9/18/19 AGENDA 1. Guiding Questions 2. Authentic Communication Look-Fors 3. Observations and reflections Enhancing Instruction with Authentic Communication 4. Lunch Jeff Zwiers September 18, 2019 jeffzwiers.org/september18 jzwiers@stanford.edu Jeff Zwiers Understanding Language L a n g u a g e , L it e r a c y , & L e a r n in g in t h e Jeff Zwiers Understanding Language L a n g u a g e , L it e r a c y , & L e a r n in g in t h e Jeff Zwiers C o n t e n t A r e a s C o n t e n t A r e a s Guiding Questions Typical Model of Learning Content Thinking Literacies 1. Why do many students do the bare minimum Agency when they communicate (RWLSC)? Language Social-Emotional 2. How can we motivate them to authentically communicate in ways that maximize learning? Structured Academic Speaking & Listening Conversations 3. How can we best assess and improve academic conversations? (e.g., develop Reading Writing conversation skills in all interaction activities) Jeff Zwiers Understanding Language L a n g u a g e , L it e r a c y , & L e a r n in g in t h e Jeff Zwiers C o n t e n t A r e a s Idea-Building Model of Learning Content Thinking Literacies Using language in Using language to do Agency non-meaningful meaningful things that R-W-L-S Language Social-Emotional ways (e.g., for just one person can’t R-W-L-S getting points & R-W-L-S-C do. (build, create, R-W-L-S-C Structured Academic praise, showing change, decide, clarify, C Speaking & Listening Conversations learning, winning, Do students…? Do students…? negotiate, argue, etc.) C etc.) Do students...? Do students...? (R-W-L-S-C) Writing Reading How is authentic communication more effective than pseudo-communication? Jeff Zwiers Understanding Language L a n g u a g e , L it e r a c y , & L e a r n in g in t h e C o n t e n t A r e a s 1
9/18/19 An Example of Idea Building Authentic Communication Features for developing content, thinking, language, and social skills (This will be different for each person.) It’ s important to be friends with Tectonic plate movement often ☑ Requires & helps students Whenever I multiply two fractions, the Dialogues and actions help to develop Christopher Columbus should not be people who are different from us. causes earthquakes. portrayed as a hero in history books. themes for us to be better people. answer is even smaller than them. to build idea(s) △ My parents’ Short story we read Conversation with Why doesn’t this Moroccan friends about making friends mom about friends happen more? Clarify Support Support ☑ Requires & helps students Picture of how to Pair-share with If they speak other TV episode on Support be a good friend to clarify & support Support Clarify Manuel languages, I can learn friendships Clarify Otis had been David’ s poster I’m friends with my Class discussion on Support Support IDEA ☑ Requires & helps students to to jail and explanation mother’ s friend friends in other stories Support Clarify Clarify fill i nformation gap(s) She made friends Opal made friends Winn Dixie helped her Friends with with the brothers with Gloria Dump make friends Otis Looked up Opal made friends Older people have lots of stories Attention to language in service of communication definition of friend with Ms. Franny that teach kids about life (Language modeling, practice, feedback, sentence frames, etc.) Communication Look-Fors An Example of Idea Building (This will be different for each student.) 1. How well does the activity or teacher require and/or help students to build up a meaningful idea ? Greece, Persia, 2. How well does the activity or teacher require My trip through the Conversation with Why did China, Mayans, valley seeing all the crops Lisa about buildings they fall? and/or help students to clarify and support Answer text Group work on Thinking about modern Textbook the idea? questions presentation food and jobs examples 3. How well does the activity or teacher require Diagrams in the David’ s poster Video clip from movie Article’ s description of Lee article and explanation on ancient governments specialization and/or help students to fill information Forming Civilizations How Egyptians Writing up what I learned YouTube: gaps? simulation used the Nile from the simulation irrigation 4. How much do students push themselves and Improved farming techniques produced surplus food, Looked up How Mesopotamia Timeline of hunter-gathers, which was needed for civilizations to form. others to do more than the bare minimum ? definition of civilization formed farmers, and cities Conversation Skills & Features COAT Notes Conversation Observation & Analysis Tool Collaboratively build one or more ideas to the max 1. Purposeful 2. Information 3. Attention to 4. Engagement Pose one or more relevant & buildable idea(s) & choose the building of ideas gaps necessary & Agency best one(s) to build (clarifying & supporting) language Support idea(s) with evidence, examples, explanations; accurate content READING Just focused on Could provide Could have used Not much agency Clarify answering questions different texts some modeling in answering ?s & Viewing (define, ask questions, elaborate, paraphrase, etc.) WRITING Students do more than Students write Frames useful Grammar modeling Evaluate and compare ideas to choose strongest/heaviest the “bare minimum” to fill gaps for #1 focuses on clarity & Creating after building up both/all sides (if it’s an argument) LISTENING Could have used a Could use A and I need to model Just trying to fill Use disciplinary thinking “building” focused G.O. B forms listening in the note page & Watching (e.g., cause-effect, interpret, understand other perspectives, SPEAKING Push selves to Audience not Sentence frames Talks to help bias, analyze,…) clarify/support know the topic do serve 1 & 2 build idea Take appropriate turns CONVERSING Not push partners to Not enough gap Text-based notes Prompt not (build on; respectfully challenge; don’t interrupt, etc.) clarify or support for this convo do support lang. engaging enough Value each other’s ideas SOURCES: Admin/Coach Observation Data; Teacher Data & Insights (PLC results); Student Work & Assessments; Student Nonverbal communication Reflections, Interviews, & Surveys 2
9/18/19 Have students become and benefit from third observers Teach/Do Inquiry-Based who coach peers in their conversations. & Gather Evidence Professional Have students engage in conversations (e.g., collaborative Learning • Use new & adapted interventions and arguments) to build up ideas, and self-assess. (10K hrs) strategies Model conversations & analyze them for skills ( clarify & support ) • Gather data on student learning (Formative, self-, peer-, summative; for building ideas from focal students ) Weave building ideas, clarifying, and supporting into all activities and discussions (whenever students read, write, listen, speak, converse) How can I develop/improve Analyze Reflect ____________________, Have 2 nd and 3 rd pair-shares (e.g., Stronger-Clearer) in which students evidenced by _____________, Evidence & Plan by _____________ practice, push and are pushed to support ideas and clarify , to build up ideas • Clarify what teaching and learning Improve pair-shares: • Use student work, case studies, should look like conversations, video, observations A) More prompting for purposeful building of ideas that depends on bridging info gaps • Agree on evidence to gather that • Find patterns, surprises, gaps B) Listener prompts talker to clarify and support in order to help build up idea shows changes • What is evidence showing and not • Create & adjust coaching practices C) Structure time for A and B students (e.g., Pro-Con) showing? • Make a plan for observations and • Brainstorm factors that caused Strive to create instruction and assessment that are centered on students’ building of data collection the patterns important ideas in the disciplines. Let’s Make an Observation Tool Reflecting on What We Observed 1. 3
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