Inclusive Education PLC 3-20-14

1. Elementary Strand Inclusive Education PLC 3-20-14 Facilitated by Jennifer Gondek Instructional Specialist for Inclusive Education TST BOCES (607) 257-1555 x 334 jgondek@tstboces.org http://inclusiveed.wikispaces.org

2. Session Objectives: • Explain the difference between a fixed mindset and a growth mindset. • Give examples of scaffolding and explicit instruction to be used to support students during academic conversations. • Describe adaptations that can be made to the ELA and Math Curriculum Modules (or local curriculum) for SWDs that preserve the rigor and integrity of the CCLS • Describe the 6 Co-Teaching Model and explain the advantages and disadvantages of each model.

3. Opening Activity: Please complete the yellow sheet at your table. Think about what you want students to know and have by the end of the year. Top 5 facts Top 5 concepts Top 3 skills Top 3 qualities

4. Scaffolding Academic Conversations

5. Pair-Share • How do you assess this? • How do you emphasize this in your classroom?

8. Advantages of Conversations: • Language and Literacy Skills -Academic Language -Vocabulary -Literacy Skills -Oral Language and Communication Skills I never understood the book, so I never read it. But after talking to my partner about the chapter on atoms and stuff, I understood it finally. I even tried to read the next chapter on my own. But then I had to talk about it, too. -8th grader

9. Advantages of Conversations: • Cognitive Skills -Critical Thinking -Different Perspectives and Empathy -Creativity -Negotiating Meaning and Focusing on Topic Before doing this conversation stuff, I would be talking to a partner and thinking about lunch. -4th grader

10. Advantages of Conversations: • Content Learning -Content Understandings -Cultivates Connections -Co-construct Understandings -Assess Student Learning

11. Advantages of Conversations: • Social Skills -Builds Relationships -Academic Ambience -Lessons More Culturally Relevant -Fosters Equity I think about things a lot more when I know I’m gonna talk about it with another student.

12. Advantages of Conversations: I didn’t know I was interested in history. Just memorizing it was boring. • Psychological - Inner Dialogue and Self-Talk - Engagement and Motivation - Confidence and Academic Identity - Choice, Ownership, and Control over Thinking - Self-Discovery - Student Voice and Empowerment

13. Learning by Doing: • Get into groups of 4 and count off. • You will have a conversation with 3 different people about the same topic. 1 and 3 2 and 4 What are the skills and moves that deepened the conversation as it moved along? Evaluate what you learned. 1 and 2 3 and 4 1 and 4 2 and 3

14. Breaking the Mold: Get to know how your students think and talk. • Have some casual conversations with kids. Examine how they use the core skills. • Record a few academic conversations between pairs.

15. Structured Conversations • Stand and Converse • Take a Side • Conversation Lines and Circles

16. Conversation Skills: What do your students struggle with when it comes to conversation? In your group, make a list of 5-10 skills that you feel would need to be specifically taught.

17. 5 Core Skills of Academic Conversation • Elaborate and Clarify • Support ideas with examples • Build on or challenge another’s idea • Paraphrase • Synthesize Conversation Points

18. Skill 1: Elaborate and Clarify “Can you elaborate on ….” • Elaborate with Analogies “It’s like when I was in fifth grade and…” • Questioning to Clarify and Probe “What do you think about…?” • Elaborating and Clarifying with Examples “For example, a bat is an omnivore because it eats both fruit and insects”

19. Skill 2: Support Ideas with Examples • Examples from the text “Based on what the character said here…” • Examples from other texts • Examples from the world • Examples from one’s own life • Support an idea with reasons • Explain the strength of an example *Note- Encourage students to think of examples in the order listed here*

20. Skill 3: Build on and/or Challenge a Partner’s Idea • Zoom in and pick a point • Connect Ideas • Stay Relevant • Challenge an Idea • Adapt an idea

21. Skill 4: Paraphrasing • Helps negotiate meaning • Guide key points to stay focused on main topic. • Aids in comprehension • Shows a person is listening and understands what is being said “Anyone can nod their head, but to paraphrase what a partner is saying shows true listening.” (Zwier & Crawford, 2011)

22. Skill 5: Synthesize Conversation Points • Track ideas and combine the useful ones! • Come to a consensus or “agree to disagree” • Leave enough time after a conversation to synthesize • Solidifies purpose and greatly enhances the ideas being remembered and learned.

23. Carousel • Rotate through 2-3 stations. • At each station, you will choose a topic to discuss from the envelope. • Use the Academic Conversation Placemat to track your conversations. Put a small dot next to each prompt or response you use as you go.

24. References: Chapin, S.H., O’Connor, C. & Canavan Anderson, N. 2003. Classroom Discussions: Using Math Talk to Help Students Learn. Sausalito, CA: Math Solutions Press. Johnston, P. 2004. Choice Words: How Our Language Affects Children’s Learning. Portland, ME: Stenhouse Publishers Zwiers, J. & Crawford, M. 2011. Academic Conversations: Classroom Talk that Fosters Critical Thinking and Content Understandings. Portland, ME: Stenhouse Publishers.

25. Tools as Scaffolds Words Actions Objects Paxton-Buursma & Walker (2008)

26. Scaffolding Paxton-Buursma & Walker (2008)

27. Why? Paxton-Buursma & Walker (2008) Language plays a critical role in developing “inner language” and higher forms of thinking. Environments rich in text talk develops comprehension, critical thinking, and basic communication skills. Demands are heightened for students with language or learning disabilities, yet their opportunities for verbal exploration are infrequent.

28. Active Listening: S L A N T it up ean forward ctivate your thinking ame key information rack the talker

29. Types of Piggybacking: Paxton-Buursma & Walker (2008)

30. Procedure: Explicit instruction and modeling by teacher Small group discussion in resource room Transfer to middle-school classrooms with individualized student goal sheets Paxton-Buursma & Walker (2008)

31. Y CHART Looks like Sounds like Feels like

32. Reflections:

33. Add sentence starters: I really did well on… I think I have to try more at……. because….. Some ways I can improve are….

34. Primary Reflection

36. Alfred Binet “A few modern philosophers…assert that an individuals’ intelligence is a fixed quantity, a quantity which cannot be increased. We must protest and react against this brutal pessimism… With practice, training, and above all, method, we manage to increase our attention, our memory, our judgment… and literally become more intelligent than we were before.” Binet co-authored the IQ test.

37. Which Mindset Do You Have? 1. Your intelligence is something very basic about you that you can’t change very much. 2. You can learn new things, but you can’t really change how intelligent you are. 3. No matter how much intelligence you have, you can always change it quite a bit. 4. You can always substantially change how intelligent you are.

38. Which Mindset Do You Have? 1.You are a certain kind of person and there is not much that can be done to really change that. 2. No matter what kind of person you are, you can always change substantially. 3. You can do things differently, but the important parts of who you are can’t really be changed. 4. You can always change basic things about the kind of person you are.

39. FixedMindset • Assumptions: • Intelligence is a “thing.” • Intelligence is innate and fixed. • Intelligence is measurable and is unevenly distributed. • Innate ability determines learning and achievement.

40. Growth Mindset Assumptions: • Innate ability explains only part of learning and achievement. • Intelligence is not fixed. • Intelligence grows incrementally and is influenced by expectations, confidence and effective effort. • Effective effort=working hard and smart (using effective strategies)

41. Mindset

42. The 4 A’s Protocol • What Assumptions does the author of the text hold? • What do you Agree with in the text? • What do you want to Argue with in the text? • What parts of the text do you want to Aspire to?

43. Fixed Mindset vs. Growth Mindset The fixed mindset creates an urgency to prove yourself over and over. • If you have only a certain amount of intelligence, personality and moral character, then you’d better prove you have a healthy dose of these. The growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts. • Although everyone may differ in every way…everyone can change and grow through application and experience.

45. What You Need to Know Smart is not something you are. Smart is something you get. Get Smart. Effective Effort Strategic Support

46. Jeff Howard on Dweck Very smart Sortasmart Kinda dumb

47. Quiet Reflection: Who are your VSs, SSs, KDs? Very smart Sortasmart Kinda dumb

48. Perceptions Count • Our perceptions influence our: • Self Concept • Expectations for future situations • Feelings of power and efficacy • Subsequent motivation to put forth effort • Language • Behavior

49. Attribution Theory: Why Do I Believe This?

50. CALVIN AND HOBBES by Bill Watterson