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This presentation is drawn from

This presentation is drawn from Benner, S. (2010). Promising Practices for Elementary Teachers: Make No Excuses . Thousand Oaks, CA: Corwin. Promising Practices for Elementary Teachers: Make No Excuses Dialogue and Instructional Conversation as an Instructional Strategy.

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  1. This presentation is drawn from Benner, S. (2010). Promising Practices for Elementary Teachers: Make No Excuses. Thousand Oaks, CA: Corwin.

  2. Promising Practices for Elementary Teachers:Make No ExcusesDialogue and Instructional Conversation as an Instructional Strategy Susan M. Benner, Ed.D. Virginia State Reading Association Conference March 13, 2010

  3. Smoke Detectors—Who is Responsible?

  4. Teaching as an Act of Assisting Students • Who should do the talking in school? • Can a student become a competent and skilled listener and speaker/communicator without experience and guided practice/

  5. Dialogue Versus Recitation • Recitation • Where were the 2010 Winter Olympics held? • Dialogue • Why were the 2010 Winter Olympics held in Vancouver, British Columbia? • Recitation • What country hosted the most recent Summer Olympics? • Dialogue • How should Olympic host countries and cities selected?

  6. Knowing the Lingo • Dialogic Inquiry (Wells) • Dialoging to Learn (Barnes) • Transactional Reading and Literacy Response (Rosenblatt) • Instructional Strategies • Literature Circles (Gambrell & Almasi) • Grand Conversations (Eeds & Wells)

  7. Teacher as Assistant • Modeling—Demonstration • Contingency Managing—Positive Options • Feeding Back—Expectations Clear • Directing—Specificity of Tasks • Questioning—Assist rather than Assess • Explaining--Explanations • Task Structuring—Isolate Skills

  8. Vaccinations—Who Needs Them?

  9. Instructional Conversations • Neo-Vygotskiansociocultural theoretical foundation • As children interact with others more advanced in their understanding of the world, they develop higher-order thinking skills • Engage students In meaningful conversation to gain new understandings • Accessible to all students • Connected to previous knowledge

  10. “The goal is to have students develop the ability to form, express, and exchange ideas in both oral and written communication by having conversational experiences.”

  11. Instructional Elements of IC • Thematic focus—teacher has outline and general plan of development of discussion • Activation and use of background material • Direct teaching—as necessary • Promotion of complex language and expression • Basis for statements or positions

  12. Conversational Elements of IC • Rely of fewer questions with known answers • Can we stop the spread of the flu? • Be responsive to student contributions • Allow the conversation to go down a side path • Maintain connected discourse • Students respond to one another • Establish challenging, but non-threatening atmosphere • More students will participate in positive climate • Allow students to learn the art of turn-taking in a group conversation • Were you wanting to say something?

  13. Including Everyone in the IC How far would you travel to find your favorite food or spice?

  14. How do children who are non-native speakers of English become proficient speakers of English? • What would enable non-native speakers to participate in IC? • What about children who are non-verbal?

  15. Options for English Language Learners • Literature logs—written reactions to a story with a connection back to personal experiences, assuming the role of a character (drawing as an option to writing) • Conversations in pairs or very small groups • Comprehensible Inputs—Krashen • Silent phase does not mean isolation—eye contact and nonverbal expression • Peer support expected • Fishbowl conversations as models • Audio- or video-tape IC for ELL to play back and review

  16. References Almasi, J.F, Palmer, B.M., Garas, K., Cho, W.H., Shanahan, L., & Augustino, A. (2004). A longitudinal investigation of the influence of peer discussion of text on reading development in grades K-3. Final report submitted to the Institute of Education Sciences. Washington, DC: U.S. Department of Education. Au, K. (1979). Using the experience-text relationship method with minority children. The Reading Teacher, 45, 92-98. Barnes, D. (1992). From communication to curriculum. New York: Boyton/Cook Books. Center for Research on Education, Diversity, and Excellence. (2003). A national study of school effectiveness for language minority students’ long term academic achievement. Retrieved December 29, 2008 from http://repositories.cdlib.org/cgi/viewcontent.cgi?article=1086&context=crede.

  17. References Continued Christoph, J.N., & Nystrand, M. (2001). Taking risks, negotiating relationships: One teacher's transition toward a dialogic classroom. Research in the teaching of English, 36,249-286. Cummins, J. (1996). Negotiating identities: Education for empowerment in a diverse society. Los Angeles: California Association for Bilingual Education. Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon, England: Multilingual Matters. Dole, J., Duffy, G., Roehler, L., & Pearson, P. (1991). Moving from the old to the new. Research on reading comprehension and instruction. Review of educational research, 61, 239-264. Echevarria, J. (1995). Interactive reading instruction: A comparison of Proximal and distal effects of instructional conversations. Exceptional Children, 61, 536-552. Echevarria, J. (1996). The effects of instructional conversations on the language and concept development of Latino students with learning disabilities. The Bilingual Research Journal, 20, 339-363. Eeds, M., & Wells, D. (1989). Grand conversations: An exploration of meaning construction in literature study groups. Research in the teaching of English, 23, 4-29. Freeman, R. D. (1998). Bilingual education and social change. Philadelphia: Multilingual Matters LTD.

  18. References Continued Gambrell, L., & Almasi, J. (1996). Lively discussions! Fostering engaged reading. Newark, DE: International Reading Association. Genesee, F., Paradis, J. & Crago, M. (2004). Dual Language Development and Disorders. Baltimore, MD: Brookes Publishing. Goldenberg, C. (1992-93). Instructional conversations: Promoting comprehension through discussion. The Reading Teacher, 46(4), 316-326. Herrell, A. & Jordan, M. (2008). 50 Strategies for Teaching English Language Learners. Upper Saddle River, NJ: Pearson. Krashen, S. (1996). The Natural Approach: Language Acquisition in the Classroom. Englewood Cliffs, NJ: Prentice Hall. Krashen, S. (1987). Principles and practice in second language acquisition. New York: Prentice-Hall. Kottler, E., & Kottler, J. (2002). Children with Limited English: Teaching Strategies for the Regular Classroom. Thousand Oaks, CA: Corwin Press. Maloch, B. (2002). Scaffolding student talk: One teacher's role in literature discussion groups. Reading Research Quarterly, 37, 94-112. McIntyre, E., Kyle, D., & Moore, G. (2006). A primary-grade teacher’s guidance toward small-group dialogue. Reading research quarterly, 41, 36-66.

  19. References Continued Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. NY: Oxford University Press. Roseberry-McKibbin, C. (2001). The Source for Bilingual Students with Language Disorders. East Moline, IL: LinguiSystems. Roseberry-McKibbin, C. (2002). Serving multicultural students with special language needs: Practical strategies for assessment and intervention (2nd ed.). Oceanside, CA: Academic Communication Associates. Rosenblatt, L. M. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale: Southern Illinois University Press. Rosenblatt, L.M. (1985). Viewpoints: Transaction versus interaction-A terminological rescue operation. Research in the teaching of English, 19, 96-107. Rosenblatt, L.M. (1988). Writing and reading: The transactional theory (Tech. Rep. No. 13). Berkeley: University of California, Berkeley and Pittsburgh, PA: Carnegie Mellon University, Center for the Study of Writing. Retrieved December 31, 2008 from http://www.nwp.org/cs/public/print/resource/599.

  20. References Continued Rosenshine, B. (1986). Synthesis of research on explicit teaching. Educational leadership, 43, 60-69. Roskos, K., Boehlen, S., Walker, B. (2000). Learning the art of instructional conversation: The influence of self-assessment on teachers' instructional discourse in a reading clinic. The Elementary School Journal, 100, 229-252. Saunders, W. M. & Goldenberg, C. (1999a). Effects of instructional conversations and literature logs on Limited- and Fluent-English-Proficient students’ story comprehension and thematic understanding. The Elementary School Journal, 99, 277-301. Saunders, W. M. & Goldenberg, C. (1999b). Effects of instructional conversations and literature logs on Limited- and Fluent-English-Proficient students’ story comprehension and thematic understanding. Center for Research on Education, Diversity and Excellence. Retrieved December 29, 2008 from http://www.cal.org/crede/pdfs/rr6.pdf. Simon, H. (1973). The structure of ill-structured problems. Artificial intelligence, 4, 181-201. Spiro, R., & Myers, A. (1984). Individual differences and underlying cognitive processes in reading. In P. Pearson (Ed.), Handbook of reading research (pp. 471 -501). New York: Longman. Tharp, R. G., & Gallimore, R. (1991). The Instructional Conversation: Teaching and Learning in Social Activity. Retrieved December 1, 2008 from http://www.ncela.gwu.edu/pubs/ncrcdsll/rr2.htm. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. and Trans.). Cambridge, MA: Harvard University Press. Wells, G. (1999). Dialogic inquiry: Toward a sociocultural practice and theory of education. Cambridge, England: Cambridge University Press. Wertsch, J. V. (1985). Culture, communication, and cognition: Vygotskian perspectives. New York: Cambridge University Press. Wertsch, J. V., & Stone, C. A. (1985). The concept of intemalkation in Vygotsky's account of the genesis of higher mental functions. In J. V. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives (pp. 162-179). New York: Cambridge University Press.

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