1 / 27

Differentiating for AIG Learners: Seminars Session #6

AIG Booster Shots. Differentiating for AIG Learners: Seminars Session #6. 4-Minute Reflection. Create a Top-10 list of ways we can modify instruction for AIG learners. How can we ensure that these students are challenged? What types of questions should we be asking them?.

bwatley
Télécharger la présentation

Differentiating for AIG Learners: Seminars Session #6

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. AIG Booster Shots Differentiating for AIG Learners: SeminarsSession #6

  2. 4-Minute Reflection • Create a Top-10 list of ways we can modify instruction for AIG learners. • How can we ensure that these students are challenged? • What types of questions should we be asking them?

  3. Good, high-level questions… • Move students beyond recall and summarization. • Require evaluative thinking. • Encourage the testing and creating of new ideas. • Are open-ended and provocative.

  4. Clarifying terms: Socratic teaching: teaching based on questions Paideia seminar: includes Socratic questioning as students apply big ideas to the world

  5. What is a seminar? • “A collaborative, intellectual dialogue facilitated by open-ended questions about a text” • National Paideia Center

  6. Seminar vs. class discussion

  7. Seminar length: Short vs. long Shorter (10-15 minutes) • Analyzing a chart in math • Responding to a photograph in social studies Longer (a whole class period) • Discussing a lengthy text focused on a complex issue

  8. What makes a good seminar text? • Thought provoking and complex • Raises important, current issues • Provides ambiguity…students can’t just agree/disagree • Invites multiple perspectives • Related to a big idea or concept (for example, progress, change, power, values, balance) • Linked to curriculum • Examples: song, image, short story, chart, speech, book

  9. 4-Minute Reflection • Brainstorm possible seminar texts related to your curriculum: • Consider a unit or two that you will be teaching soon

  10. Opening questions: • Engage quickly with text • Open-ended • Quick responses from all • Round robin format

  11. Examples of opening questions: • What might be a good title, or another good title, for this text? • What word or phrase in the text stands out to you? • What word or phrase would you use to describe this text? • Which person or character do you relate to more? • Given this statement, do you agree or disagree?

  12. Core questions: • Majority of seminar • Text specific and closed • Require explanation • Reference text

  13. Closing questions: • Application to lives and real world • Reflection on seminar itself • Revisit previous responses • Can extend to a written response

  14. Examples of closing questions: • What does this text ultimately teach us about this issue? • What implications does this text have for us today? • What does this text make you think about in your own life? • What did you learn during this seminar?

  15. The Giving TreeSeminar Questions Opening: Was what the boy did over time right or wrong? Core: • What did the tree give to the boy? • Did the boy give anything to the tree in return? If so, what? • Who was more giving, the tree or the boy? On what do you base your answer? • Who was more “right”? Why do you say so? Closing: Do you think you’re a giver or a taker? Why?

  16. 2-Minute Reflection • Consider the possible benefits to your students of using seminars. • What will your students gain through seminars?

  17. Seminar success: Expectations Review before each seminar: • Speak up at least 4 times • Be willing to be uncertain • Reference the text • Respond respectfully

  18. Seminar success: Flow • Seated in circle • Pages/lines numbered • No hand raising • Connect using statements (“I want to build on…,” I disagree because…,” I have a question about….”)

  19. Seminar success: Evaluation • Focus on helping students develop appropriate behaviors • Map seminar using diagram of seating • Take notes as dialogue unfolds

  20. Student behaviors to look for: • Looking at the person speaking • Speaking clearly and loudly enough • Showing concern for accuracy • Examining an issue from another’s point of view • Disagreeing respectfully • Coming up with a new idea • Asking a question • Thinking about an answer before giving it • Staying on topic

  21. Student self-evaluation: • I came prepared for the seminar. • I was respectful toward my peers. • I listened to others give their ideas. • I kept an open mind. • I used examples from the text to explain my thinking. • I built on what was said before giving my own opinion. • I stayed on topic.

  22. How do we know when a seminar is going well? Students are… • Referring to the text. • Asking good questions. • Changing their minds. • Encouraging one another to speak. • Piggybacking on ideas. • Laughing!

  23. Rescuing a seminar! Review expectations and discuss the seminar process: • What are we doing well here? • What can we work on for the next few minutes? Or during our next seminar?

  24. Adjusting participation… Consider using “talking tickets” or poker chips

  25. When to step in: • Students are being disrespectful or hurtful • Group is operating under a misconception/confusion • Too much/too little participation • Group is off topic

  26. 3-Minute Reflection • Think about the strategies for managing a seminar: • Which will be most useful to you? • What other strategies can you use to make seminars successful?

  27. Upcoming AIG Booster Shots • Concept-based teaching • Concept Development

More Related