Talking Together: Building Learning Communities

1. Talking TogetherProfessional Developer’s Guide developed by D. Sue Vernon, Jean B. Schumaker, and Donald D. Deshler The Community Building Strategies Series 2006 The University of Kansas Center for Research on Learning Lawrence, Kansas

2. Community Building Strategies The purpose of the Community-Building Series • To build learning communities in classrooms in which all members: • Work together to facilitate every student’s learning • Are encouraged to participate and do their best • Feel valued and appreciated • Feel safe and supported University of Kansas Center for Research on Learning 2006

3. A Learning Community Is… An environment that fosters mutual cooperation, emotional support, and personal growth as (people) work together to achieve what they cannot accomplish alone. DuFour & Eaker, 1998 University of Kansas Center for Research on Learning 2006

4. Manuals in the Community-Building Series • Talking Together • Following Instructions Together • Organizing Together • Taking Notes Together University of Kansas Center for Research on Learning 2006

5. The Purpose of Talking Together • To introduce the concept of a learning community & begin to build one • To introduce the concepts of respect and tolerance • To teach students how to participate respectfully and responsibly in class discussions University of Kansas Center for Research on Learning 2006

6. Research Findings • Compared to students in comparison classes, students in experimental classes: • Knew significantly more about how to create a classroom learning community • Participated more frequently in class discussions • Engaged in fewer behaviors that would disrupt a discussion (e.g., yell-outs, negative comments, laughing at speakers) University of Kansas Center for Research on Learning 2006

7. Mean Percentage of Students Who Participated in the Whole-Class Discussion 100% 90% 80% 86% 79% 70% 78% 71% 60% Pre 50% Post 40% 30% 20% 10% 0% Exerimental Comparison 1998-99 Number of students in study: 377 Number of teachers: 20 Grades: 3rd & 4th Classes: 12 suburban, 8 inner city University of Kansas Center for Research on Learning 2006

8. Mean Percentage of Correct Answers on Knowledge Test 100% 90% 80% 70% 77% 60% Pre 50% Post 40% 30% 20% 10% 16% 14% 13% 0% Experimental Comparison University of Kansas Center for Research on Learning 2006

9. Number of Participations by Targeted Students* 1000 900 800 700 766 600 500 Pre 400 Post 300 200 276 228 209 100 0 10 Experimental 10 Comparison Classes Classes *Targeted students = 9 students per class; 3 with exceptionalities; 6 without exceptionalities University of Kansas Center for Research on Learning 2006

10. Number of Participations by Students with Exceptionalities 300 289 250 200 150 Pre Post 100 121 108 99 50 0 10 Experimental 10 Comparison Classes Classes University of Kansas Center for Research on Learning 2006

11. Basic Components of the Talking Together Manual • Introduction • Instructional Lessons • Cue Cards • Student Materials University of Kansas Center for Research on Learning 2006

12. Creating Effective Room Arrangements • The most effective room arrangements for whole-class and partner discussions are ones in which • All students are visible to the teacher from the location where class discussions are led. • Students can see the teacher without turning in their seats. • The teacher is easily able to monitor work. • Student partners sit side-by-side instead of working across a table. University of Kansas Center for Research on Learning 2006

13. Examples of Effective Room Arrangements x x Figure 1 x x x x x x x x x x x x x x x x T Figure 2 x x x x x x x x x x x x x x x x x x T University of Kansas Center for Research on Learning 2006

14. Primary Instructional Stages • Give an Advance Organizer • Introduce and Describe • Conduct an Activity • Give a Post-Organizer • Take It a Step Further University of Kansas Center for Research on Learning 2006

15. Overview of the Six Lessons • Lesson 1: Participation & the Discussion Skill • Lesson 2: The Partner Skill • Lesson 3: Respect • Lesson 4: Tolerance • Lesson 5: The Support Skill • Lesson 6: Describing Our Learning Community University of Kansas Center for Research on Learning 2006

16. Lesson 1 Overview • Introduce the concept of learning community • Explain ways to participate • Explain signal for whole-group to respond • Teach the Discussion Skill • Discuss the Rules for Discussion University of Kansas Center for Research on Learning 2006

17. Definition of Learning Community • Learning = Finding out something new • Community = A place where people live and work • Learning Community = A group of people who care about and support each other as they learn about new things University of Kansas Center for Research on Learning 2006

18. The Discussion Skill • Look and listen • Hands up, hands down • Stay on topic, keep it short University of Kansas Center for Research on Learning 2006

19. Rules Raise your hand to speak No interrupting Wait your turn No yelling out Support your classmates No negative comments or gestures University of Kansas Center for Research on Learning 2006

20. Lesson 2 Overview • Introduce the Recorder’s Log and explain the Recorder’s job • Discuss class goals and ways to celebrate when goals are met • Introduce the SEE Steps • Teach the Partner Skill University of Kansas Center for Research on Learning 2006

21. Recorder’s Log • Before the discussion starts: Draw boxes to show the way the desks or tables are arranged in the room below. Put the name of each student in the class inside the box representing the place where the person sits. • During the discussion: The recorder should record a checkmark ( ) inside each box when the student is called on by the teacher and participates in the discussion. When the teacher calls on someone to share what partners discussed, both partners receive a checkmark. • During the discussion: The recorder should also record a checkmark ( ) each time a nice comment (such as “Good idea!”) is heard, a mean comment is made (like “That’s stupid”), and each time someone yells out an answer or interrupts. Nice Comments: Mean or Unpleasant Comments/Gestures: Yell outs or interruptions: University of Kansas Center for Research on Learning 2006

22. Setting upthe Recorder’s Log Before the discussion starts: • Draw boxes to show the way the desks or tables are arranged in the room. • Put the name of each student inside the box representing the place where the person sits. University of Kansas Center for Research on Learning 2006

23. Recorder’s Log • Before the discussion starts: Draw boxes to show the way the desks or tables are arranged in the room below. Put the name of each student in the class inside the box representing the place where the person sits. • During the discussion: The recorder should record a checkmark ( ) inside each box when the student is called on by the teacher and participates in the discussion. When the teacher calls on someone to share what partners discussed, both partners receive a checkmark. • During the discussion: The recorder should also record a checkmark ( ) each time a nice comment (such as “Good idea!”) is heard, a mean comment is made (like “That’s stupid”), and each time someone yells out an answer or interrupts. Nice Comments: Jan Mike Ian Emy Pam Jerry Sam Linda Mean or Unpleasant Comments/Gestures: Steve Sue Doug Chuck Emile Ronny Amad Tara Luey Gina Yell outs or interruptions: Teacher’s Desk University of Kansas Center for Research on Learning 2006

24. Using the Recorder’s Log In the middle of the log, students receive checkmarks ( ) when: •They are called on by the teacher and participate in the discussion. •Their partners participate appropriately. At the side of the log, checkmarks are recorded each time one of the following comments is made: •Nice comments (e.g.,“Good idea!”) •Mean comments (e.g.,“That’s stupid”) •Yell-outs or interruptions • Before the discuss ion starts: Draw boxes to show the way the desks or tables are arranged in the room below. • Put the name of each student in the class inside the box representing the place where the person sits. • During the discussion: The recorder should record a checkmark ( ) inside each box when the student is called • on by the teacher and participates in the discussion. When the teacher calls on someone to share what partners • Discussed, both partners receive a checkmark. Nice Comme nts: Jan Mike Ian Jerry Emy Pam Sam Linda Steve Chuck Mean or Unpleasant Sue Comments/Gesture s: Doug Emile Ronny Amad Gina Tara Luey Yell outs or inte rruptions: Teache rﾕs Desk • During the discussion: The recorder should also record a checkmark ( ) each time a nice comment (such as • “Good idea!”) is heard, a mean comment is made (like, “That’s stupid”) and each time someone yells out an • answer or interrupts. University of Kansas Center for Research on Learning 2006

25. The SEE Steps Sound How your voice sounds… Pleasant Expression How your face looks… Pleasant Eye Contact Looking into the other person’s eyes University of Kansas Center for Research on Learning 2006

26. The Partner Skill Sound is pleasant Expression is pleasant Eye contact Think Explain your idea Link ideas Let the class know University of Kansas Center for Research on Learning 2006

27. Lesson 3 Overview • Discuss respect and different ways to show it. • Have students complete the “Showing Respect” activity. University of Kansas Center for Research on Learning 2006

28. Respect Means… • that you consider or think about how someone else will feel about something before you act. • If you think your actions might hurt or bother the other person, you choose not to act that way. University of Kansas Center for Research on Learning 2006

29. Examples of Respect • Listening without interrupting • Being polite (saying please, thank you, and excuse me) • Using formal titles (like Dr., Mr., Ms.) • Not forcing someone to agree with you • Asking permission before borrowing University of Kansas Center for Research on Learning 2006

30. Showing Respect On the line in front of each number, write “YES” or “Y” if you think the sentence tells about someone showing RESPECT. Write “NO” or “N” if you think someone is showing DISRESPECT. ____1. You answer a question during a class discussion, and someone says, “That’s stupid.” ____2. You notice your partner has notebook paper, and you have none. You ask politely to borrow 2 or 3 sheets. ____3. Even though a classmate doesn’t agree with you, you both calmly discuss the topic without getting angry. ____4. A classmate waves her hand to get the teacher’s attention while you are trying to talk. ____5. Your partner ignores you when you ask him for help. ____6. When you ask the principal a question, you say, “Mrs. Jones, may we please have an early recess?” ____7. Classmates put their hands down when someone else is called on to answer a question. ____8. A classmate laughs when you don’t know the answer. University of Kansas Center for Research on Learning 2006

31. Rudeness is… Rudeness is the weak man’s imitation of strength. Eric Hoffer University of Kansas Center for Research on Learning 2006

32. Lesson 4 Overview • Discuss the meaning of diversity • Discuss ways we are different • Relate individual differences to the classroom learning community • Learn to see your strengths • Learn to see the strengths of others • Become tolerant of differences University of Kansas Center for Research on Learning 2006

33. Ways We Are Different • Prior knowledge • Family background and culture • Viewpoints • How we look and act and what we believe • Likes and dislikes • Personal strengths and weaknesses University of Kansas Center for Research on Learning 2006

34. Lesson 5 Overview • Discuss “support” and why we should support one another • Teach the Support Skill • Discuss ways to say something positive University of Kansas Center for Research on Learning 2006

35. The Support Skill Sound: pleasant Expression: pleasant Eye contact Say something positive University of Kansas Center for Research on Learning 2006

36. Examples of Positive Statements • “I really like your new haircut.” • “Congratulations on making the team.” • “I know how you feel. That test was really hard.” • “Don’t worry. Everyone’s just learning. You’ll get it right next time.” University of Kansas Center for Research on Learning 2006

37. Lesson 6 Overview • Discuss and list the characteristics “always present” and “never present” in a learning community. • Gain students’ commitment to creating a classroom learning community. • Conduct a community-building activity using the Kindness Log. University of Kansas Center for Research on Learning 2006

38. Always Present Never Present University of Kansas Center for Research on Learning 2006

39. We Want a Safe Classroom! We are all different, and we feel good about our strengths. Student Signatures Student Signatures Student Signatures Teacher signature: Date: We agree to be: • kind • involved • supportive • helpful • fair • respectful • honest • patient • tolerant • good listeners • sensitive • polite University of Kansas Center for Research on Learning 2006