WITESOL October 21, 2011 Jeff Zwiers

1. Academic Conversation: Building foundations for critical thinking and content understandings WITESOL October 21, 2011 Jeff Zwiers

2. Overview Three dimensions of academic language Three ingredients for fosteringacademic language acquisition Rationale for academic conversations Practice academic conversations

3. The Dark Ages of Thinking? US fifteen-year-olds rank twenty-fourth out of twenty-nine developed countries on an Organization for Economic Cooperation and Development (OECD) test of problem-solving skills related to analytic reasoning—the sort of skills demanded in today’s workforce…other studies show that many US high schools students can’t synthesize or assess information, express complex thoughts, or analyze arguments.”

4. The Dark Ages of Thinking? “I am not alone in wondering how often our children will experience the hard-fought pleasures of plunging deeply into a thought, a conversation, a state of being. Will focusing become a lost art, quaintly exhibited alongside blacksmithing at the historic village?” --Jackson, M. (2009). Distracted: The erosion of attention and the coming dark age.

5. Why develop academic language? Communicate, Collaborate, Thinkcritically, Solveproblems, Buildrelationships, Support ideas, Read and WriteAcademicTexts AcademicLanguage J.Zwiers

6. Academic language is the set of words, grammar, and organization strategies used to describe: Abstract concepts Higher-order thinking processes Complex ideas Cause-Effect, Empathize, Compare, Classify, Apply, Evaluate, Persuade, Interpret Recognize patterns, J.Zwiers

7. Academic Language

8. Academic Language Snapshot Photosynthesis, democracy, imagery, numerator, etc. Content vocabulary(brick) Content vocabulary(brick) J.Zwiers

9. Academic Language Snapshot Photosynthesis, democracy, imagery, numerator, etc. Long SentencesU-turn terms Transitions ClausesPronouns Word orderPunctuationText structure Content vocabulary(bricks) Elaborate Evidence AnalyzeFoster Interpret Support CompareAspects Grammar, syntax, organization, prosody Abstract, Complex, & Thinking Terms (tend to be used across disciplines) Content vocabulary(bricks) J.Zwiers

10. Vocabulary (Terms, expressions, and word parts that support conceptual understandings) Figurative Content Terms stand idly by while played a key role in in the wake ofnarrow pursuit no simple formula Reciprocal, immigration, metaphor, zygote, tectonic, foreshadow, Nominalization Word analysis Destabilization… Revolutionize Understatement Anachronism This marginalization of …. This flexibility… These ramifications mean that Their unwillingness to yield… J.Zwiers

11. Grammar & Syntax (Sentence and text structure) Compound/Complex Passive voice If the radius of the first circle is between 6 cm and 11 cm, and the radius of the second circle is 13 cm, find the possible values for the radius of the first circle so that the circles intersect in two points. Although Penelope shares heroic characteristics with her husband, Odysseus, she is not considered a hero. Pronouns Verb tenses He was a major book collector with an enormous library, much of which he sold to the Library of Congress after the British set fire to the Capitol which destroyed most of its works.He was acquainted with nearly every influential person in America, and many throughout Europe. - If I had walked the extra mile, I would have seen the lake. - The reaction is producing a gas. - By the time it finishes, they will have been long gone. - If you put 0 into this equation, you would get a negative number. J.Zwiers

12. Thinking Skills Language Science Math • Solve problems • Interpret • Apply • Compare • Hypothesize • Recognize patterns • Hypothesize • Interpret • Infer causes & effects • Compare • Describe relationships History/SS English/ELD/WL • Interpret • Persuade • Infer causes & effects • Compare • Apply • Infer causes & effects • Interpret • See multiple perspectives • Compare • Persuade • Apply J.Zwiers

13. Language stems for thinking skills and complex ideas J.Zwiers

14. Practice: Identifying Academic Language Demands By the 1880's, steam power had dramatically shortened the journey to America. Immigrants poured in from around the world. They came from the Middle East, the Mediterranean, Southern and Eastern Europe, and down from Canada. The door was wide open for Europeans. In the 1880’s alone, 9% of the total population of Norway emigrated to America. After 1892 nearly all immigrants came in through the newly opened Ellis Island. Families often immigrated together during this era, although young men frequently came first to find work. Some of these then sent for their wives, children, and siblings; others returned to their families in Europe with their saved wages. (http://www.ellisisland.org/immexp/wseix_5_3.asp) J.Zwiers

15. Three Ingredients for Building Language ReadingListeningVisualsGestures 1. Input PresentationsAnswer questions Sentence framesPair-shares Drama/Improv 2. Output 3. Interaction (negotiating meaning) J.Zwiers

16. Ingredient 1 - Making academic language comprehensible

17. Ingredient 2 - Scaffolding OutputPro-Con Improv Topics: Camping, Shopping, Traveling, Cell Phones, TV, Computers, Video Games, School, Cars, Conferences, Testing, Transitions: However, On the other hand, Then again, but Frames: Oneadvantageis… For example, … In addition… A negativeaspect of ___ is … In spite of the positives of _____, Variations: Wholeclass Pro-Con; Compare-contrast, For-Against; 2 opposing character-author-historian perspectives; cause-effect (Director paraphrases after; both write before and/or after; )

18. Writing sample based on talk Accordering in the evidence that Ana Aderson is Anastasia in my opinion I think that she is Anastasia. I think that she is Anastasia because in the evidence most people say that she is Anastasia. For example she is the same hite, same hair and same eyes. Second reason because it has the same scart that Anastasia have too. The third reason that the doctor son reconocer her for her way. The same face and how she stand. Fourth reason the princess cenia believe that she is Anastasia. And finally the solder man Lman of the pactesl he show her a picture were she was when she was just girl. However other people believe that she is not Anastasia. For example the teacher, uncle, and the dected that say that she is Francisca. But in my opinion she is. J.Zwiers

19. Writing sample based on talk Accordering in the evidence that Ana Aderson is Anastasia in my opinion I think that she is Anastasia. I think that she is Anastasia because in the evidence most people say that she is Anastasia. For example she is the same hite, same hair and same eyes. Second reason because it has the same scart that Anastasia have too. The third reason that the doctor sonreconocerher for her way. The same face and how she stand. Fourth reason the princess cenia believe that she is Anastasia. And finally the solder man Lman of the pactesl he show her a picture were she was when she was just girl. Howeverother people believe that she is not Anastasia. For example the teacher, uncle, and the dected that say that she is Francisca. But in my opinion she is. J.Zwiers

20. Ingredient 3 - Negotiating Meaning Sara Fernando But he also got anti-slave stuff going. And he talked against slavery, like saying slavery was a crime right before they kill him. I guess, but maybe no one listened if all he did was talk. /…Maybe he killed those people but more slaves were saved cuz of what he did. Can we say that? I don’t think he (John Brown) was a hero. Because he killed five people. But you can say that and not kill people. So, maybe there’s different types of heroes. Maybe he got people thinking about…/ OK, so, we can say that he was, like, part hero. J.Zwiers

21. Quantity & Quality of Classroom Talk: Findings • 85%of class time was devoted to lecture, question and answer, and seatwork. (Nystrand, 1997) • Teachers encouraged elaborations, but only 16%of the paired interactions were beneficial to learning. (Staarman, Krol & vander Meijden, 2005) • English learners spent only 4%of the school day engaged in school talk; and 2%of the school day discussing focal content of the lesson. (Arreaga-Mayer & Perdomo-Rivera, 1996).

22. Not enough • The following practices were not enough to develop enduring academic language, thinking skills, and content understandings. (Why not?) • Exposure (listen-read) • Interrogation (IRF) & Regurgitation for points • Sentence starters and frames • Think-pair-shares • Small group & whole class discussions in which a few students & the teacher dominate the talk • Isolated & disconnected facts & vocabulary • Quantity rather than quality • Narrow & fragmented assessments (MC, written) J.Zwiers

23. 3a 9ab 3c - 6 c - 4 ÷ 2 Bulking up ClassroomConversations David: Why did that happen? Liliana: Gravity, I think. David: Yeah, gravity pulled it down. Liliana: So, now what? Lisa: I think there are different ways to solve it. Edgar: So? Just do what the book example did. Lisa: But why do you turn the fraction over? Edgar: Who cares? Just turn it over. Lisa: OK. J.Zwiers

24. Academic Conversations Students should stay focused on a topic and negotiate meaning like emerging subject matter “experts” by using the following skills: • Elaborate, clarify, and question • Support ideas with examples • Build on &/or challenge partner ideas • Paraphrase ideas • Synthesize conversation points (Goldenberg, 1992; Zwiers, 2009) Not natural; Each a double skill; AL in them; Why important? J.Zwiers

25. Academic Conversation Excerpt – Language Arts A: Why do you think the author wrote this story? B: Maybe to teach us that we should be who we’re born to be. A: Can you elaborate? B: Well, in the story Charlie wants to be smart and his operation makes him smart, but then people don’t like him. It wasn’t natural. A: Hmm. I guess, but I also think it showed that we all can be smart. And so what if science helps us? Science helps us be better in lots of ways. B: Can you give an example of that? A: Like drugs. When we are sick, they help cure us. B: That’s different. Drugs and operations get us back to normal. A: Maybe, OK, but maybe we are supposed to get smarter through science, you know? I guess it depends. J.Zwiers

26. Advantages of Academic Conversation Language and Literacy Advantages - Builds academic language - Builds vocabulary - Builds literacy skills and comprehension - Builds oral language and communication skills Content LearningAdvantages - Builds content understandings - Cultivates connections - Helps students to co-construct understandings - Conversation helps teachers and students assess learning Thinking Skills Advantages - Builds thinking skills - Promotes different perspectives & empathy - Fosters creativity - Fosters skills for negotiating meaning and focusing Psychological Advantages - Develops inner dialog and self-talk - Builds engagement and motivation - Builds confidence & academic identity - Fosters self-discovery - Builds student voice & empowerment Social Advantages - Builds relationships - Builds academic ambience - Makes lessons more culturally relevant - Fosters equity J.Zwiers J.Zwiers

27. Topic Developing Academic Conversation Skills • Skills with symbols x • Hand motions for prompts How do these skills support writing and content understandings? J.Zwiers

28. Assessment: Academic Conversation Rubric (Lang) J.Zwiers

29. Practice Academic Conversations Choose your topic/text (handout). Have a conversation with a partner. Use the symbols on the handout and use the sentence frames. Language ArtsHistory (poem)(myths/mural) Math Science (interest) (resistance)

30. Sample Visual Text J.Zwiers

31. Pop Quiz What are 3 dimensions of AL? What are 3 ingredients for developing AL? What are 5 academic conversation skills?

32. Conclusion Language empowers students to use, change, challenge, and explore ideas—not just regurgitate them or select them from a list. In developing their academic language and communication skills, we can help reduce the “Gap of Potential,” which is the gap between who a student is now and who that student wants, can, and should become in the future to create a better world. Contact: jzwiers@stanford.edujeffzwiers.com Academic Conversations: Classroom talk that fosters critical thinking and content understandings. (www.stenhouse.com) Building Academic Language: Essential Practices for Content Classrooms. (www.jossey-bass.com)

33. Breakout Session: Building each academic conversation skill across disciplines WITESOL October 21, 2011 Jeff Zwiers

34. Developing Academic Conversation skills • Equip students with teacher-like skills • Focus on one skill at a time • - Move from less to more challenging topics J.Zwiers

35. ELABORATING & CLARIFYING: Opinion Continuum Corn for fuelCorn for food Use table to solveUse graph to solve Karim X Lara X Lea X Theo X Alex X Sara X J.Zwiers J.Zwiers

36. Activities for developing AC skills SUPPORTING WITH EXAMPLES: Evidence Columns Thesis, idea, theme, argument: J.Zwiers J.Zwiers

37. Activities for developing AC skills PARAPHRASE: Interview Grids & Webs

38. A Viruses are not living because they: BViruses are alive because they: Challenging an Idea: InfoGap-Negotiation Cards 1. Teacher previews key vocabulary on cards & goes over sentence starters. 2. Students read and try to memorize points on the cards. 3. A and B pairs converse (friendly debate) the issue and come to a conclusion. They can look at the cards, if needed. J.Zwiers

39. Challenging an idea: Persuasive Seesaw Visual Reasons & Evidence My responses to opposing points Reasons & Evidence Opposing position My position 2D-seesaw 3D-seesaw J.Zwiers J.Zwiers

40. Persuasive writing sample with colors J.Zwiers, 212 J.Zwiers

41. Persuasive Language Posters J.Zwiers, 212 J.Zwiers

42. Designing Conversation Prompts & Tasks Use an essential question Use a thinking skill Use a product or task Use life experiences Example Language How does great literature influence history—and vice versa? One way to explain, impact, factors, led to, as a result of Compare the two characters Argue for or against … Evaluate solutions of… A major difference, outweigh, long run, criteria, perspective Hypothesize that… Control variables Extrapolate from the data, correlate Design an experiment to measure the speed of sound. Discuss the value of school sports programs. How are you biased? Apply, perspective, real world, connects to, challenge J.Zwiers J.Zwiers

43. Reflective Inquiry/Action Research Teach & Assess How can I develop my students’ ______________________________, evidenced by ___________________, by using ______________________? (Academic literacy inquiry) Analyze Evidence(student work) Reflect & Plan J.Zwiers

44. Inquiry & Evidence (If we were a PLC) How will we know we are being effective in this area of academic language development? What would be an inquiry (action research) question for us in this area? How can I develop my students’ academic language, evidenced by observations of paired conversations and exit tickets), using strategies of modeling and practice of academic conversation skills?

45. Conclusion Conversations both teach and sculpt. They teach us how other people see and do life, and they teach other people how we see and do life. They help us build ideas, solve problems, and communicate our thoughts. They shape our identities, beliefs, and feelings. They leave us pondering and processing ideas for hours, days, and even years. These ideas, in turn, contribute to the inner dialogues that we hold in our heads throughout each day (Vygotsky, 1986), which sculpt our thoughts—whether we like it or not. More than we realize, we all are the products of thousands of conversations. Contact: jzwiers@stanford.edujeffzwiers.com Academic Conversations: Classroom talk that fosters critical thinking and content understandings. (www.stenhouse.com) Building Academic Language: Essential Practices for Content Classrooms. (www.jossey-bass.com)

46. AC Resources Cazden, C. (2001). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann. Mercer, N. & Littleton, K. (2007). Dialogue and the development of children's thinking: a sociocultural approach. London: Routledge. Nichols, M. (2006). Comprehension through conversation. Portsmouth, NH: Heinemann. Spiegel, D. (2005). Classroom discussion: Strategies for engaging all students, building higher-level thinking skills, and strengthening reading and writing across the curriculum. New York: Scholastic. Zwiers, J. (2008). Building Academic Language: Essential Practices for Content Classrooms. (www.josseybass.com) Zwiers & Crawford. (2011). Academic Conversations: Classroom talk that fosters critical thinking and content understandings. (www.stenhouse.com)