ccc mooc session 3: modeling & scaffolding conversation skills

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CCCMOOCSession3:Modeling&ScaffoldingConversationSkills

SanJoseUnifiedSchoolDistrictJeffZwiers &SaraRutherford-Quach

December1,2016Handouts:jeffzwiers.org/december1

Objectives

• Examinewaystomodelandscaffoldconversationskills• Actonwhatyouhavelearnedfrompastassignments,readings,andvideos

• Designandimplementalessonoractivitythatclarifiestheintendedlearningandinvolvesmodelingandscaffoldingofconversationskillsappropriatetoyoursetting

• Elicit,interpret,andanalyzestudentconversationsamples–discusshowinteractionsbuilddisciplinarylanguage,knowledge,andskills– andidentifynextsteps

• Involvestudentsinthelearningprocess,providingappropriatefeedbackduringandafterstudentconversationsandsharingtheanalyzedconversationswiththem

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Assignment2Reflection

1. Findapartner2. Readthroughyourpartner’s

Assignment2submissions3. Reportbacktoyourtablegroup,

addressingthefollowingquestions:

• Whichconversationskilldidyourpartnerfocusonandwhy?

• Howdidyourpartnerintroduceand/ormodeltheconversationskillduringthelesson?

• Howdidthelessonfocusshow(ornot)instudentconversations?

• Whatdidyourpartnerlearnthroughthisexperienceandwhatareher/hisnextsteps?

Speakingisone-way,one-time,clear&strongcommunicationofideas&thinking.

(Think-pair-shares,Answeringteacherquestions,

Jigsaws,Gallerywalks,Oralpresentations)

Speaking&ListeninginConversations

Understanding Language/SCALE

Conversationsareback-and-forthinteractionsinwhichparticipantsuseconversationskillstobuildononeanother’sideasinordertobuildupideasthatweren’tintheirmindsbeforetalking.

Listeningismakingmeaning

fromspokenlanguage.

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Warming up speaking and listening with structured discourse:

TRANSITION IMPROV Activities

TransitionImprov Activity:Pro-Con

Topics:Camping,Shopping,TV,Uniforms,Computers,Superheroes,Cars,Conferences,Testing,Internet,Cellphones,Videogames,SocialMedia

Transitions:However,Ontheotherhand,Thenagain, but

PCFrames: Oneadvantageis…Forexample,…Anotherpositiveof…is…because…Anegativeaspectof___is…Inspiteofthepositivesof_____,

A&B,Lean?


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TransitionImprov:For-Against

Topics:Fracking,adding limetosoiltolowerpH,geneticengineering,nuclearenergy,stemcellresearch,human-causedclimatechange,wolfreintroduction,de-extinction,zoos,preservingwetlands,cornasfuel,extraterrestriallife,desalination,…


PCFrames: Onereasonfor…is…Forexample,…Evidencethatsupports…is…because…Areasonagainst…is…Forexample,…Evidencethatdoesnotsupport…is…because…

A&B,Lean?

TransitionImprov:Similar-Different

Topic:Plantcells&animalcells


SDFrames: Unlikeanimalcells,plantcellshave____,which…Plant&animalcellsbothhave____,whichserveto……aresimilarto____inthattheyboth_____Animalcellsdifferfromplantcellsinthat_____


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TransitionImprov:TwoViews

Views:PatriotsLoyalists


Frames: The___thoughtthat…Many___believedthat…Adifferentperspectiveheldby___wasthat…Intheeyesof___...

JeffZwiers Understanding Language/SCALE

Modeling

• GROUP1:Modelinthelearningzone(p.1;pp.2-4)

• GROUP2:Befocusedandthorough(p.1;pp.4-5)

• GROUP3:Deconstructtargetlanguageanddevelopmetalinguisticawareness(p.1;pp.5-6)

Scaffolding

JigsawGroups

• GROUP4:Provideandpromptfortargetlanguage(p.6;pp.7-8)

• GROUP5:Formativelyassesslanguagelearnertoinforminstruction(p.6;pp.8-9)

• GROUP6:Providespecifichelpfulfeedback(p.6;pp.9-10)

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ReadingJigsaw

1. Expertgroupcreatesavisualmodelthatshowstheirsubtopicandthreeexamplesofhowitcanapplytoconversationsinyourclassroomcontexts

2. Eachexpertbringscopyofvisualtohomegrouptosharewithothers.

3. Eachlistenermustaskatleastoneclarifyorsupportquestion

4. Shareraskseachlistenertocomeupwithanadditionalexampleintheirclassroomsthatshowstheapplicationofthesubtopicintheirclassrooms.

5. Eachstudentshareshisorhersubtopicinthisway.6. Inlargegroup,reflectontheprocess(notthecontent)of

howweusedandmodifiedjigsawtosupportconversationskills.

REVIEW:ConstructiveConversationSkillsfor“BuildUp1Idea”Mode

Goal: Students collaboratively (but w/o teacher) build an idea (e.g., claim, answer, solution, interpretation), using the following skills:

Pose Idea

Listening-Speaking

ClarifyIdea

Listening-Speaking

Support Idea Listening-Speaking

Build Idea

MATH:Justifywithreasoningbasedonmath

principles

• Ask?’s• Define• Elaborate• Paraphrase• Negotiate• Analogy

Jeff Zwiers Understanding Language/SCALE

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ConstructiveConversationSkillsfor“Argue-Decide”Mode

Pose 1st Idea

Listening-Speaking

ClarifyIdea

Listening-Speaking


Build 1st Idea

Jeff Zwiers JeffZwiers Understanding Language/SCALE

Evaluate & Compare(Argue)

Listening-Speaking

Pose 2nd Idea

Listening-Speaking


ClarifyIdea

Listening-Speaking

Build Ideas

& Choose Best

Jeff Zwiers aldnetwork.org/page/March15

JeffZwiers Understanding Language/SCALE

ConstructiveConversationSkillsfor“Argue-Decide”Mode

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Language(organization,syntax,

vocabulary)

Turns(#,equaltime,length)

Conversationskills(Build,pose,clarify,

support,evaluate&choose)

Contentskills,knowledge,

evidence

Nonverbalcommunication

Thinkingskills(AR,CO,EV,IN,AP…)

Things that We Can and Must Model & Scaffold for and with Conversations

Things that Conversations Develop

Video

2:30-5:29

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Ithinkthemaincharacterbecamemorecaring

OK,ifyouwereDavid’spartner,howwouldyourespond?

Canyougiveanexamplefromthetext?

OK,bothcouldwork,butwhichmightbebetteratthispointintheconversation?Rememberthatwearetryingtobuildupanideabyclarifyingandsupporting.

ScaffoldingCCSkills:Meta-Facilitation

Idon’tagree.Ithinkhewasjustactinglikehecared.

ELAText"Ifyoudon'twantahousebuilt,hidethenailsandwood.Ifyoudon'twantamanunhappypolitically,don'tgivehimtwosidestoaquestiontoworryhim;givehimone.Betteryet,givehimnone.Lethimforgetthereissuchathingaswar.Ifthegovernmentisinefficient,top-heavy,andtax-mad,betteritbeallthosethanthatpeopleworryoverit.Peace,Montag.GivethepeopleconteststheywinbyrememberingthewordstomorepopularsongsorthenamesofstatecapitalsorhowmuchcornIowagrewlastyear.Cramthemfullofnoncombustibledata,chockthemsofullof'facts'theyfeelstuffed,butabsolutely'brilliant'withinformation.Thenthey'llthinkthey'rethinking,they'llgeta sense ofmotionwithoutmoving.Andthey'llbehappy,becausefactsofthatsortdon'tchange.Don'tgivethemanyslipperystufflikephilosophyorsociologytotiethingsupwith.Thatwayliesmelancholy.AnymanwhocantakeaTVwallapartandputitbacktogetheragain,andmostmencan,nowadays,ishappierthananymanwhotriestoslide-rule,measure,andequatetheuniverse,whichjustwon'tbemeasuredorequatedwithoutmakingmanfeelbestialandlonely.(Bradbury,1953)

What’sthemostimportantideainthistextandhowmightitapplytolifein2016?

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ClipsfromVideo

8:55-9:55

PairedProblemSolving

1. Posetheproblem,challenge,orquestion.

2. Partnersaskeachotherclarifyingquestionsandcometoanagreement

3. Preparetoshareajointanswerwithanotherpair.

4. Sharewithandlistentotheotherpairtocomposeafinalwrittensolution,answer,orexplanation

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TheChallenge/Problem/Question

The“Problem-Challenge”1. Holdtheendofapaperstripjustunder

yourlipandletitextendouttocurvedown.2. Tellapartnerwhatyouthinkwillhappenif

youblowoutabovethepaper.Explainwhy.3. Blowabovethepaperandnoticewhathappenstoit.4. Conversewithyourpartneraboutwhathappenedandcomeup

withaclearscientificexplanationforit.Youwillsharethisexplanation(youcancreateavisual)withanotherpair.

1. Posetheproblem,challenge,orquestion.2. Partnersaskeachotherclarifyingquestionsandcometoanagreement3. Preparetoshareajointlyconstructedanswerwithanotherpair.4. Sharewithandlistentotheotherpairtocomposeafinalwritten

solution,answer,orexplanation

Modeling and Scaffolding in Conversations


Language(organization,syntax,

vocabulary)

Turns(#,equaltime,length)

Conversationskills(Build,pose,clarify,

support,evaluate&choose)

Contentskills,knowledge,

evidence

Nonverbalcommunication

Thinkingskills(AR,CO,EV,IN,AP…)

Howdoweknowwhattomodelandscaffold--andifitworks?

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ConversationSupportCards

ConservationVideo

Isthemodelingeffective?Isthescaffoldingeffective?Whatelsecouldtheteacherhavedone?

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ConversationSupportCards

WhichcardscouldIhavegiventothestudentsinthevideo?Arethereothersyoumighthaveused?

Structuring Skills & Language: If-When Chart

JeffZwiersJeffZwiers Understanding Language/SCALE

ccc mooc session 3: modeling & scaffolding conversation skills

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