Welcome to the 2010 OMSP Summer Experience!

1. Welcome to the 2010 OMSP Summer Experience!

2. Who is in the Room? Bremerton Cape Flattery Chimacum North Mason Port Angeles Quillayute Valley Our Lady Star of the Sea Sequim South Kitsap

3. OMSP Partnership Bremerton, Chimacum, North Mason, Port Townsend, Sequim Quillayute Valley

4. The Facilitators

5. Logistics for the Week Binder Contents Meal Times Flow of the Week Sign-in Daily Cabin check-in

6. Community Chest Do you have suggestions for us to make your experience more enjoyable?

7. OMSP Summer Strands • Assessment for Learning- Classroom Discourse • Mathematics- Ratios and Proportional Reasoning • Science- Matter and Energy in Life Systems

8. Assessment for Learning 2009-2010 5 Key Strategies of Effective Formative Assessment -Dylan Wiliam

9. Assessment for Learning 2009-2010 What aspects of FA have you/ your PLC been working on? What are you wanting to try next?

10. Process: Round-Robin Reflection On your own… • Answer reflection prompts (5 min) With your group… • Person “A” introduces themselves and speaks • The group pauses • Any person paraphrases and inquires • Person “A” elaborates • The group pauses • Repeat process with persons “b,”C,”etc. You have 25 minutes for this process

11. What are the strategies and or tools you use to orchestrating productive classroom conversations?

12. What do we mean by classroom discourse? “Discourse” refers to the classroom conversation among students and teachers, particularly the conversation that supports student learning of content knowledge. What do we not mean??

13. Why is classroom discourse so important? Learning Theory: • Students make sense of new ideas and construct knowledge through social interactions with peers. • Learning is an active and social process • New knowledge is constructed in a social context “ In science and mathematics classrooms, student learning through “talk and argument” can mirror the professional discourse of scientists and mathematicians.”

14. How People Learn (1999) • Funded by US Dept. of Education’s Office of Educational Research and Improvement • Synthesis of the most important areas of cognitive and learning research from last 30 years

15. Key Finding #1Students come with ideas • Students come to classrooms with preconceptions about how the world works. • If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught. • Students should have regular opportunities to talk about their ideas • Teachers must probe student understanding at the beginning of the learning cycle and encourage argumentation

16. Key Finding #2Competence = conceptual + factual knowledge To develop competence in an area of inquiry, students must: (a) have a deep foundation of factual knowledge; (b) understand facts and ideas in the context of a conceptual framework; (c) organize knowledge in ways that facilitate retrieval and application. Students build deeper understanding of new content by assimilating it into current schema and this learning happens when they are encouraged to talk about their thinking.

17. Key Finding #3Monitoring own learning A “meta-cognitive” approach to instruction can help students learn to take control of their own learning goals …and… monitor their progress in achieving them. Talk can provide an impetus for students to reflect on what they do—and do not—understand.

18. Video Case: MS Science Classroom What tools and strategies does this teacher use during this lesson? What "talk moves" does he utilize to guide the classroom discourse?

19. Good Morning -Please sit at your same table from yesterday morning

20. Reflecting on Yesterday How did the discourse and discussion you experienced yesterday facilitate your learning?

21. Session Outcomes: • Develop common understanding of the 5 strategies for encouraging high-quality discourse • Complete a section of reading from “A Primer on Productive Classroom Conversations” • Engage in a video case study to facilitate our dialogue about classroom discourse • Introduction to online resources: Discourse Tool Kit and Tools for Ambitious Teachers

22. Reading: Student interaction in the Math Classroom: Stealing Ideas or Building Understanding While reading consider the following: Which of these strategies are more challenging to implement in your classroom and why? Which are you interested in learning more about?

23. Five Strategies for Encouraging High Quality Student Interaction • The use of rich math and science tasks • Justification of solutions • Students questioning one another • Use of wait time • Use of guidelines for math & science talk

24. Video Case: Regina’s Logo Watch the video of an Algebra classroom through the lens of the five strategies discussed. Which of the five strategies did you see on display in the video here?

25. A Primer on Productive Classroom Conversations • Discourse Ideas: • Maintaining a safe classroom environment for discussions • Priming yourself for different conversations • Cognitive demand for different questions and tasks • Asking meta-cognitive questions • Using wait time • Productive discourse moves • Scaffolding students’ use of academic language • Encouraging peer-to-peer talk • Discourse Ideas: • Priming yourself for different conversations • Using wait time • Productive discourse moves

26. A Primer on Productive Classroom Conversations • Read: • Introduction pg. 1-2 • Priming yourself for classroom conversations: Idea #2 • and • Using different discourse moves and use of wait time: Idea # 5 & 6 • What moves do think are most helpful in generating student discourse and why? • What moves are you interested in trying or using more often?

27. Video Case: Raymonds’ Method What are the discourse moves you can identify in this video clip?

28. Discourse Tool Kit (on-line) • Questioning-launching and pressing student thinking • Talk Formats and Moves- responding to and steering the conversation • Visual Tools- Making thoughts public and accessible • Discourse Structures- patterned processes and techniques for engaging student collaboration

29. Take three minutes to reflect and consider some next steps: What aspects of classroom discourse am I interested in exploring more? What resources might you utilize to support your individual or collaborative lesson planning?

30. Resources for further exploration.. University of Washington Science Education (Mark Windschi http://tools4teachingscience.org Ready, Set, Science: Putting Research to Work in K-8 Science Classrooms (Michaels, Shouse, Schweingruber) Classroom Discussions: Using Math Talk