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Session 4: Building Student-Teacher Interactions

Session 4: Building Student-Teacher Interactions. The Foundation of Powerful Instruction. 2. Student-Teacher Interactions. Engagement and a ctive involvement. Shared warmth and connection. Language development, knowledge development. Engagement and active i nvolvement. 3. 3.

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Session 4: Building Student-Teacher Interactions

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  1. Session 4: Building Student-Teacher Interactions The Foundation of Powerful Instruction EngageNY.org 2

  2. Student-Teacher Interactions Engagement and active involvement Shared warmth and connection Language development, knowledge development Engagement and active involvement EngageNY.org 3 3

  3. Student-Teacher Interactions Engagement and active involvement Shared warmth and connection Language development, knowledge development Engagement and active involvement EngageNY.org 4 4

  4. Student-Teacher Interactions Engagement and active involvement Shared warmth and connection Language development, knowledge development Engagement and active involvement EngageNY.org 5 5

  5. Student-Teacher Interactions: To Support Varied Learners Pacing Scaffold language opportunities Actively support listening Establish routine EngageNY.org

  6. Student-Teacher Interactions: To Support Varied Learners • Pacing and repetition • How fast do you read? • How much do you read before pausing/checking in? • Is ‘pause time’ built in to routines that involve talking and sharing? • Are times around talk routines extended? EngageNY.org

  7. Student-Teacher Interactions: To Support Varied Learners • Scaffold language opportunities • How easy is it to get in the conversation? (Do you provide starters or frames?) • Are there visual prompts to support participation/language formulation? • How are questions sequenced? EngageNY.org

  8. Student-Teacher Interactions: To Support Varied Learners • Actively support listening: • Are there ways to participate non-verbally? • Are specific targets for listening given to specific children/groups (e.g., listen for this word and raise your hand)? • Is the purpose for listening referenced and concrete? Is it repeated beyond the initial conversation? • Are there peer teams with listening goals? EngageNY.org

  9. Student-Teacher Interactions: To Support Varied Learners • Establish routines • Are peer pairs used in ways that support peer-to-peer learning/modeling? • Are routines established that set the norm for think time, multiple rounds of conversation, and listening to partners, no interrupting, etc. • Are there norms that everyone participates and routines to ensure accountability? EngageNY.org

  10. 18 Table Treasure Hunt EngageNY.org

  11. TABLE SHARE RECORDER: Put on flip chart paper what the teams report Treasure Hunt Teams: Systematically Share ROUTINES VERBAL PACING Listening

  12. Table Treasure Hunt RECORDER: Create the quadrants on flip paper TEAMS: Select a card from the middle to determine what aspect of student-teacher interactions you will examine in the Supplemental Guide.There will be more than one person on a topic to work together. TABLE: After making notes of what you find, you will share out to the table. Recorder will record. EngageNY.org

  13. TABLE SHARE RECORDER: Put on flip chart paper what the teams report Treasure Hunt Teams: Systematically Share ROUTINES VERBAL PACING Listening

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