South East Senior High School
10/03/15
PLC Protocol Uplift for Reed Investment Schools Part 2: How do we best facilitate classroom discourse?
PLC Uplift for Reed Investment Schools South East High School
Presented by K-12 STEAM
Agenda 10/3/15 SESHS SMART Goal: Students and teachers will use purposeful groups for collaborative discussion and assignments as a method for academic achievement and learning. Part 2: How do we best facilitate classroom discourse? Facilitators model best practice methodologies that focus on increasing student’s interaction and engagement in South East Senior High School classrooms. 8:00-‐8:15 Framing the Day (whole group) 8:15-‐8:30 Review Agenda and Connect to Department-‐Level Smart Goals (break-‐outs) 8:30-‐10:30 What is Accountable Talk? Knowledge-‐Comprehension-‐Application (break-‐outs) • 3-‐2-‐1 Bridge • Four Corners • Chalk Talk • Talking Stick 10:30-‐10:45 Break 10:45-‐12:45 Literacy Circles (break-‐outs) • Intro to Lit Circles Accountable Discussion Structures • Lit Circles Activity by Content Area • Thought Process—Direct Application to Classrooms in PLC groups 12:45-‐1:00 Wrap Up and Reflect (whole group)
2 © 2015 K-‐12 STEAM, Inc. May be copied and distributed within a licensed school only. All other rights reserved.
Objective: Define Accountable Talk and apply it to the learning in your classroom using specific instructional routines/strategies. Module 1: Accountable Talk Knowledge What do I know/believe about Accountable Talk? Activity: 3-‐2-‐1 Bridge This strategy is used to activate prior knowledge and make connections. It asks students to uncover their initial thoughts, ideas, questions and understandings about a topic and then to connect these to new thinking about the topic after they have received some instruction. (Harvard Project Zero)
Topic: Accountable Talk Complete this section now. Your initial responses to the topic. 3 thoughts Ø 1. Ø 2. Ø 3. 2 questions Ø 1. Ø 2. 1 Analogy Ø 1.
This section will be completed later. Your new responses to the topics. 3 thoughts Ø 1. Ø 2. Ø 3. 2 questions Ø 1. Ø 2. 1 Analogy Ø 1.
Bridge: Explain how your new responses connect to your initial responses? 3 © 2015 K-‐12 STEAM, Inc. May be copied and distributed within a licensed school only. All other rights reserved.
Activity: Four Corners Four corners is a powerful activity that encourages higher order thinking and evaluation. It is brilliant for collaborative learning and gives students an opportunity to review and reflect on other students’ thoughts, views and opinions. (Prior, 2015 ) Part I: Read the following statement: Accountable Talk is an instructional strategy I can implement every day in every class period. Decide whether you: disagree, strongly disagree, agree, or strongly agree. Be prepared to discuss your decision. Part II: Read the following statement and choose which statement you agree with the most. The purpose of Accountable Talk is to: A. B. C. D.
Create a student-‐centered classroom Increase student discourse Increase academic rigor Create critical thinkers
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Module 2: Understanding Accountable Talk What are some ways you are utilizing Accountable Talk?
Accountable Talk practices are not something that spring spontaneously from students' mouths. It takes time and effort to create an Accountable Talk classroom environment in which this kind of talk is a valued norm. It requires teachers to guide and scaffold student participation. Teachers create Accountable Talk norms and skills in their classrooms by modeling appropriate forms of discussion and by questioning, probing, and leading conversations. For example, teachers may press for clarification and explanation, require justifications of proposals and challenges, recognize and challenge misconceptions, demand evidence for claims and arguments, or interpret and "revoice" students' statements. Over time, students can be expected to carry out each of these conversational "moves" themselves in peer discussions. Once the norms for conversation within the classroom have been established, academically productive talk is jointly constructed by teachers and students, working together towards rigorous academic purposes in a thinking curriculum. Conversations in the classroom can take a wide variety of forms: whole class discussion, small group work, partner talk, peer or teacher conferences. But regardless of which form is used, talk should be accountable to the learning community, to knowledge and the standards of evidence that are appropriate for the subject, and to generally accepted standards of reasoning. These forms of accountability can be seen in what the students say and in what the teacher says. They are supported by classroom norms and recurring activities as well as by carefully designed tasks. All students have a right to engage in Accountable Talk discussions, not just the "best and brightest," nor only those who are struggling in school. It is not something that should be limited to special times of the day, or to special groups of students. And we should expect to find Accountable Talk discussions across all grade levels and in all subject areas. (Michaels, O'Connor, Williams Hall, & Resnick, 2013) 5 © 2015 K-‐12 STEAM, Inc. May be copied and distributed within a licensed school only. All other rights reserved.
Module 3: Applying Accountable Talk Accountable Talk occurs during any phase of a learning sequence or lesson cycle, before, during or after students conduct investigations, solve problems, read or write about content. Activity: Chalk Talk A chalk talk is a simple procedure to promote discussion and awareness of issues and perspectives—silently. A chalk talk is also an excellent way to promote awareness of patterns and problems, and to insure that all voices are heard. Because is it done completely in silence, it gives groups a change of pace and encourages thoughtful contemplation. Use the following prompts to participate in the Chalk Talk. Discuss your thoughts, opinions, and/or beliefs. How can I apply Accountable Talk in my classroom daily? What might this look and sound like? What challenges might I face? -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Activity Notes: 6 © 2015 K-‐12 STEAM, Inc. May be copied and distributed within a licensed school only. All other rights reserved.
Module 4: Accountable Talk Reflection Talking with others about ideas and work is fundamental to learning. It gives us the opportunity to organize our thinking into coherent utterances, hear how our thinking sounds out loud, listen to how others respond and, often, hear others add to or expand on our thinking. But not all talk sustains learning. For classroom talk to promote learning it must be accountable to the learning community, to accurate and appropriate knowledge, and to rigorous thinking. (Michaels, O'Connor, Williams Hall, & Resnick, 2013) Activity: Talking Stick Return to the “3-‐2-‐1 Bridge” Activity and complete the other box. Be prepared to share out your responses. Consider how your initial responses bridge to your new responses. -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Activity Notes: 7 © 2015 K-‐12 STEAM, Inc. May be copied and distributed within a licensed school only. All other rights reserved.
Questions to consider while planning for Accountable Talk ! What are the key concepts I want my students to learn in this lesson? ! What are the big ideas I want them to grapple with? ! How do these ideas relate to what we've just done? ! What instructional task will support the accomplishment of the purpose? ! Will this question or problem work best as a whole group discussion, as small group work, or as partner work? ! Should I set this topic up with a whole group discussion and then stop at a certain point and have the students turn and talk with partners? If so, precisely when should I tell them to do partner talk? What question should I have them think about with their partner? What classroom management issues do I consider? ! How will I keep the group or partner talk meaningful? ! What response stems are appropriate for the context and content of the lesson? ! What expected student responses should I prepared for and how will I address them? (K-‐12 Alliance/WestEd 6.07) 8 © 2015 K-‐12 STEAM, Inc. May be copied and distributed within a licensed school only. All other rights reserved.
Name ____________________________________________ Session _________________________________ Participants will be able to define Accountable Talk and apply the strategies of:
3-‐2-‐1 Bridge
Four Corners
Chalk Talk
Think-‐Write-‐Discuss
Talking Stick
Literacy Circles
REFLECT INDEPENDENTLY •
What was something that was difficult for you today (a point of dissonance or internal conflict)?
•
What is one piece of learning that you want to take away from today to carry with you into the rest of the year?
•
What is one question that remains?
9 © 2015 K-‐12 STEAM, Inc. May be copied and distributed within a licensed school only. All other rights reserved.
“Education is the most powerful weapon which you can use to change the world.” Nelson Mandela
For more information about this or other classroom tools and products, please visit our website at www.k-‐12steam.com or contact rachel.martinez@k-‐12steam.com 10 © 2015 K-‐12 STEAM, Inc. May be copied and distributed within a licensed school only. All other rights reserved.
