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Who’s Doing the Thinking and Talking In Your Classroom?

Common Ground 2012. Who’s Doing the Thinking and Talking In Your Classroom?. Darlene Herbet National Education Consultant. Developmental Studies Center. Non-profit based in Oakland, CA Working with schools since 1980 Mission-driven. A Commitment to the Whole Child. ACADEMIC Achievement.

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Who’s Doing the Thinking and Talking In Your Classroom?

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  1. Common Ground 2012 Who’s Doing the Thinking and Talking In Your Classroom? Darlene Herbet National Education Consultant

  2. Developmental Studies Center • Non-profit based in Oakland, CA • Working with schools since 1980 • Mission-driven A Commitment to the Whole Child ACADEMICAchievement ETHICALDevelopment SOCIAL Skills EMOTIONAL Well-being

  3. Session Goals • Reflect on and experience how talk supports thinking and comprehension • Examine research about purposeful talk and about comprehension • Analyze classroom examples to explore effective facilitation strategies

  4. Purposeful Talk • In a conversation, the people doing the most talking are the ones doing the most learning. • Learning is a social event…talking is a natural part of learning. • “The #1 way for students to comprehend text is for for them to talk about what they have read.” • Stephanie Harvey

  5. “A Tea,”by Angela Johnson The invitation said, A tea for Mothers and Daughters. I didn’t even tell Lucille about it and threw the envelope into the garbage can beside the TV in Dad’s office. And I was happy when he found it and looked like he might cry. I’d stopped crying about being mom-free but had to make sure nobody forgot it— and in the end wound up with Dad holding a tea cup and cookies on his knees, talking with women about dress sizes and their husbands.

  6. Reading Comprehension Strategies • Retelling • Making Connections • Wondering/Questioning • Visualizing • Making Inferences • Understanding Text Structure • Determining Important Ideas • Summarizing • Synthesizing

  7. Reading Comprehension: What Works* • Teacher-directed instruction in comprehension strategies • Opportunities for peer and collaborative learning • Occasions for students to talk to a teacher and one another about their responses to reading • Large amounts of time for actual text reading at independent reading level • * Linda G. Fielding and P. David Pearson, Educational Leadership, Synthesis of Research

  8. Video of Primary Visualizing Lesson • Grade 1: Visualizing • Students have experienced instruction in: • Making Connections • Retelling • When visualizing, students make sense of text by creating images of the written word in their mind.

  9. Day 1—Read-Aloud and Strategy Lesson Teacher introduces “Think, Pair, Share” and Visualizing Teacher reads aloud two poems (“School Bus” and “Sliding Board”) Students discuss images they created in their minds. Video of Primary Visualizing Lesson (cont.)

  10. Day 2—Guided Strategy Practice Teacher reads aloud a new poem, “The Balloon Man” Students discuss images they created in their minds Students draw their images, then share their drawing with their partner Video of Primary Visualizing Lesson (cont.)

  11. Demographics of Classroom • 40% of the students do not speak English as their primary language • More than 10 languages are represented (Korean, Portuguese, Spanish, Erdu, Cantonese) • 75% qualify for free and reduced lunch

  12. Viewing the Video • With your partner, decide who will focus on • the students’ thinking and behavior • the teacher’s actions

  13. Grade 1 - Visualizing

  14. Discuss the Video • What did you notice about the students’ thinking and behavior? What evidence did you see of comprehension? • What was the impact of purposeful talk with these students? • What teacher actions did you notice? How did they impact the students’ thinking and behavior?

  15. Primary Video - Summary • The students • Make inferences • Visualize • The teacher • Reads the poem twice • Uses Turn to Your Partner to increase participation and responsibility • Helps students understand vocabulary • Circulates as students work • Asks open-ended and follow-up questions • Has students discuss their social interactions

  16. Student Learning Grows • Teacher Modeling • Guided Practice • Independent Practice • Application of Strategy to Independent Reading

  17. Cooperative Structures: Explicitly Taught • Think, Pair, Share • Turn to Your Partner • Think, Pair, Write • Heads Together • Group Brainstorming

  18. Discussion Prompts: Explicitly Taught • “I agree with _______ because…” • “I disagree with _______ because…” • “In addition to what _______ said, I think…” • “I heard you say ________. Did I get that right?”

  19. Ralph Peterson… • “The way human beings learn has nothing to do with being kept quiet.”

  20. What are your questions? Thank you for participating!! Darlene Herbet deherbet@juno.com Developmental Studies Center www.devstu.org

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