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Conversations - Planning Discussion-based Lessons. Douglas Fisher, Carol Rothenberg, and Nancy Frey www.fisherandfrey.com. Anticipation Guide. Objectives. Participants will leave with: Understanding of how to organize instruction within a framework that promotes student interaction.
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Conversations - Planning Discussion-based Lessons Douglas Fisher, Carol Rothenberg, and Nancy Frey www.fisherandfrey.com
Objectives Participants will leave with: • Understanding of how to organize instruction within a framework that promotes student interaction. • Understanding of how to make classroom tasks interactive. • Classroom routines that promote student interaction.
TESOL’s English Language Proficiency Standards • Communication in English for social, intercultural, and instructional purposes. • Communication of information, ideas, and concepts of Language Arts. • Communication …….in Math. • Communication……..in Science. • Communication……..in Social Studies.
Instructional Model Gradual Release of Responsibility Model • Focus - purpose and modeling • Guided - strategic use of cues, prompts, and questions • Collaborative - productive group work • Independent - both in-class and out-of-class application
TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Structure for Instruction that Works
In some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson “You do it alone” Independent STUDENT RESPONSIBILITY
In some classrooms … TEACHER RESPONSIBILITY “You do it alone” Independent STUDENT RESPONSIBILITY
And in some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it alone” Independent STUDENT RESPONSIBILITY
What do these words mean? en: _______________________________
What do these words mean? inter: _______________________________
What’s the difference? Engagement vs. Interaction
Engagement • to engage: to attract, hold fast, occupy attention of another or oneself • en: to cause a person to be in…(a state, condition, place) • gage: (archaic) a pledge, a challenge, deposit • Spanish translation: ocupar • Synonyms: captivate, charm, employ, enthrall, involve, join, practice
Interact • interact: to act one upon another, to have some effect on each other • inter: among, between, mutually, reciprocally • act: to do something, exert energy or force, produce an effect • Spanish translation: relacionarse (interaction: acción recíproca) • Synonyms: communicate, collaborate, cooperate, combine, connect
What does it take? What does it take to make a task engaging andinteractive?
What does it take to make a task engaging andinteractive? • Enough background knowledge to have something to say. • Language support to know how to say it. • Topic of interest. • An authentic reason to interact. • Expectation of interaction. • Accountability for interaction. • Established community of learners that encourage and support each other.
What does it take to make a task engaging andinteractive? • Understanding of the task. • Knowledge of the norms of interaction. • Understanding of the benefits of collaborative work. • Feedback from teacher and peers. • Metacognitive awareness and self-reflection.
Video Clip: Language Development in Math Look for evidence of: • Establishing purpose • Vocabulary focus • Student-to-student interaction • Use of academic language • Opportunities to write
Video available soon at heinemann.com website for Learning Words Inside and Out: Grades 1-6 by Nancy Frey and Doug Fisher
Barrier Games • Find the Difference • Listen for the Difference • Describe and Draw • Find the Sequence
Find the Difference • Partner A looks at a picture. • Partner B looks at a similar picture with some difference(s). • Without showing the pictures the partners talk about what is in their picture and find the difference(s).
Find the Difference • Choose partner. • Partner A: Turn to 2nd to last page in packet. • Partner B: Turn to last page. • Without showing your picture, describe and find the differences.
Sentence Frames • I see a __________________ and some _________. • I think that my picture shows __________ while your picture shows _____________. • I think my picture comes first because ____ _________________________________.
Hendrickson, N. (2003). San Diego: Then and Now. PRC Publishing.
Hendrickson, N. (2003). San Diego: Then and Now. PRC Publishing.
Some day…. Dear Mrs. Calderón,Alicia has been talking more in class.