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Constructive Classroom Conversations

Mastering Language for the Common Core State Standards Reflections. Constructive Classroom Conversations. Stanford University October 2013 Instructors: Kenji Hakuta , Sara Rutherford- Quach , Jeff Zwiers. How does the CCSS relate to student conversations?.

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Constructive Classroom Conversations

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  1. Mastering Language for the Common Core State Standards • Reflections Constructive Classroom Conversations Stanford University October 2013 Instructors: Kenji Hakuta, Sara Rutherford-Quach, Jeff Zwiers

  2. How does the CCSS relate to student conversations? • The CCSS help us look at learning from a language-based stance- language and thinking are intertwined. • We have the opportunity to teach students to interact productively and academically in all content areas. • Must see depth in conversations, not just “right answers” • Students need to be able to summarize the ideas of others, critique, and argue. • Focus on critical thinking skills • Student must acquire effective oral communication while working with others from various backgrounds.

  3. What is a “constructive” conversation? • Sparked from a meaningful prompt that elicits a meaningful response (prompt is essential) • Incorporates academic vocabulary • Students expressing their opinions, but then explaining their thinking using evidence (“because…”) • Students are thinking through ideas while talking, not just answering • Turn-taking • Grappling/struggling that leads to empowerment

  4. In other words, Turns must focus on lesson objectives Turns must BUILD ON previous turns to BUILD UP the idea

  5. EXAMPLE • (1) Student A: Why did the author write this? • (2) Student B: To tell us about the Boston Massacre. But I saw that only seven people were killed. That isn’t a massacre. • (3) Student A: What do you mean? • (4) Student B: Well, a massacre means lots of people die. • (5) Student A: Maybe the people who wrote it wanted to make it sound really bad. • (6) Student B: Yeah, I think they wanted to get people all mad, to fight. Maybe to start the Revolution. • (7) Student A: Why? • (8) Student B: Not all people wanted to fight to be separate. They were ok with England over them. But some wanted to separate. • (9) Student A: Yeah, so calling it a massacre made the British look evil. I would’ve wanted to fight back too. • (10) Student B: So that’s bias, right? It’s lying a little, I think. • (11) Student A: Yeah, I wonder how many bias there are in history?

  6. What skills must we teach & model for students? • Students must be able to… • Create ideas (and own them) • One idea could be…, What do you think about…? • Clarify ideas (elaborate, paraphrase, question) • What do you mean by… , Why is that important?... • Fortify ideas (support ideas with evidence) • For example…, Where does it say that?... • Negotiate ideas (propose opposing ideas, compromise) • What is your opinion?..., On the other hand….

  7. Oral and written conversations can be a tool for formative assessment • Think about progression of learning • What will I hear at the start of the unit? • What should I hear at the end of the unit? • Where are they currently and where do they need to be? What is the next step to get them there? • Evidence of caring and interest in conversations: • Heads nod • Sincere questions • Genuine turn-taking • Authentic listening

  8. Modeling & Scaffolding for Success! • Ideas for modeling • Whole class discussion (with reflective side bars) • Teacher is Partner A, Student is Partner B • Fishbowl (start with teacher and student modeling for class) • Written model using student scripts • Ideas for scaffolding • Structure time • Structure turns • Structure partners • Structure visuals, writing • Sentence frames (provide just enough, then reduce) • Resource posters

  9. Final thoughts • We must create classrooms environments that are safe, joyful, and welcome mistakes. • We must use more focused modeling. Choosing a skill of interaction and being crystal clear on what it it, what it looks like and how to use it. • Teachers are like coaches, watching and listening closely and then guiding students to improve based on what they see and hear. • ALL students must be effective at oral and written communication. • Transcripts of our student’s conversations can be the most powerful way to reflect on student talk and create goals for improvement. • Language is part of meaning making in every subject area and can no longer be thought of as a separate system.

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