Accountable Talk with English learners

1. Accountable Talk with English learners December 2017

2. Model Performance Indicator Language function Participants will synthesize information using texts, videos and their colleagues’ experiences in order to engage in an academic discussion about accountable talk. Supports Content stem

3. Talking?     answergarden.ch/610365

4. Turn and Talk • How do you get students talking? • What challenges have you had in getting students to talk? • What helps to overcome the challenges?

5. Reflection • On your lesson plan, circle examples of student talk. • Based on your lesson, how much time did the students engage in talk?

6. Student Talk Teacher Centered Discussion Student Centered Discussion

7. How would this look, feel, and Sound? Teacher-Centered Discussion Student-CenteredDiscussion Students are engaged because they are allowed to use their natural inclination to talk to each other. Student process lesson material more deeply through active discussion and defense of their ideas and opinions Teacher is able to assess every student through his or her participation in the conversation • Teacher evaluates the understanding of only one child at a time • Students can become disengaged because they do not have constant opportunities to actively participate • Students may not retain new information for an extended period without the chance to discuss it actively

9. Accountable talk • Student talk that seriously responds to and further develops what others in the group have said. It puts forth and demands knowledge that is accurate and relevant to the issue under discussion. This academically productive talk uses evidence appropriate to the discipline and follows established norms of good reasoning. Accountable talk sharpens students’ thinking by reinforcing their ability to use and create knowledge. Circle – surprising​ ? - confusing​ Underline – important

10. Tweet @BCPSESOL #accountabletalktinyurl.com/esolat • Watch the video then tweet out a summary statement about student centered talk. 

11. Lunch Return in 45 minutes

12. Types of Accountable Talk tinyurl.com/typesoftalk • In groups of three (each type of talk should be represented), explain to your group: • The type of accountability and why it is important • The observable evidence of this accountability  • As a group, create a listening checklist that you can use to evaluate the accountable talk in your class.

13. Types of Accountable TalkTINYURL.COM/ESOLAT • Use the checklist you just created to evaluate the accountable talk in the classroom.

14. Reflection • On your lesson plan, annotate as follows: • Green – Opportunities for talk that is accountable to the learning community • Blue – Opportunities for talk that is accountable to accurate knowledge • Red – Opportunities for talk that is accountable to rigorous thinking If you find that there are few opportunities for accountable talk, add in opportunities for accountable talk using the color coding above.

15. Teacher movestinyurl.com/teachermovesat • Combine groups • Discuss:  What is role of the teacher in student centered discussion?   • Each group should select:   • A teacher • A tracker (T>S, T>Ss, S><S, etc)   • Discussion participants

16. Debrief • Tweet out (@BCPSESOL, #accountabletalk) or share on a post-it one teacher move to practice implementing in class. 

17. Model Performance Indicator Language function Participants will synthesize information using texts, videos and their colleagues’ experiences in order to engage in an academic discussion about accountable talk. Supports Content stem