to ask clarifying and suppor?ng ques?ons)

GREED Character Mo?va?on LOVE Notes:

Me X

Theo X

YES WWI Jus?fied? NO Notes:

Me X

Carla X

POSITIVE The impact of social media on people NEGATIVE Notes:

Me X

Luka X

ALDNetwork.org Understanding Language ALDNetwork.org

Name

What do you think is the most important theme of this short story?

Me (just two or three key words, if any)

1.

2.

3.

Me

A strong reason for ….. The development of oral language is vital because… Even though there are many areas to focus on in..

“Stronger & Clearer Each Turn” Grid

How did geography influence NaPve American culture in this region? What is the purpose of the circulatory system and how does it work?

What were the main causes of the American RevoluPon? Explain the causes and how they caused it.

Laura can plant trees on an acre of land in 10 hours and Liz can plant an acre in 15 hours. How long would it take if they work together? Explain your soluPon idea & jusPfy it.

How do students best acquire academic English?

Interview Grid Interaction Circle


Oral Output Analysis Tool (OOAT)

Analyzing Oral Language Evidence

CLEAR q  Uses a clear topic sentence q  Uses suppor?ng or clarifying

sentences (don’t need to be perfect) q  Uses transi?ons that link sentences q  Uses appropriate words and terms q  Includes details and explana?on

expected by listeners

How the student might clarify his/her response:

STRONG q  Uses solid evidence or

examples from the text q  Explains how the

evidence supported the main idea

q  Shows accurate understanding & recall

How the student might strengthen his/her response:

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Academic Language Development PracPces

Cross-‐cu_

ng

Founda

Ponal

High Im

pact

Guiding learning w/ FormaPve Assessment & Scaffolding

Designing Language & Literacy AcPviPes & Lessons

Modeling language &

skills

Clarifying language &

skills


Fostering ConversaPons and their Skills

More than a Shift: Constructive Conversations

“Why do I have to talk with a partner? I already know the answer!” “Just wait. She’ll tell us the answer at the end.”


Conversa?on is a mee?ng of minds with different memories and habits. When minds meet, they don't just exchange facts: they transform them, reshape them, draw different implica?ons from them, engage in new trains of thought. Conversa?on doesn't just reshuffle the cards; it creates new ones. -‐-‐Theodore Zeldin

Academic ConversaPons

ALDNetwork.org

Fostering Conversations with

Constructive Conversation Skills, Icons, & Motions

ConstrucPve ConversaPon Skills for “Build 1” Mode Goal: Students collaboratively (but w/o teacher) build an idea

(e.g., claim, answer, solution, interpretation), using the following skills:


Create Idea

Listening-‐Speaking

Clarify Idea


Support Idea Listening-‐Speaking

Build Idea

ConversaPon Theory (Argue Mode)

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ConversaPon Skills for “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:

Hand mo5ons


Evaluate & Compare (Argue)


Create Ideas


Support Ideas Listening-‐Speaking

Clarify Ideas


Build Ideas

& Choose Best


ConversaPon Analysis Tool

Turns build on previous turns to build up a relevant idea(s) _______ Students create or choose a relevant ini?al idea(s) that is focused on learning

objec?ve(s)

_______ Students clarify idea(s) (by paraphrasing, defining, elabora?ng) _______ Students support ideas (using evidence, examples, explana?ons) If there are two or more compePng ideas (i.e., an argument), _______ Students evaluate the strength/weight of the evidence of each idea _______ Students compare the strengths/weights and choose the “strongest/heaviest” idea

_______ Students explain (and/or nego?ate) final decisions

Laura: I think air has weight. Remember the balloon?

Eli: I disagree because I can’t feel it. Laura: I respectully disagree with you. Eli: Then we just agree to disagree, right?

Type and Feedback

Lisa: I think the dog was his best friend in the story. Edgar: I would like to add to your idea. My dog ran

away last year and we found him in the park. Lisa: Which park? Edgar: The one by the train sta?on. Lisa: I took a train to San Jose last week.


A: What do firefighters need most? B: Air. A: Can you give an example? B: Like a tank of air like the picture. A: Why do they need it most? B: So they won’t die. A: Why? B: When they go in burned buildings. Smoke kills so they need

air. Air is most important. A: I think they need water most. B: Why? A: They need it to put out the fire. That’s what they do. B: But they can’t use the water if they die from smoke. A: OK, yeah. Air is most important.

Assess a ConversaPon – 2nd gr. SS

1 1 Idea

Observing ConversaPons – IdenPfying Needs


A: If we bring the animals back, then they might win.

B: What do you mean by win? A: Beat other animals so they die. B: I think we should bring them back. A: Why? B: Because it’s like the movies. A: How’s it like the movies? B: Using science, you know, to do new

things. A: But it’s not natural. B: A lot of things aren’t natural.

Conversa?ons today about…

Whether or not to bring back ex?nct animals

I want you to use evidence from the visual you filled in Conversa?on starts


Bulking up ConversaPon Skills in Your AcPviPes

Features of Ac?vi?es that Develop Construc?ve Conversa?on Skills 1.   Students take turns to build on one another’s comments 2.   Students build up one idea as much as possible,

then build up others, if they exist, to compare & choose, 3.   Teacher models and scaffolds conversaPon skills (creaPng,

clarifying, supporPng, evaluaPng-‐comparing) 4.   Students pracPce the skills and get feedback; and they

reflect on their conversaPon skills growth

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REVIEW: InstrucPonal ShiZs

Culture of comparing, compe?ng,

& the individual

Understanding, Building, Using Whole Ideas

FROM TO

Culture of CollaboraPon, & Co-‐construcPon

Piling up pieces, “paying” for points,

& playing school


Memoriza?on CommunicaPon

Objectives from Today

ALDNetwork.org ALDNetwork.org Understanding Language

Increase QuanPty

Increase Quality

SPEAKING CONVERSING

# of students # of minutes

Strength Clarity

# of students # of back-‐n-‐forth conversa?ons

Co-‐Construc?on (& Co-‐Choosing) of Ideas

CONTACT INFORMATION

Email: [email protected] Website: ALDNetwork.org Handouts: hJp://aldnetwork.org/page/Sept25 MOOCs: www.NovoEd.com

References Mercer, N. (2000). The Guided Construc5on of Knowledge: Talk

amongst teachers and learners. Clevedon, UK: Mul?lingual Macers.

Zwiers, O’Hara, & Pritchard (2014) Common Core Standards in diverse classrooms: Essen5al prac5ces for developing academic language & disciplinary literacy. Stenhouse.

15-9-25 houston ppt - p.pptx

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