slide1
Download
Skip this Video
Download Presentation
Precision Partnering: Strategies to Structure Accountable Academic Interactions in Second-Language Classrooms

Loading in 2 Seconds...

play fullscreen
1 / 40

Precision Partnering: Strategies to Structure Accountable Academic Interactions in Second-Language Classrooms - PowerPoint PPT Presentation


  • 74 Views
  • Uploaded on

Precision Partnering: Strategies to Structure Accountable Academic Interactions in Second-Language Classrooms. Central Valley Dual Language Conference October 10, 2009. Dr. Kate Kinsella San Francisco State University [email protected] (707) 473-9030.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Precision Partnering: Strategies to Structure Accountable Academic Interactions in Second-Language Classrooms' - kay


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

Precision Partnering:

Strategies to Structure Accountable

Academic Interactions

in Second-Language Classrooms

Central Valley Dual Language Conference

October 10, 2009

Dr. Kate Kinsella

San Francisco State University

[email protected](707) 473-9030

slide2
Participants will learn effective ways to:

Structure engaged, accountable responses during lessons

Design “precision partner” task-based interactions

Elicit more competent and democratic verbal participation

Explicitly teach target lesson vocabulary and language

Utilize response frames to structure competent language use

Check for task comprehension in mixed-ability classrooms

Observe lessons for explicit instruction and engaged, accountable learning and use of academic language

Workshop Objectives

slide3

Workshop Setup

  • Identify a colleague who can be your

partner for any assigned partnering tasks.

  • Decide who will be partner #1 and partner #2.
  • Observe the “4 Ls” for working with a partner:
    • Look (Make eye contact.)
    • Lean (Turn toward your partner.)
    • Low Voice (Use your private vs. public voice.)
    • Listen (Authentic vs. pseudo listening)
precision partnering in action video 6 gr 8 read 180 identifying main ideas details
Precision Partnering in Action Video 6 Gr. 8 Read 180Identifying Main Ideas & Details
active listening vocabulary
Active Listening Vocabulary

real

wedding

Uggs

Australia

fake

Uggs

Target

slide7

Think-Write-Pair-Share

What are two ways a student can demonstrate active, authentic listening while working with a partner?

  • Starter:A partner can demonstrate active, authentic listening by__(verb + ing)
          • making eye contact
          • leaning toward the partner
check for understanding of task directions
Check for Understanding of Task Directions

Use a hand rubric to communicate your level of understanding:

3I understand what to do.

I can explain the directions to the class.

2I am a little confused.

1 I am very confused.

I do not know what to do.

partnering directions
Partnering Directions
  • Partner #2 shares first. Partner #1 shares next.
  • Jot down your partner’s idea.
  • If you don’t understand your partner’s idea, say “Will you please explain that idea?”
  • If your partner spoke too quickly or softly, say “Will you please repeat that idea?”
  • Keep sharing until you hear: “1-2-3, eyes on me.”
  • Share the teacher’s idea or your partner’s idea if you don’t have a second idea.
slide10

Class Discussion Ground Rules

  • Demonstrate respect for others at all times.
  • No hand-raising until I ask for volunteers.
  • Use your public voice: 2 x slower and 3 x louder than your conversation private voice.
  • Use the sentence starter to share your idea.
  • Listen attentively and jot down one new idea.
  • Point out similarities before sharing your idea.
language for classroom learning pointing out similarities
Language for Classroom Learning:Pointing Out Similarities
  • Casual Conversational English

Mine’s the the same.

Oh yeah. Right.

Me too.

  • Formal Spoken and Written English
    • My idea is similar to __’s.
    • My idea builds upon __’s.
    • I agree with __. I also think that __.
slide12

Think-Write-Pair-Share

  • Starter:A partner can demonstrate active, authentic listening by__(verb + ing)
language for classroom learning expressing agreement
Language for Classroom Learning:Expressing Agreement
  • Casual Conversational English

Yeah. Right.

Uh huh.

  • Formal Spoken and Written English
    • I agree with __’s statement/perspective that …
    • I support __’s decision to/argument that …
    • Like __, I support …/I am in favor of …
    • My idea dovetails with __’s. I believe …
language for classroom learning asking for clarification paraphrasing
Language for Classroom Learning:Asking for Clarification & Paraphrasing
  • Casual Conversational English

Huh? What? I don’t get it.

  • Formal Spoken English
    • I don’t quite understand.
    • Could you explain what you mean by __.
    • So what you mean is __.
    • If I understand you correctly, you think that __
slide16

Think-Write-Pair-Share

Discussion Task:

What are two important factors to consider

when partnering students in mixed-ability classes to complete important lesson tasks?

  • Starter:One important factor to consider
  • is a student’s __ (noun phrase).
          • time on task
          • attendance record
explicit vocabulary teaching with a structured oral task
Explicit Vocabulary Teachingwith a Structured Oral Task

divide

5

many

factor

the person’s interests

factors to consider when assigning lesson partners
Factors to Consider When Assigning Lesson Partners

We decided that one important factor

to consider is a student’s …

  • _______________________ proficiency
  • _______________________ score
  • _______________________ skills
  • _______________________ background
  • _____________________________________
  • _____________________________________
  • _____________________________________
check for understanding of task expectations
Check for Understanding of Task Expectations
  • Partner #1, explain to #2 what you are supposed to do right now.
  • Partner #2, listen to see if your partner left out an important step.
factirs to consider when assigning lesson partners
Factirs to Consider When Assigning Lesson Partners
  • Attendance record
  • Time on task
  • _______________________ proficiency
  • _______________________ score
  • _______________________ skills
  • _________________________________
  • _________________________________
  • _________________________________

Language

Reading / Lexile

Social

Cultural background

Gender & comfort level with opposite sex

Behavioral issues

pragmatics of precision partnering1
Pragmatics of “Precision Partnering”
  • Arrange seating conducive to partnering.
  • Assign partners thoughtfully rather than randomly.
  • Change partners routinely (a new month, unit).
  • Designate who is partner 1/2, green/blue.
  • Designate who speaks first for a particular task.
  • Assign a concrete task and a specific time frame.
  • Check for understanding of task expectations.
  • Provide a clearly displayed sentence starter and model appropriate use.
  • Assign a related follow-up task for fast finishers.
slide22

A Sentence Starter in Academic Register

with a Targeted Word Bank

What challenges do immigrants face

coming to America?

One challenge that immigrants face is _ (verb + ing)learning a new language.

Word Bank: dealing with …

finding …

understanding …

slide23

Language Function: Prediction

Sentence Starters in Academic Register

I predictthat the character __

will __ (base verb: study, leave) .

will be __ (adjective: upset, excited)

I made this prediction because she/he __ (past tense verb: tried, bought)

follow up tasks for partnering fast finishers
Follow-up Tasks for Partnering Fast Finishers
  • Share a second idea using the starter.
  • Share another idea using a challenge starter.
  • Write your idea in your notebook.
  • Write your partner’s idea in your notebook.
  • Prepare to report your partner’s idea.
  • Decide together which answer is the strongest.
  • ____________________________________
  • ____________________________________
language for class discussions reporting someone else s idea
Language For Class Discussions:Reporting Someone Else’s Idea
  • Casual Conversational English

__ said that …

__ told me that …

  • Formal Spoken and Written English

__ pointed out that … According to __,

__ indicated that …

__ observed that …

__ emphasized that …

language for class discussions reporting a pair s group s idea
Language For Class Discussions:Reporting A Pair’s/Group’s Idea
  • Casual Conversational English

We think …

We said …

  • Formal Spoken and Written English

We decided that … We agreed that …

We determined that … We concluded that …

We observed that … We believe that …

structure democratic responses after precision partnering
Structure Democratic Responses AFTER “Precision Partnering”
  • Pre-selected initial responses: “Jumper Cables”
  • Name cards or sticks
  • Random (or seemingly random) selection
  • Partner nominations
  • Reporting the partner’s idea
  • Popcorn: participant #1 selects #2 from another section of the classroom, etc.
  • Choose one per table group using pre-assigned color/number codes: All greens report…
  • Authentic volunteers (after partners share)
productive ways to check for understanding of task expectations
Productive Ways to Check for Understanding of Task Expectations
  • Partners quickly share what they perceive as the task expectations and the teacher monitors.
  • Partners or individuals prepare a written question regarding the task.
  • Individuals use a hand rubric or color-coded cards to assess level of understanding:

(Green) #3 I know what to do.

(Yellow) #2 I am a little confused.

(Red)#1I am very confused.

check for understanding of lesson content
Check for Understanding of Lesson Content
  • Review your notes on __. Check any ideas that you don’t fully understand.
  • Write one or two questions you would like answered that will help you better understand this topic, vocabulary, etc.
language for classroom learning expressing confusion about tasks
Language For Classroom Learning:Expressing Confusion About Tasks
  • Casual Conversational English

We don’t get it.

We don’t know what to do.

  • Formal Spoken English

We aren’t quite sure what to do.

We aren’t exactly sure what __ means.

We are somewhat confused about __.

We don’t quite understand how to __.

language functions purposes within academic interaction
Expressing an opinion

Asking for clarification

Paraphrasing

Soliciting a response

Agreeing/Disagreeing

Affirming

Holding the floor

Acknowledging ideas

Comparing ideas

Justifying

Predicting

Summarizing

Offering a suggestion

Reporting/Citing

Language Functions (Purposes) Within Academic Interaction
slide34

Think

(Write)

Share

Pair

steps in setting up think write pair share
Steps in Setting Up:Think-Write-Pair-Share
  • Direct students’ attention to the written task.
  • Provide a sentence starter to frame responses.
  • Provide a word bank to bolster vocabulary use.
  • Model a response, verbally and in writing.
  • Clarify the sentence structure and/or grammar necessary for an appropriate response.
  • Monitor students’ writing process.
steps in facilitating discussion think write pair share
Steps in Facilitating Discussion:Think-Write-Pair-Share
  • Partner students to rehearse responses.
  • Assign active listening and note-taking tasks.
  • Jump-start with a “nominated volunteer.”
  • Require use of public voices and the starter.
  • Randomly call on a few students before soliciting volunteers.
  • Refrain from offering your perspective until students have had ample opportunity to share.
slide37

A Sentence Starter in Academic Register

with a Targeted Word Bank

What challenges do immigrants face

coming to America?

One challenge that immigrants face is _ (verb + ing)learning a new language.

Word Bank: dealing with …

finding …

understanding …

how to write a sentence starter that can serve as a response frame
How to Write a Sentence Starter That Can Serve As a Response Frame
  • Turn the discussion question/task into a starter.
  • Write a response using as much language as possible from the question.
  • Analyze your response and decide what part will serve as the starter (vs. the completion task).
  • Make sure the starter can be completed in various ways using either lesson content or prior knowledge.
  • Make sure the starter doesn’t require overly complex grammar and vocabulary use.
tandem goals for all lessons academic content academic language
Tandem Goals for All Lessons:Academic Content & Academic Language
  • Developing critical conceptual, linguistic and strategic foundations to prepare students for lesson tasks;
  • Improving students’ ability to articulate lesson understandings and perspectives in speaking and writing.
web sources for dr kinsella s resources
Web Sources for Dr. Kinsella’s Resources

Scholastic Read 180 Community Web Site

www.scholastic.com/read180/community

Consortium on Reading Excellence: 2009 Summit

www.corelearn.com

Santa Clara County Office of Education

www.sccoe.org/depts/ell/kinsella.asp

California Department of Education

Office of Middle and High School Support

(4 webinars focusing on structured engagement)

http://pubs.cde.ca.gov/TCSII

ad