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Conversations - Planning Discussion-based Lessons

Conversations - Planning Discussion-based Lessons. Douglas Fisher, Carol Rothenberg, and Nancy Frey www.fisherandfrey.com. Anticipation Guide. Objectives. Participants will leave with: Understanding of how to organize instruction within a framework that promotes student interaction.

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Conversations - Planning Discussion-based Lessons

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  1. Conversations - Planning Discussion-based Lessons Douglas Fisher, Carol Rothenberg, and Nancy Frey www.fisherandfrey.com

  2. Anticipation Guide

  3. Objectives Participants will leave with: • Understanding of how to organize instruction within a framework that promotes student interaction. • Understanding of how to make classroom tasks interactive. • Classroom routines that promote student interaction.

  4. TESOL’s English Language Proficiency Standards • Communication in English for social, intercultural, and instructional purposes. • Communication of information, ideas, and concepts of Language Arts. • Communication …….in Math. • Communication……..in Science. • Communication……..in Social Studies.

  5. Instructional Model Gradual Release of Responsibility Model • Focus - purpose and modeling • Guided - strategic use of cues, prompts, and questions • Collaborative - productive group work • Independent - both in-class and out-of-class application

  6. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Structure for Instruction that Works

  7. In some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson “You do it alone” Independent STUDENT RESPONSIBILITY

  8. In some classrooms … TEACHER RESPONSIBILITY “You do it alone” Independent STUDENT RESPONSIBILITY

  9. And in some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it alone” Independent STUDENT RESPONSIBILITY

  10. Video available at http://books.heinemann.com/wordwise/

  11. Engage and Interact

  12. What do these words mean? en: _______________________________

  13. What do these words mean? inter: _______________________________

  14. What’s the difference? Engagement vs. Interaction

  15. Engagement • to engage: to attract, hold fast, occupy attention of another or oneself • en: to cause a person to be in…(a state, condition, place) • gage: (archaic) a pledge, a challenge, deposit • Spanish translation: ocupar • Synonyms: captivate, charm, employ, enthrall, involve, join, practice

  16. Interact • interact: to act one upon another, to have some effect on each other • inter: among, between, mutually, reciprocally • act: to do something, exert energy or force, produce an effect • Spanish translation: relacionarse (interaction: acción recíproca) • Synonyms: communicate, collaborate, cooperate, combine, connect

  17. What does it take? What does it take to make a task engaging andinteractive?

  18. What does it take to make a task engaging andinteractive? • Enough background knowledge to have something to say. • Language support to know how to say it. • Topic of interest. • An authentic reason to interact. • Expectation of interaction. • Accountability for interaction. • Established community of learners that encourage and support each other.

  19. What does it take to make a task engaging andinteractive? • Understanding of the task. • Knowledge of the norms of interaction. • Understanding of the benefits of collaborative work. • Feedback from teacher and peers. • Metacognitive awareness and self-reflection.

  20. Learning Involves Talk

  21. Video Clip: Language Development in Math Look for evidence of: • Establishing purpose • Vocabulary focus • Student-to-student interaction • Use of academic language • Opportunities to write

  22. Video available soon at heinemann.com website for Learning Words Inside and Out: Grades 1-6 by Nancy Frey and Doug Fisher

  23. Barrier Games • Find the Difference • Listen for the Difference • Describe and Draw • Find the Sequence

  24. Find the Difference • Partner A looks at a picture. • Partner B looks at a similar picture with some difference(s). • Without showing the pictures the partners talk about what is in their picture and find the difference(s).

  25. Find the Difference • Choose partner. • Partner A: Turn to 2nd to last page in packet. • Partner B: Turn to last page. • Without showing your picture, describe and find the differences.

  26. Sentence Frames • I see a __________________ and some _________. • I think that my picture shows __________ while your picture shows _____________. • I think my picture comes first because ____ _________________________________.

  27. Hendrickson, N. (2003). San Diego: Then and Now. PRC Publishing.

  28. Hendrickson, N. (2003). San Diego: Then and Now. PRC Publishing.

  29. Some day…. Dear Mrs. Calderón,Alicia has been talking more in class.

  30. For more ideas…

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