who’s doing the thinking and talking in your classroom? darlene herbet national education...
Post on 20-Jan-2016
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Who’s Doing the Who’s Doing the Thinking and Thinking and
Talking In Your Talking In Your Classroom? Classroom?
Darlene HerbetDarlene HerbetNational Education ConsultantNational Education Consultant
Developmental Studies Developmental Studies CenterCenter
Non-profit based in Oakland, CA Working with schools since 1980 Mission-driven
ACADEMIC Achievement
SOCIAL Skills
ETHICAL Development EMOTIONAL Well-being
A Commitment to the Whole Child
Session GoalsSession Goals Reflect on and experience how talk
supports thinking and comprehension
Examine research about purposeful talk and about comprehension
Analyze classroom examples to explore effective facilitation strategies
Purposeful TalkPurposeful Talk In a conversation, the people doing the
most talking are the ones doing the most learning.
Learning is a social event…talking is a natural part of learning.
“The #1 way for students to comprehend text is for for them to talk about what they have read.”
Stephanie Harvey
The invitation said,A tea for Mothers and Daughters.I didn’t even tell Lucille about itand threw the envelope into the garbagecan beside the TV in Dad’s office.And I was happy when he found itand looked like he might cry.I’d stopped crying about being mom-freebut had to make sure nobody forgot it—and in the end wound up with Dad holding a tea cup and cookies on his knees,talking with womenabout dress sizes and their husbands.
Reading Reading Comprehension Comprehension
StrategiesStrategies Retelling Making Connections Wondering/Questioning Visualizing Making Inferences Understanding Text Structure Determining Important Ideas Summarizing Synthesizing
Reading Reading Comprehension: What Comprehension: What
Works*Works* Teacher-directed instruction in
comprehension strategies Opportunities for peer and
collaborative learning Occasions for students to talk to a
teacher and one another about their responses to reading
Large amounts of time for actual text reading at independent reading level
* Linda G. Fielding and P. David Pearson, Educational Leadership, Synthesis of Research
Video of Primary Video of Primary Visualizing Lesson Visualizing Lesson
Grade 1: Visualizing
Students have experienced instruction in: Making Connections Retelling
When visualizing, students make sense of text by creating images of the written word in their mind.
Video of Primary Video of Primary Visualizing Lesson Visualizing Lesson
(cont.)(cont.) Day 1—Read-Aloud and Strategy Lesson
Teacher introduces “Think, Pair, Share” and Visualizing
Teacher reads aloud two poems (“School Bus” and “Sliding Board”)
Students discuss images they created in their minds.
Video of Primary Video of Primary Visualizing Lesson Visualizing Lesson
(cont.)(cont.) Day 2—Guided Strategy
Practice Teacher reads aloud a new
poem, “The Balloon Man” Students discuss images
they created in their minds Students draw their images,
then share their drawing with their partner
Demographics of Demographics of ClassroomClassroom
40% of the students do not speak English as their primary language
More than 10 languages are represented (Korean, Portuguese, Spanish, Erdu, Cantonese)
75% qualify for free and reduced lunch
Viewing the VideoViewing the Video With your partner, decide who will
focus on the students’ thinking and behavior the teacher’s actions
Grade 1 - VisualizingGrade 1 - Visualizing
Discuss the Video Discuss the Video What did you notice about the
students’ thinking and behavior? What evidence did you see of comprehension?
What was the impact of purposeful talk with these students?
What teacher actions did you notice? How did they impact the students’ thinking and behavior?
Primary Video - Primary Video - SummarySummary
The students Make inferences Visualize
The teacher Reads the poem twice Uses Turn to Your Partner to increase
participation and responsibility Helps students understand vocabulary Circulates as students work Asks open-ended and follow-up questions Has students discuss their social interactions
Student Learning Student Learning GrowsGrows
Teacher Modeling Guided Practice Independent Practice Application of Strategy to Independent
Reading
Cooperative Cooperative Structures: Explicitly Structures: Explicitly
TaughtTaught Think, Pair, Share
Turn to Your Partner
Think, Pair, Write
Heads Together
Group Brainstorming
Discussion Prompts: Discussion Prompts: Explicitly TaughtExplicitly Taught
“I agree with _______ because…” “I disagree with _______ because…” “In addition to what _______ said, I
think…” “I heard you say ________. Did I get
that right?”
Ralph Peterson…Ralph Peterson… “The way human
beings learn has nothing to do with being kept quiet.”
What are your What are your questions?questions?
Thank you for participating!!
Darlene Herbet
deherbet@juno.com
Developmental Studies Center
www.devstu.org
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