Establishing and Sustaining Student Interactions for Collaboration and Communication SIOP Refresher Lindsay Young Lindsay.young@evergreenps.org Please use an index card to make a name tent…

Interaction Features Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts Grouping configurations support language and content objectives of the lesson Sufficient wait time for student responses consistently provided Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text

Balancing Teacher Talk and Student Talk FEATURE 16 Balancing Teacher Talk and Student Talk Feature 16: Frequent opportunities for interactions/discussions . . . Between teacher/student and amongst students that encourage elaborated responses about lesson concepts To balance linguistic exchanges follow the formula of 5-2-1: 5 minutes teacher talk with comprehensible input 2 minutes students process and share “Verbalize and Internalize” 1 minute teacher assesses and/or calls on non-volunteers and uses active group response 3

Encouraging elaborated responses… try Fairy dust FEATURE 16 Encouraging elaborated responses… try Fairy dust

2nd USE Response Extenders or sentence frames 1st Ask a How or Why question “How did you get your answer…?” “How did you figure that out…?” “Why is that true (or false)?” “Why is that important?” 2nd USE Response Extenders or sentence frames “How did you know that ...?” “What else…?” “First, ___Next,____Then,_____Finally,____” “_______because_______” “If______ then_______" “I knew this was the answer because ____.” “One more reason I can add is _________.” Download the Accountable Talk Toolkit

Encouraging “Elaborated Responses” FEATURE 16 Encouraging “Elaborated Responses” Make fairy dust: What is a how or why question you could ask in your next lesson? What response extender or sentence frame you could give students?

Kate Kinsella’s Fancy Fairydust: Contact April.Nissen@evergreenps.org to order Kinsella Academic Interaction Cards

Student Engagement during interaction: The Pattern of Accountability FEATURE 16 Student Engagement during interaction: The Pattern of Accountability TIME TURNS ASSESS Time the student interaction based on the length of response Encourage equal participation. During- teacher monitors…After- call on non-volunteers and use active group response

Grouping Configurations that Support Objectives FEATURE 17 Grouping Configurations that Support Objectives

Issues Related to Grouping FEATURE 17 Issues Related to Grouping 1. How to ensure students are on task How to ensure students are using academic language 3. How to assess that the configuration was successful for meeting the lesson objectives 4. Grouping logistics (moving in and out of groups) 5. Classroom size and space 6. Lack of group materials/resources 7. Time constraints Gallery Walk

Heterogeneous and Homogeneous Grouping FEATURE 17 Heterogeneous and Homogeneous Grouping Homogeneous Grouping Heterogeneous Grouping Description Students who share one or more designated characteristics are placed together in groups. Students who differ in one or more designated characteristics are placed together in groups. Example Groups are made up of students of the same language proficiency level. Groups are made up of students with different language proficiency levels.

Limitations of Ability-Based Homogeneous Grouping FEATURE 17 Limitations of Ability-Based Homogeneous Grouping “. . .Relying exclusively on [ability-based] homogeneous grouping for instruction (low group, average group, high group) has serious academic and social effects for students who are not in the top group.” (Hiebert, 1983; Lucas, 1999; Callahan, 2005) Making Content Comprehensible, p. 126

Ability-Based Homogeneous Grouping and ELs FEATURE 17 “In many schools, it has become common practice to group English learners with low-achieving students regardless of academic ability and performance.” “A study of high school English learners revealed that the group—or track—students were in was as strong a predictor of academic achievement as was language proficiency.” Making Content Comprehensible, p. 126

Planning group activities Feature 17: Student Grouping configurations Types of groups Changing Groups Group roles Planning group activities Objectives first FEATURE 17 Random, voluntary, teacher-assigned HI HI-M LO-M LO Frequency, management Instructions and Modeling STEP- BY- STEP Must rotate during the activity! reporter, reader, timekeeper, coach etc…

Planning group activities Instructions and Modeling STEP-BY- STEP Small Groups moving around the room Small Groups seated Pairs moving around the room Pairs in Chairs

Who do I want to work with? Random: Count-offs Voluntary: Student Choice Teacher-assigned: Based on abilities first… Types of groups Who do I want to work with? One Two Three HI HI-M LO-M LO

Activities that Promote Interaction Scan the ideas listed on the “meaningful activities” handout each group member chooses an activity that they will explain on an index card: List the name of the activity and summarize the procedures of the activity and think of a response extender to help students elaborate responses. …also think of an example lesson for which this activity would work Put your name on the back of the card

Sharing Interaction Ideas Pair Share Trade: Hand Up, Stand Up, Pair Up Share the activity on your card with your partner. Listen to your partner’s description and ask any clarifying questions necessary. Trade cards and find a new partner, repeat the process with 3 different partners then sit. Highlight the ideas you heard about on the Interaction Idea Bank chart. Record any ideas that will help you implement Feature 16

Ticket out the door Want more? One technique I will try… Name School Ticket out the door On the inside of your name tent please write a message: One technique I will try… Questions or support I need… Want more? Click on “Evergreen PD” in bookmarks Sign up for SI PD: Secondary dates Elementary dates