Speaking and Listening Instruction Identifying and Using Effective

Speaking and Listening Instruction: Identifying and Using Effective Approaches to Facilitating Classroom Discussions December 9, 2014 Katanna Conley Michelle Mangan

Session Guiding Questions • What do successful HS conversations look like? • What are some high leverage instructional moves that can help get students to talk with one another? • How can you use the Engage. NY curriculum modules as a starting point to having good conversations in class? • How can teachers remove themselves from the center of classroom conversations while still guiding and facilitating rigorous learning? • How can you support SWD in Speaking and Listening? 2

Session Objectives • Participants will be able to: ¦ ¦ Identify components of effective discussion Determine the advantages of different discussion protocols 3

Introductory Discussion • Think about a memorable HS level discussion you ever facilitated, participated in, or observed. What do you think made it so great? 4

Defining Good Discussion 5

Analysis of SL. 9 -10. 1 • Turn to the SL. 1 Analysis activity in your participant packets. • Read analyze Standard SL. 9 -10. 1, reflecting on these guiding questions: ¦ ¦ ¦ What does it look like when students are doing this? What type of instruction would students at your sites require to be able to do this? How could you assess whether all students can do this? 6

Partner Discussion: SL. 9 -10. 1 • Turn to a table partner and discuss: ¦ ¦ ¦ What does it look like when students are doing this? What type of instruction would students at your sites require to be able to do this? How could you assess whether all students can do this? 7

Classroom Discussions in Action 8

Video Analysis Activity • Turn to Video Analysis Activity in your participant packet. • We will analyze three examples of classroom discussions, following this process: ¦ ¦ ¦ Watch video 2 times Take notes in note catcher Share one observation with a partner 9

Video 1: Things Fall Apart Watch for: • The way the students use evidence at the beginning of the excerpt. • The language they use to propel the conversation at the beginning. • The point at which the conversation shifts. • The way the use of evidence changes at that point. 10

Video 2: Scientific Revolution Watch for: • The ways the students in this discussion use evidence. • The language students use to agree and integrate evidence as they propel the conversation. 11

Video 3: The Immortal life of Henrietta Lacks Watch for: • The ways the students in this discussion use evidence. • The type of language students use to agree and integrate evidence as they propel the conversation. 12

Video Analysis Activity Discussion Part 1: • At your table, meet in pairs and divide the videos so that at least one pair is discussing each video. • Each partner group will analyze their video using these guiding questions: ¦ ¦ What do these students know how to do? What do these students need to get better at doing? What kind of instruction would help them? What instruction would help students at your site do this? 13

Video Analysis Activity Discussion Part 2: • Partner groups share with their whole table to lead a table discussion on all three videos. Participants focus discussion on the guiding questions they answered with their partners: ¦ ¦ What do these students know how to do? What do these students need to get better at doing? What kind of instruction would help them? What instruction would help students at your site do this? 14

Video Analysis Discussion Part 3: Whole group share • Where did these discussions succeed? • Where did they not succeed? • What would you have done to improve this discussion if it was in your classroom? • Based on these examples, create a description of effective classroom discussion. 15

Using an Instructional Protocol with CCSS Aligned Curriculum Round Robin Example 16

Quality Classroom Discussions • Factors that lead to quality discussion in any lesson: ¦ ¦ Quality of the text Quality of the discussion questions Quality of the discussion protocol Explicit instruction in the protocol 17

Round Robin Protocol • Round Robin classroom discussion: ¦ ¦ ¦ Students sit in an inner and outer circle Students in inner circle face outer circle Students are given one question/idea to assess that has many possible answers Students discuss their answer with the student facing them One circle rotates so that students share their answers with a number of different students 18

Round Robin Example • Watch the video of a round robin classroom discussion and take notes: ¦ ¦ ¦ How does this structure help keep students “in the text? ” How are students using evidence? How are they propelling the discussion forward? 19

Round Robin: Lesson Example • Turn to excerpt from Lesson 17, Module 9. 1. 3 in participant packets • Read annotate this description of a round robin discussion, focusing on these questions: 1. 2. 3. 4. What makes this approach aligned to the CCSS shifts? What are the strengths of this protocol with respect to SL. 1? What skill development does this protocol support? What are the weaknesses of this protocol with respect to SL. 1? What skill development does this protocol miss? How did Ani change this protocol in her lesson? 20

Round Robin: Table Discussion (2 min) Find a partner at your table, each partner shares response to the first question: 1. What makes this approach aligned to the CCSS shifts? • When one partner is sharing, the other is listening/taking notes. 21

Round Robin: Table Discussion (2 min) Find a different table partner. Each partner shares response to the second question: 2. What are the strengths of this protocol with respect to SL. 1? What skill development does this protocol support? 22

Round Robin: Table Discussion (2 min) Find a different partner. Each partner shares a response to the third question: 3. What are the weaknesses of this protocol with respect to SL. 1? What skill development does this protocol miss? 23

Round Robin: Table Discussion (2 min) Find a different partner. Each partner shares a response to the fourth question: 4. How did Ani change this protocol in her lesson? 24

Round Robin: Table Discussion As a table, discuss: What type of instruction would students at your site need in order to be able to discuss effectively using this protocol? What scaffolds might help them? 25

Exploring Discussion Protocols

Exploring Discussion Protocols • In your participant packets, turn to the descriptions of classroom discussion protocols: ¦ ¦ Final Word Fishbowl Socratic Seminar Four A’s • Read annotate the description of each discussion protocol. 27

Exploring Discussion Protocols • In your participant packets, find the Discussion Protocol Analysis. • Using this sheet, evaluate the protocols using these questions: ¦ ¦ ¦ What is the purpose of this discussion structure? What are the strengths of this discussion structure? What are the weaknesses of this discussion structure? 28

Exploring Discussion Protocols: Lesson Adaptation • Find a partner at another table. • In pairs, choose one protocol to focus on. • In participant packets, find excerpt from Lesson 16, Module 9. 1. 3, Activity 5. • Make a plan for how you might incorporate this discussion protocol into this lesson plan. 29

Exploring Discussion Protocols • Find another partner group and share your ideas for this lesson. 30

Reflection 31

Closing Discussion • How can you tell whether a student discussion is CCLS aligned? • What concrete instructions can teachers provide students to improve classroom discussions? 32

Q & A 33

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