1 / 40

Precision Partnering: Strategies for Accountable Academic Interactions

Learn effective strategies to structure engaged and accountable interactions in second-language classrooms. This workshop will focus on designing task-based interactions, teaching target vocabulary, and promoting competent language use.

shaynej
Download Presentation

Precision Partnering: Strategies for Accountable Academic Interactions

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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

More Related