Presented by Kacey Edgington Talk Tasks Presented by Kacey Edgington 12:00-12:10 (Slides 1-6)

Ask Questions and Construct Answers Working Agreements Ask Questions and Construct Answers Engage Fully and Embrace Discomfort Integrate and Construct New Information Open Your Mind to Diverse Views and Value Others’ Strengths Utilize What You Learn, Share it, and Feed it Back 3

Benefits of Discussion When encouraged with meaningful activities and questions, children often do express, compare, and challenge their views and discuss social justice issues among themselves and with teachers. What are some of the other benefits of classroom discussion? Popcorn other ideas of the benefits See paper on benefits The Guardian

We All Talk, So We Can All Learn.

Discussion Guidelines Always respect each other’s ideas. Be prepared to change your mind. Come to a shared agreement. Clarify, challenge, summarize, and build upon each other’s ideas. Invite someone to contribute by asking a question. Show proof of listening.

Wait Time Recommend 3 seconds but we usually do about 1.5 seconds

Ping Pong or Pinball Which metaphor represents classroom discussion in your class? Which one is more effective? Why?

All I Want for Christmas is Content Reading

C3 Teachers College Career and Civic Life 12:10-12:30: (Slides 7-8) Pass out copies of this article Explain the site (content and grade specific) Relevant content supports relevant discussion Benefits of this site: inquiries tab and use the filter for K-12 grade level and topic, supporting questions and formative tasks and sources provided over multiple days, summative performance task around the compelling question

C3 Teachers College Career and Civic Life Resource Grade level and topic specific Supporting questions with formative tasks and sources Summative performance task around the compelling question Lesson spans over multiple days

How do Families Change Over time? Strategy: Conver-Stations Lesson Objective: Move students during small group discussions to deepen conversations Length: 3 minutes Questions to Consider: How does this strategy encourage student-led conversations? What are the benefits of using movement during class discussion? How could this strategy be adapted to other activities? https://www.teachingchannel.org/videos/conver-stations-strategy Bring photos or artifacts and poster paper. Switch twice to discuss and third rotation is answer the questions in drawing or writing Formative Performance Task Supporting Question 3: List three ways that families change over time. Draw a then-and-now picture to illustrate one of the ways.

Listenwise 12:30-12:45 (Slides 9-10) Set up site/speakers https://listenwise.com/teach/lessons/331-animal-rights-and-constitutional-law Benefits of site: science, social studies and ELA content specific, current events, middle and high school specific (high, medium and low), listen speed can be adjusted to make it slower, NPR story, short answer quizzes, interactive transcripts, listening comprehension quizzes, online student assignments, standards-aligned lessons, ELL supports, related content lesson Although it is an middle and high school resource the content is relevant for primary because it is all through speaking and listening Listen first

Listenwise Resource Content: science, social studies and ELA around current events Leveled for middle and high school (high, medium and low) Listening speed can be adjusted Short answer comprehension quizzes Interactive transcripts Online student assignments Standards-aligned lessons ELL scaffolds with vocabulary Other stories suggested around the same content

In Your Opinion, Should Animals Have the Same Rights as Humans? Why? Strategy: 2 Corners and High-Five Lesson Objective: Clear articulation and dialogue between differing opinions Length: 3 minutes Questions to Consider: How does this strategy encourage student-led conversations? What are the benefits of asking a controversial question? How could these strategies be adapted to other activities? Describe both strategies: 2 corners and high five Differing opinion corners- discuss with “like” group Find a partner- discuss differing opinions Find

NewsELA Pass out copies of this article Starts at third grade   Pass out copies of this article Starts at third grade Lexile level changes Different content areas to choose Quizzes, annotation notes Read aloud if K-2 students Younger students could read one paragraph

NEWSELA Resource Starts at third grade Lexile level can be changed Variety of content areas Current news Text sets available Quizzes, writing prompts and annotation notes available

What Conclusions Can You Draw From the Information in this paragraph What Conclusions Can You Draw From the Information in this paragraph? What Details support Your Thinking? Strategy: Modified Fishbowl Lesson Objective: Clarify, challenge, summarize and build on each other’s ideas and share proof of listening Length: 3 minutes Questions to Consider: How does this strategy encourage student-led conversations? What are the benefits of having a partner during the fishbowl strategy? How could these strategies be adapted to other activities? 12:45-1:05 Why does the author end the article with this statement? Explain.

Scholarly Fish and Fish Feeders Structure: Inner Circle: Scholarly fish addressing focus questions. Outer Circle: Learners who provide the inner circle with “fish food for thought.” Scholars may participate 2 -4 times before they switch roles with the leaner feeders. Participants now form themselves into fishbowl groups Remind them of the structure 10 volunteers

How will you Use these Resources in Your Classroom?

Resources http://www.c3teachers.org https://listenwise.com https://newsela.com   Print this ppt w/notes for us and our copy