Engaging Students: Speaking and Listening Standards.
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Transcript of Engaging Students: Speaking and Listening Standards.
Engaging Students: Speaking and Listening
Standards
Engaging Students: Speaking and Listening
Standards
Speaking and Listening Anchors Standards
Comprehension and Collaboration
1.Engage effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners, building on other’s ideas and expressing their own clearly.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence or rhetoric.
Speaking and Listening Anchor Standards
Presentation of Knowledge and Ideas4. Present information, findings and supporting evidence such as that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purposes and audience.5.Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentation.6. Adopt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
How do teachers get there?
Steps that move the learning to collaboration:
•Focus Lesson to establish purpose and modeling
•Guided instruction with cues, prompts and questions
•Collaborative Learning- Consolidating Thinking with peers
•Independent Learning tasks
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus Lesson
Guided Instruction
“I do it”
“We do it”
“You do it together”Collaborative
Independent “You do it alone”
A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
The Keys to PGWStudents must be taught how to talk with one another.Teachers need to know how to move them. Know what you’re looking and listening for.Make tasks engaging and interactive.
Students work together to solve problems, discover information, and complete projects
Students use the
“language of the lesson”
Purposes of Productive Group Work
It is not:•Ability grouping
•For introducing new information or new skills
Productive Group Work StructuresProductive Group Work Structures
Let’s make a Foldable
Reading Instructional
Routines
Writing Instructional
Routines
Oral Language
Instructional Routines
fold
Instructional Routines
Reading• Literature Circles• Collaborative
Strategic Reading• Reciprocal Teaching• Partner reading• Jigsaw
Sample Instructional RoutinesSample Instructional Routines
Reciprocal Teaching for Informational Text
• Assign groups of 4 with each having a comprehension role – questioning, clarifying, summarizing and predicting
• Give students a reading passage that complements information from the focus lesson
• Teacher may segment the passage into paragraphs so students stop after each to process
• Table Tents with the prompts for each comprehension strategy help frame the discussion.
PGW in 8th Grade Writing
Writing• Progressive Writing• Paired Writing• Peer response• Quick writes• Writing Frames• Collaborative poster
Sample Instructional RoutinesSample Instructional Routines
Progressive Writing• Each member of a group begins writing a
paper and continues for a fixed period of time (5 min) before passing his or her paper to another member of the group.
• Each group member reads what the person before has written and continues writing.
• Repeat the pattern until everyone has written a portion of the paper.
• Then, the group nominates the best representative paper for submission.
Sample Instructional RoutinesSample Instructional Routines
Oral Language• Think-Pair-Square• Numbered Heads Together• Socratic Seminar• Walking Review
Numbered Heads TogetherSpencer Kagan 1994
• Groups of 4 with each student having an assigned number
• Teacher poses a question to the groups who discuss it among themselves
• After time for discussion, the teacher announces the number that will respond
• Example, the teacher calls #3 and the student in each group that is a #3, must write the answer on paper or a response board on behalf of the group
Treasure Hunt
• Post questions around the room
• Distribute one answer sheet per student
• After returning to home base, groups submit a rationale for how they solved each sequence using conversational roundtable
Mathematical Treasure-hunt: Sequences
15
?
Mathematical Treasure-hunt: Sequences
47
?
3, 6, 9, 12, …
What is the next term in the
linear sequence above? 6, 10, 14, 18,
…
The linear sequence below is generated by the term 4n + ?. What
is the extra number ?
Conversational Roundtable
Visualize It: Write It:
Calculate It: Check It:
Sshh!!! Secrets to Successful PGWSshh!!! Secrets to Successful PGW
Let’s make a Foldable
Talking to Each Other
Knowing How to Group
Knowing How to Move
Them
fold
Secrets to Success
To make group work
productive…
Students must learn how to talk to one another.
Accountable Talk
Describes high levels of engagement and critical thinking among learners
• Accountability that discussions are on the topic
• Accountability to use accurate information
• Accountability to think deeply about what is being said
Promoting Accountable Talk
Press for clarification and explanation: Could you describe what you mean?
Require justification of proposals and challenges: Where did you find that information?
Recognize and challenge misconception: I don’t agree because ...
Demand evidence for claims and arguments: Can you give me an example?
Interpret and use each other’s statements: David suggested …
Institute for Learning, University of Pittsburgh
Teachers must know how to group.
To make group work
productive…
Alternate-Rank Grouping
• Students are listed in descending order based on one or more aspect of learning (e.g., mathematical ability, language proficiency, concept knowledge)
• In a class of 40…– Student #1 Student #21– Student # 2 Student #22– Student # 3 Student #23– Student #10 Student #30– Student #20 Student #40
To make group work
productive…
Know how to move them.
Syllable Clapping Center
Stations in Biology
Teacher-directed guided instruction
1
3 4
2
Rotation #1
Teacher-directed guided instruction
1
3 4
2
Rotation #2
Teacher-directed guided instruction
1
3 4
2
Rotation #3
Teacher-directed guided instruction
1
3 4
2
Rotation #4
Table Talk
How do you manage the traffic in your classroom? Are there
students who have more difficulty with this?
To make group work productive
Make the task worthwhile.
Purpose = ExpectationsPurpose = Expectations
The established purpose contains both
content and language
components.
What would you want your student to say to the question:
What are you learning from this lesson?
The established purpose
focuses on student learning,
rather than an activity, task, or
assignment.
The established purpose
focuses on student learning,
rather than an activity, task, or
assignment.
The teacher designs
meaningful experiences and
outcomes aligned with the established purpose.
The teacher has a plan for
determining when the established purpose
has been met.
Looking More Deeply at
Task Design
The TakeawayStudents must be taught how to talk with one
another.
Teachers need to know how to group them and move them.
Ask questions about purpose and relevance to guide task design and development.
Engaging Students in Collaborative Group
Workis the key to meeting the expectations of college and career ready speaking and listening standards of the common core