EngageNY.org Session 4: Living a Lesson Part 2 Elementary

EngageNY.org2 Welcome back to class! Please sit with different folks for this session. This is a continuation of Session 3. We will work together to explore the impact of collaboration, specifically the use of protocols, on our understanding of text.

Refection and Introduction What is your response to this quote? Agree or disagree? Why or why not? Introduce yourselves at tables and give a brief answer to this question. EngageNY.org3

Learning Targets I can effectively use protocols and other collaborative classroom structures in the 3-8 Modules develop students’ literacy skills. I can evaluate the rigor of students’ thinking and talk. EngageNY.org4

Experiencing a Common Core Classroom Put your “student hat” on for this portion of our work. There will be lots of time to think like a teacher and ask questions about planning later after. Our purpose is for you to dig into the “subtle moves” that represent the shifts. While we are asking you to be “students,” be metacognitive about our choices/design. EngageNY.org5

Four Corners Move to a corner of the room based on commonalities in your responses to a question. Once you physically move to a “corner,” discuss your thinking. One participant from each group shares the group’s ideas with the whole room. Participants in other groups/corners may move to that corner if they change their thinking. EngageNY.org6

Four Corner Statements The most important thing The Red Cross does is organizing volunteers to provide relief and support to people struck by disaster. The most important thing the Red Cross does is providing billions of dollars in relief assistance to areas struck by disasters. The most important thing the Red Cross does is pre- position supplies in preparation for a natural disaster. The most important thing the Red Cross does is provide supplies like medicine, food and water to communities after they are struck by a disaster. EngageNY.org7

Defend Your Choice Why did you choose this statement? What details from your note-catcher support the statement you chose?” EngageNY.org8

Volunteers Needed! You will publicly participate in a conversation about the purpose of the Red Cross. You will know the criteria and be able to set goals. Other participants will take notes and offer their new learning. EngageNY.org9

Learning Targets I can participate in a Fishbowl discussion about the purposes of the Red Cross. I can listen to others and build on their ideas during a fishbowl discussion. EngageNY.org10

Fishbowl Checklist Circle: relevant; draws; advocating Set 2-3 goals for yourself as a participant in the Fishbowl. Listeners/observers locate the Fishbowl Listening Note-Catcher.  (p. 94) EngageNY.org11

Fishbowl Prompts From your perspective, what was the gist of the Red Cross text? What makes the Red Cross a multinational organization? What is the most important thing that the Red Cross does? What questions do you have for other members of this group about their understanding of the text? EngageNY.org12

Reflection Participants: Complete self-reflection of goals Listeners/Observers: Complete note-catchers Share EngageNY.org13

Learning Target Check-In I can participate in a Fishbowl discussion about the purposes of the Red Cross. I can listen to others and build on their ideas during a fishbowl discussion. EngageNY.org14

Synthesize Turn and talk to a partner about the impact of collaboration and use of protocols (the Fishbowl Protocol) on deepening your understanding of the text. EngageNY.org15

Look at the Standards Consult the Common Core Standards for Speaking and Listening at the appropriate grade level to look for evidence of the standards in the process you went through as learners.  (p ) EngageNY.org16

Drafting a Rubric Gather in grade level groups of 4 or fewer. Locate the “Speaking and Listening Rubric Task Card” and the “Speaking and Listening Rubric Template.”  (p ) Follow the Task Card steps to draft a “Common Core Aligned Speaking and Listening Rubric.” EngageNY.org17

Reflection on my Classroom Practice “The teacher creates the conditions for student conversations and plans tasks where students are encouraged to talk about each other’s thinking” from Instructional Practice Evidence Guides EngageNY.org18

Reflect in Writing How will the development of a speaking and listening rubric impact/support speaking and listening in my classroom?  (p. 100) If adapting modules, how will I ensure that students are tapping into peers’ thinking in order to deepen their own understanding?  (p. 100) EngageNY.org19

Learning Target Check-In Quietly journal regarding your progress on these learning targets:  (p. 100) I can effectively use protocols and the other collaborative classroom structures in the 3-8 Modules develop students’ literacy skills. I can evaluate the rigor of students’ thinking and talk. EngageNY.org20