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Precision Partnering: Strategies to Structure Accountable Academic Interactions

Precision Partnering: Strategies to Structure Accountable Academic Interactions in Second-Language Classrooms. Central Valley Dual Language Conference October 10, 2009. Dr. Kate Kinsella San Francisco State University katek@sfsu.edu (707) 473-9030.

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Precision Partnering: Strategies to Structure Accountable Academic Interactions

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  1. Precision Partnering: Strategies to Structure Accountable Academic Interactions in Second-Language Classrooms Central Valley Dual Language Conference October 10, 2009 Dr. Kate Kinsella San Francisco State University katek@sfsu.edu(707) 473-9030

  2. Participants will learn effective ways to: Structure engaged, accountable responses during lessons Design “precision partner” task-based interactions Elicit more competent and democratic verbal participation Explicitly teach target lesson vocabulary and language Utilize response frames to structure competent language use Check for task comprehension in mixed-ability classrooms Observe lessons for explicit instruction and engaged, accountable learning and use of academic language Workshop Objectives

  3. Workshop Setup • Identify a colleague who can be your partner for any assigned partnering tasks. • Decide who will be partner #1 and partner #2. • Observe the “4 Ls” for working with a partner: • Look (Make eye contact.) • Lean (Turn toward your partner.) • Low Voice (Use your private vs. public voice.) • Listen (Authentic vs. pseudo listening)

  4. Setting Up Precision Partnering

  5. Precision Partnering in Action Video 6 Gr. 8 Read 180Identifying Main Ideas & Details

  6. Active Listening Vocabulary real wedding Uggs Australia fake Uggs Target

  7. Think-Write-Pair-Share What are two ways a student can demonstrate active, authentic listening while working with a partner? • Starter:A partner can demonstrate active, authentic listening by__(verb + ing) • making eye contact • leaning toward the partner

  8. Check for Understanding of Task Directions Use a hand rubric to communicate your level of understanding: 3I understand what to do. I can explain the directions to the class. 2I am a little confused. 1 I am very confused. I do not know what to do.

  9. Partnering Directions • Partner #2 shares first. Partner #1 shares next. • Jot down your partner’s idea. • If you don’t understand your partner’s idea, say “Will you please explain that idea?” • If your partner spoke too quickly or softly, say “Will you please repeat that idea?” • Keep sharing until you hear: “1-2-3, eyes on me.” • Share the teacher’s idea or your partner’s idea if you don’t have a second idea.

  10. Class Discussion Ground Rules • Demonstrate respect for others at all times. • No hand-raising until I ask for volunteers. • Use your public voice: 2 x slower and 3 x louder than your conversation private voice. • Use the sentence starter to share your idea. • Listen attentively and jot down one new idea. • Point out similarities before sharing your idea.

  11. Language for Classroom Learning:Pointing Out Similarities • Casual Conversational English Mine’s the the same. Oh yeah. Right. Me too. • Formal Spoken and Written English • My idea is similar to __’s. • My idea builds upon __’s. • I agree with __. I also think that __.

  12. Think-Write-Pair-Share • Starter:A partner can demonstrate active, authentic listening by__(verb + ing)

  13. Language for Classroom Learning:Expressing Agreement • Casual Conversational English Yeah. Right. Uh huh. • Formal Spoken and Written English • I agree with __’s statement/perspective that … • I support __’s decision to/argument that … • Like __, I support …/I am in favor of … • My idea dovetails with __’s. I believe …

  14. Language for Classroom Learning:Asking for Clarification & Paraphrasing • Casual Conversational English Huh? What? I don’t get it. • Formal Spoken English • I don’t quite understand. • Could you explain what you mean by __. • So what you mean is __. • If I understand you correctly, you think that __

  15. Pragmatics of Precision Partnering

  16. Think-Write-Pair-Share Discussion Task: What are two important factors to consider when partnering students in mixed-ability classes to complete important lesson tasks? • Starter:One important factor to consider • is a student’s __ (noun phrase). • time on task • attendance record

  17. Explicit Vocabulary Teachingwith a Structured Oral Task divide 5 many factor the person’s interests

  18. Factors to Consider When Assigning Lesson Partners We decided that one important factor to consider is a student’s … • _______________________ proficiency • _______________________ score • _______________________ skills • _______________________ background • _____________________________________ • _____________________________________ • _____________________________________

  19. Check for Understanding of Task Expectations • Partner #1, explain to #2 what you are supposed to do right now. • Partner #2, listen to see if your partner left out an important step.

  20. Factirs to Consider When Assigning Lesson Partners • Attendance record • Time on task • _______________________ proficiency • _______________________ score • _______________________ skills • _________________________________ • _________________________________ • _________________________________ Language Reading / Lexile Social Cultural background Gender & comfort level with opposite sex Behavioral issues

  21. Pragmatics of “Precision Partnering” • Arrange seating conducive to partnering. • Assign partners thoughtfully rather than randomly. • Change partners routinely (a new month, unit). • Designate who is partner 1/2, green/blue. • Designate who speaks first for a particular task. • Assign a concrete task and a specific time frame. • Check for understanding of task expectations. • Provide a clearly displayed sentence starter and model appropriate use. • Assign a related follow-up task for fast finishers.

  22. A Sentence Starter in Academic Register with a Targeted Word Bank What challenges do immigrants face coming to America? One challenge that immigrants face is _ (verb + ing)learning a new language. Word Bank: dealing with … finding … understanding …

  23. Language Function: Prediction Sentence Starters in Academic Register I predictthat the character __ will __ (base verb: study, leave) . will be __ (adjective: upset, excited) I made this prediction because she/he __ (past tense verb: tried, bought)

  24. Follow-up Tasks for Partnering Fast Finishers • Share a second idea using the starter. • Share another idea using a challenge starter. • Write your idea in your notebook. • Write your partner’s idea in your notebook. • Prepare to report your partner’s idea. • Decide together which answer is the strongest. • ____________________________________ • ____________________________________

  25. Language For Class Discussions:Reporting Someone Else’s Idea • Casual Conversational English __ said that … __ told me that … • Formal Spoken and Written English __ pointed out that … According to __, __ indicated that … __ observed that … __ emphasized that …

  26. Language For Class Discussions:Reporting A Pair’s/Group’s Idea • Casual Conversational English We think … We said … • Formal Spoken and Written English We decided that … We agreed that … We determined that … We concluded that … We observed that … We believe that …

  27. Precision Partnering in Action Video 7 Gr. 6 Read 180Using a Newly-Taught Word

  28. Structure Democratic Responses AFTER “Precision Partnering” • Pre-selected initial responses: “Jumper Cables” • Name cards or sticks • Random (or seemingly random) selection • Partner nominations • Reporting the partner’s idea • Popcorn: participant #1 selects #2 from another section of the classroom, etc. • Choose one per table group using pre-assigned color/number codes: All greens report… • Authentic volunteers (after partners share)

  29. Checking for Understanding of Lesson Content or Tasks

  30. Productive Ways to Check for Understanding of Task Expectations • Partners quickly share what they perceive as the task expectations and the teacher monitors. • Partners or individuals prepare a written question regarding the task. • Individuals use a hand rubric or color-coded cards to assess level of understanding: (Green) #3 I know what to do. (Yellow) #2 I am a little confused. (Red)#1I am very confused.

  31. Check for Understanding of Lesson Content • Review your notes on __. Check any ideas that you don’t fully understand. • Write one or two questions you would like answered that will help you better understand this topic, vocabulary, etc.

  32. Language For Classroom Learning:Expressing Confusion About Tasks • Casual Conversational English We don’t get it. We don’t know what to do. • Formal Spoken English We aren’t quite sure what to do. We aren’t exactly sure what __ means. We are somewhat confused about __. We don’t quite understand how to __.

  33. Expressing an opinion Asking for clarification Paraphrasing Soliciting a response Agreeing/Disagreeing Affirming Holding the floor Acknowledging ideas Comparing ideas Justifying Predicting Summarizing Offering a suggestion Reporting/Citing Language Functions (Purposes) Within Academic Interaction

  34. Think (Write) Share Pair

  35. Steps in Setting Up:Think-Write-Pair-Share • Direct students’ attention to the written task. • Provide a sentence starter to frame responses. • Provide a word bank to bolster vocabulary use. • Model a response, verbally and in writing. • Clarify the sentence structure and/or grammar necessary for an appropriate response. • Monitor students’ writing process.

  36. Steps in Facilitating Discussion:Think-Write-Pair-Share • Partner students to rehearse responses. • Assign active listening and note-taking tasks. • Jump-start with a “nominated volunteer.” • Require use of public voices and the starter. • Randomly call on a few students before soliciting volunteers. • Refrain from offering your perspective until students have had ample opportunity to share.

  37. A Sentence Starter in Academic Register with a Targeted Word Bank What challenges do immigrants face coming to America? One challenge that immigrants face is _ (verb + ing)learning a new language. Word Bank: dealing with … finding … understanding …

  38. How to Write a Sentence Starter That Can Serve As a Response Frame • Turn the discussion question/task into a starter. • Write a response using as much language as possible from the question. • Analyze your response and decide what part will serve as the starter (vs. the completion task). • Make sure the starter can be completed in various ways using either lesson content or prior knowledge. • Make sure the starter doesn’t require overly complex grammar and vocabulary use.

  39. Tandem Goals for All Lessons:Academic Content & Academic Language • Developing critical conceptual, linguistic and strategic foundations to prepare students for lesson tasks; • Improving students’ ability to articulate lesson understandings and perspectives in speaking and writing.

  40. Web Sources for Dr. Kinsella’s Resources Scholastic Read 180 Community Web Site www.scholastic.com/read180/community Consortium on Reading Excellence: 2009 Summit www.corelearn.com Santa Clara County Office of Education www.sccoe.org/depts/ell/kinsella.asp California Department of Education Office of Middle and High School Support (4 webinars focusing on structured engagement) http://pubs.cde.ca.gov/TCSII

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