Engaging Students: Speaking and Listening Standards

Speaking and Listening Anchors Standards Comprehension and Collaboration 1.Engage effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners, building on other’s ideas and expressing their own clearly. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence or rhetoric.

Speaking and Listening Anchor Standards Presentation of Knowledge and Ideas 4. Present information, findings and supporting evidence such as that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purposes and audience. 5.Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentation. 6. Adopt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

How do teachers get there? Steps that move the learning to collaboration: Focus Lesson to establish purpose and modeling Guided instruction with cues, prompts and questions Collaborative Learning- Consolidating Thinking with peers Independent Learning tasks

TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Focus Lesson Guided Instruction “I do it” “We do it” “You do it together” Collaborative Independent “You do it alone” A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

The Keys to PGW Students must be taught how to talk with one another. Teachers need to know how to move them. Know what you’re looking and listening for. Make tasks engaging and interactive.

Students work together to solve problems, discover information, and complete projects Students use the “language of the lesson” Purposes of Productive Group Work

It is not: Ability grouping For introducing new information or new skills

Productive Group Work Structures

Let’s make a Foldable Reading Instructional Routines Writing Instructional Routines Oral Language Instructional Routines fold Instructional Routines

Reading Literature Circles Collaborative Strategic Reading Reciprocal Teaching Partner reading Jigsaw Sample Instructional Routines

Reciprocal Teaching for Informational Text Assign groups of 4 with each having a comprehension role – questioning, clarifying, summarizing and predicting Give students a reading passage that complements information from the focus lesson Teacher may segment the passage into paragraphs so students stop after each to process Table Tents with the prompts for each comprehension strategy help frame the discussion.

PGW in 8th Grade Writing

Writing Progressive Writing Paired Writing Peer response Quick writes Writing Frames Collaborative poster Sample Instructional Routines

Progressive Writing Each member of a group begins writing a paper and continues for a fixed period of time (5 min) before passing his or her paper to another member of the group. Each group member reads what the person before has written and continues writing. Repeat the pattern until everyone has written a portion of the paper. Then, the group nominates the best representative paper for submission.

Sample Instructional Routines Oral Language Think-Pair-Square Numbered Heads Together Socratic Seminar Walking Review

Numbered Heads Together Spencer Kagan 1994 Groups of 4 with each student having an assigned number Teacher poses a question to the groups who discuss it among themselves After time for discussion, the teacher announces the number that will respond Example, the teacher calls #3 and the student in each group that is a #3, must write the answer on paper or a response board on behalf of the group

Treasure Hunt Post questions around the room Distribute one answer sheet per student After returning to home base, groups submit a rationale for how they solved each sequence using conversational roundtable

Mathematical Treasure-hunt: Sequences 15 ? Mathematical Treasure-hunt: Sequences 47 ? 3, 6, 9, 12, … What is the next term in the linear sequence above? 6, 10, 14, 18, … The linear sequence below is generated by the term 4n + ?. What is the extra number ?

Conversational Roundtable Visualize It:Write It: Calculate It: Check It:

Sshh!!! Secrets to Successful PGW Sshh!!! Secrets to Successful PGW

Let’s make a Foldable Talking to Each Other Knowing How to Group Knowing How to Move Them fold Secrets to Success

To make group work productive… Students must learn how to talk to one another.

Accountable Talk Describes high levels of engagement and critical thinking among learners Accountability that discussions are on the topic Accountability to use accurate information Accountability to think deeply about what is being said

Promoting Accountable Talk Press for clarification and explanation: Could you describe what you mean? Require justification of proposals and challenges: Where did you find that information? Recognize and challenge misconception: I don’t agree because... Demand evidence for claims and arguments: Can you give me an example? Interpret and use each other’s statements: David suggested … Institute for Learning, University of Pittsburgh

Teachers must know how to group. To make group work productive…

Alternate-Rank Grouping Students are listed in descending order based on one or more aspect of learning (e.g., mathematical ability, language proficiency, concept knowledge) In a class of 40… – Student #1 Student #21 –Student # 2 Student #22 –Student # 3 Student #23 –Student #10 Student #30 –Student #20 Student #40

To make group work productive… Know how to move them.

Syllable Clapping Center

Stations in Biology

Teacher-directed guided instruction Rotation #1

Teacher-directed guided instruction Rotation #2

Teacher-directed guided instruction Rotation #3

Teacher-directed guided instruction Rotation #4

Table Talk How do you manage the traffic in your classroom? Are there students who have more difficulty with this?

To make group work productive Make the task worthwhile.

Purpose = Expectations

The established purpose contains both content and language components.

What would you want your student to say to the question: What are you learning from this lesson?

The established purpose focuses on student learning, rather than an activity, task, or assignment. The established purpose focuses on student learning, rather than an activity, task, or assignment.

The teacher designs meaningful experiences and outcomes aligned with the established purpose.

The teacher has a plan for determining when the established purpose has been met.

Looking More Deeply at Task Design

The Takeaway Students must be taught how to talk with one another. Teachers need to know how to group them and move them. Ask questions about purpose and relevance to guide task design and development.

Engaging Students in Collaborative Group Work is the key to meeting the expectations of college and career ready speaking and listening standards of the common core