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Discourse How can discourse be a significant means to formulate and articulate thinking?

Discourse How can discourse be a significant means to formulate and articulate thinking?. WERA March 27, 2008 Alisa Griffen, Laura Phillips, Nancy Coogan. Discourse in the classroom: all class, small group, partners, teacher/student discourse Discourse with professional development.

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Discourse How can discourse be a significant means to formulate and articulate thinking?

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  1. DiscourseHow can discourse be a significant means to formulate and articulate thinking? WERA March 27, 2008 Alisa Griffen, Laura Phillips, Nancy Coogan

  2. Discourse in the classroom: all class, small group, partners, teacher/student discourse • Discourse with professional development

  3. Triangle of Discourse Content Standards Inquiry as a Learner Conditions Set in Classroom

  4. Teaching Dilemmas Before • Accountable Talking • On-Task • Focused on the Topic • Correct • Proof of Understanding

  5. Persuasive Language/Strategies

  6. Persuasive Strategies chart

  7. Skip the SodaSeattle Times What content language can you predict based on the text? What habits of mind do you expect to see? What classroom conditions are in place that support discourse?

  8. Teaching Dilemmas Now • Natural Talking • Engagement • Elaboration/Extending thoughts • Assessment

  9. Coaching Conversation • How does this coaching conversation show evidence of the varying vertices of “the triangle”?

  10. Triangle of Discourse Content Standards Inquiry as a Learner Conditions Set in Classroom What evidence did you have of the varying points of the triangle?

  11. Coaching Perceptionsand DilemmasTurn and Talk

  12. Coaching DilemmasThen • What does a coach do? • What are the implications of doing “things” that may not maintain the integrity of the coaches role? – varying perspective • How do I graciously support teachers and administrators which make requests that may not be my role? • How do I understand the content and developmental appropriateness of my knowledge in the context of each individual’s classroom experience? • How do I build relationships with administrators, teachers and teams that are most beneficial to student learning? • How should a coaching conversation go?

  13. Coach/Consultant Roles • Relationship based: side by side/long term • Pre-brief/Debrief • Individualized for specific teacher needs based upon student next steps. • District wide initiatives • Intensive side by side: Usually with observers • Pre-brief/Debrief • Awareness of disparity in content knowledge versus structural implementation in the classroom. • National perspective

  14. Coaching DilemmasNow • How do I provide continual and varied levels of support for each individual, team and building as a K-12 system? • How are the conversations being had build sustainable capacity? • How do I use the assessment I receive in my coaching, facilitation, and classes help identify next steps for our system’s professional development? • What are the implications of the structure of professional development for individuals, teams, grade levels, buildings, vertical teams, etc.? • How can a coaching conversation had with ______ build my understanding and be shared with other colleagues? • How do I capitalize on powerful student learning situations and have those teachers share as professional development? • How does professional development emulate the conditions and habits of mind we are asking of our students?

  15. Effective Staff DevelopmentNSDC • the organization of educators into “learning communities” that have clear goals consistent with school and district goals; • effective leadership to support “continuous instructional improvement” ; • the application of research to school and classroom strategies and decision making; • support for teacher collaboration • the development of educators’ skills at increasing parent involvement.

  16. Administrative Perceptionsand DilemmasTurn and Talk • How do you find great coaches without depleting your schools of great teachers? • How do you provide coaches ongoing professional development to support them in their role? • How do you create the cultural changes for teachers? • The coaches need to feel supported and the teachers need to see them be supported.

  17. Professional Development • Needs to show….not tell • Teachers learn and improve their practice in a reflective, supportive setting • Coaches serve as liaisons between research and practice…..they bring the latest findings to the place where it is most needed…the classroom.

  18. The need for a three to five year plan with outcomes Consistency in your building Creating a risk free environment. What does that look like? Providing significant time for teachers to plan and reflect collegially. Purchase professional text to support the vision. What type of support do you deem as important? You are with your teachers all through the process versus PD outside of your building Time….how do you provide the time necessary? Have a knowledge/vision of next steps of where they are working toward. Administrative Support

  19. Questions

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