Module 4: Academically Productive Talk

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Supporting Rigorous CTE Teaching and Learning. Module 4: Academically Productive Talk. Tennessee Department of Education CTE High School. Course of Study. Analysis of a Research Simulation Task in CTE Engaging in Rigorous CTE Lessons Text Complexity Academically Productive Talk - PowerPoint PPT Presentation

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Module 4: Academically Productive TalkTennessee Department of EducationCTEHigh School

Supporting Rigorous CTE Teaching and Learning 2013 UNIVERSITY OF PITTSBURGH1Course of StudyAnalysis of a Research Simulation Task in CTE Engaging in Rigorous CTE LessonsText ComplexityAcademically Productive TalkArguments and Explanatory Writing2Packet 1: CTE Materials, page 67 2013 UNIVERSITY OF PITTSBURGH2GoalsDeepen understanding of academically productive talk byusing Accountable Talk norms and practices;designing questions that ask students to engage in intellectual work to meet Common Core State Standards (CCSS); andexperiencing and analyzing intentionally structured discussions that apprentice talk in CTE disciplines.Reflect on your learning.

3Accountable Talk is a registered trademark of the University of Pittsburgh.Packet 1: CTE Materials, page 67 2013 UNIVERSITY OF PITTSBURGH3 2011 UNIVERSITY OF PITTSBURGHNorms for Working TogetherKeep students at the center.Be present and engaged.Monitor air time and share your voice.Challenge with respect.Stay solutions oriented.Risk productive struggle.Balance urgency and patience.

4Packet 1: CTE Materials, page 3 2013 UNIVERSITY OF PITTSBURGH 2011 UNIVERSITY OF PITTSBURGH4Review of Module 3What are the three facets to assessing text complexity?Why is analyzing texts useful?

5Packet 1: CTE Materials, page 69 2013 UNIVERSITY OF PITTSBURGH5Task SheetQuestions, Tasks, and TalkPart IPublishers CriteriaIndividually read Revised Publishers Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades 3-12 sections II and III.Discuss with a partner what the authors mean byhigh-quality text-dependent questions and tasks andacademic (and domain-specific) vocabulary.Be prepared to share your thoughts with the whole group.

6Packet 3: CCSS Resources, pink, pages 16-18 Packet 1: CTE Materials, page 71 2013 UNIVERSITY OF PITTSBURGH 2011 UNIVERSITY OF PITTSBURGH6Task SheetQuestions, Tasks, and TalkPart IISpeaking and Listening: The Key Role of EvidenceWatch the video. As you watch, listen for insights that Susan Pimentel shares about speaking and listening.With a partner, discuss benefits of speaking and listening in CTE. Compare and discuss your analysis of each text.

7Packet 1: CTE Materials, page 71 2013 UNIVERSITY OF PITTSBURGH 2011 UNIVERSITY OF PITTSBURGH7Task SheetQuestions, Tasks, and TalkPart IIIPreparing for TalkTake a few minutes to collect your thoughts and note (from the text and video) what the authors say about the role of questions, tasks, and talk in learning. Be prepared to cite evidence as you engage in the upcoming discussion.

8Packet 1: CTE Materials, page 71 2013 UNIVERSITY OF PITTSBURGH 2011 UNIVERSITY OF PITTSBURGH8Task SheetQuestions, Tasks, and TalkPart IVWhole Group DiscussionEngage in a discussion around what the authors say about the role of questions, tasks, and talk in learning. Cite evidence as you engage in the discussion.

9Packet 1: CTE Materials, page 71 2013 UNIVERSITY OF PITTSBURGH 2011 UNIVERSITY OF PITTSBURGH9Learning About Accountable Talk Practices 2013 UNIVERSITY OF PITTSBURGH10Task SheetLearning About Accountable Talk PracticesPart IThree Accountable Talk Focus FeaturesTake the next three minutes to individually read/skim An Overview of Accountable Talk Practices.Focus on Section 3 and the three features the authors identify as areas we should be accountable to for academically productive talk (pages 5-9).Be prepared to share the three features we should be accountable to for academically productive talk.11Packet 2: CTE Texts, lavender, pages 5-9 Packet 1: CTE Materials, page 73 2013 UNIVERSITY OF PITTSBURGH11Task SheetLearning About Accountable Talk PracticesPart IIWhole Group DiscussionWhat are the three areas we should be accountable to for academically productive talk:Accountability to __________Accountability to __________Accountability to __________12Packet 1: CTE Materials, page 73 2013 UNIVERSITY OF PITTSBURGH 2011 UNIVERSITY OF PITTSBURGH12Task SheetLearning About Accountable Talk PracticesPart IIWhole Group Discussion (continued)What talk format was modeled during this whole group discussion? See Packet 2, lavender, Section 2, pages 3-5 to understand more about this talk format.Please read An Overview of Accountable Talk Practices outside of this session for more detailed information about Accountable Talk practices.

13Packet 1: CTE Materials, page 73Packet 2: CTE Texts, lavender, pages 3-5 2013 UNIVERSITY OF PITTSBURGH 2011 UNIVERSITY OF PITTSBURGH13Task SheetLearning About Accountable Talk PracticesPart IIIWhat do Accountable Talk practices look and sound like?As you watch the video clips, look for evidence of student learning and what promoted it (Accountability to the Learning Community, Knowledge, and Rigorous Thinking).Take notes in the left-hand column as you watch the video.

14Packet 1: CTE Materials, page 74 2013 UNIVERSITY OF PITTSBURGH 2011 UNIVERSITY OF PITTSBURGH14Task SheetLearning About Accountable Talk PracticesPart IVPreparing for TalkTake five minutes to reflect on the three features of Accountable Talk Practices. Record your thoughts in the right-hand column.Be prepared to discuss the three features and how they contribute to academically productive talk as well as how they are different from current practices.

15Packet 1: CTE Materials, page 75 2013 UNIVERSITY OF PITTSBURGH 2011 UNIVERSITY OF PITTSBURGH15Task SheetLearning About Accountable Talk PracticesPart VWhole Group DiscussionHow do the three features of Accountable Talk Practices contribute to academically productive talk?How is academically productive talk different from common current practices?

16Packet 1: CTE Materials, page 75 2013 UNIVERSITY OF PITTSBURGH 2011 UNIVERSITY OF PITTSBURGH16Setting the Stage for Academically Productive Talk 2013 UNIVERSITY OF PITTSBURGH17Task SheetSetting the Stage for Academically Productive TalkPart INorms for Equitable and Respectful ParticipationTake 10 minutes to individually read and reflect on Setting the Stage for Accountable Talk Practices: Norms for Equitable and Respectful Participation (Packet 2, gray pages) focusing on the three questions on page 77.Be prepared to engage in a learning conversation to share your understanding as well as your questions. 18Packet 2: CTE Texts, gray pages Packet 1: CTE Materials, page 77 2013 UNIVERSITY OF PITTSBURGH18Task SheetSetting the Stage for Academically Productive TalkPart IIPreparing for TalkTake 10 minutes to reflect on your responses to the three questions (on page 77) with a partner.Be prepared to engage in a whole group discussion about the questions.

19Packet 2: CTE Texts, gray pages Packet 1: CTE Materials, page 77 2013 UNIVERSITY OF PITTSBURGH19Task SheetSetting the Stage for Academically Productive TalkPart IIIWhole Group DiscussionHow do these practices aid in setting the stage for a classroom culture and interactions that promote rich discussions and deeper understandings?Be sure to consider the evidence (descriptions and research) you read in the text around establishing and maintaining norms, ground rules, and wait time.

20Packet 2: CTE Texts, gray pages Packet 1: CTE Materials, page 77 2013 UNIVERSITY OF PITTSBURGH20Norms for DiscussionYou have the right toMake a contribution to an attentive, responsive audience.Ask questions that clarify and advance your understanding.Be treated civilly.Have your ideas discussed.You are obligated toSpeak so that everyone can hear.Speak one at a time.Listen for understanding.Agree or disagree (and explain why) in response to other peoples ideas.Critique ideas, not people.

21Packet 1: CTE Materials, page 79 2013 UNIVERSITY OF PITTSBURGH21Questions for Text StudyTake a few minutes to look at the reading and writing standards (Packet 3, yellow, pages 62 and 64-66).Then read the definitions and examples for both Interpretive (Readlike) and Analytic (WriteLike) Questions.ConsiderHow are they different?How will they support the standards?

22Packet 1: CTE Materials, page 81Packet 3: CCSS Resources, yellow, pages 62 and 64-66 2013 UNIVERSITY OF PITTSBURGHText-based QuestionsMoving FromMoving ToWhat are the two common elements of successful establishment of ground rules?What evidence do the authors provide for establishing and maintaining norms and ground rules?What are the three types of wait time?Which of the three types of wait time seems most powerful? Why?How long should wait time be?How did the authors inclusion of research effects of wait time strengthen the argument for paying attention to wait time? 23How is the intellectual work required of learners differentbetween the moving from and moving to questions? Packet 1: CTE Materials, page 82 2013 UNIVERSITY OF PITTSBURGH 2011 UNIVERSITY OF PITTSBURGH23Key Accountable Talk Teacher MovesRead the Key Accountable Talk Teacher Moves.Keep these six key moves in your mind as we move into the remainder of the session. Note when the facilitator uses one of the moves. What impact does the move have on the groups learning?

24Packet 1: CTE Materials, page 83 2013 UNIVERSITY OF PITTSBURGH 2011 UNIVERSITY OF PITTSBURGH24Planning for Academically Productive Talk Around Complex Texts Within a Lesson 2013 UNIVERSITY OF PITTSBURGH25Task SheetPlanning for Academically Productive TalkPart IReviewing Text and Text Complexity Analysis SheetLocate Understanding Vapor Barriers (Packet 2, goldenrod) and the Text Complexity Analysis sheet for that text (Packet 1, pink, page 47).Take 10 minutes to discuss with a partner the purposes for reading the text (knowledge that students should gain by reading the text) as well as challenges that the text poses according to your previous analysis.26Packet 1: CTE Materials, pages 85 and 47 (from Module 3)Packet 2: CTE Texts, goldenrod pages 2013 UNIVERSITY