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Constructive
Classroom
Conversations
Mastering Language
for the Common
Core State Standards
Reflections
Stanford University
October 2013
Instructors: Kenji Hakuta, Sara
Rutherford-Quach, Jeff Zwiers
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How does the CCSS relate to
student conversations?
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The CCSS help us look at learning from a language-based
stance- language and thinking are intertwined.
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We have the opportunity to teach students to interact
productively and academically in all content areas.
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Must see depth in conversations, not just “right answers”
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Students need to be able to summarize the ideas of others,
critique, and argue.
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Focus on critical thinking skills
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Student must acquire effective oral communication while
working with others from various backgrounds.
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What is a “constructive”
conversation?
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Sparked from a meaningful prompt that elicits a meaningful
response (prompt is essential)
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Incorporates academic vocabulary
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Students expressing their opinions, but then explaining their
thinking using evidence (“because…”)
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Students are thinking through ideas while talking, not just
answering
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Turn-taking
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Grappling/struggling that leads to empowerment
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In other words,
Turns must focus on
lesson objectives
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(1) Student A: Why did the author write this?
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(2) Student B: To tell us about the Boston Massacre. But I saw that only seven people were
killed. That isn’t a massacre.
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(3) Student A: What do you mean?
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(4) Student B: Well, a massacre means lots of people die.
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(5) Student A: Maybe the people who wrote it wanted to make it sound really bad.
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(6) Student B: Yeah, I think they wanted to get people all mad, to fight. Maybe to start the
Revolution.
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(7) Student A: Why?
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(8) Student B: Not all people wanted to fight to be separate. They were ok with England over
them. But some wanted to separate.
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(9) Student A: Yeah, so calling it a massacre made the British look evil. I would’ve wanted to
fight back too.
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(10) Student B: So that’s bias, right? It’s lying a little, I think.
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(11) Student A: Yeah, I wonder how many bias there are in history?
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What skills must we teach & model
for students?
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Students must be able to…
 Create ideas (and own them)
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One idea could be…, What do you think about…?
 Clarify ideas (elaborate, paraphrase, question)
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What do you mean by… , Why is that important?...
 Fortify ideas (support ideas with evidence)
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For example…, Where does it say that?...
 Negotiate ideas (propose opposing ideas, compromise)
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What is your opinion?..., On the other hand….
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Oral and written conversations can
be a tool for formative assessment
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Think about progression of learning
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What will I hear at the start of the unit?
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What should I hear at the end of the unit?
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Where are they currently and where do they need to be? What is
the next step to get them there?
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Evidence of caring and interest in conversations:
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Heads nod
Sincere questions
Genuine turn-taking
Authentic listening
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Modeling & Scaffolding for
Success!
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Ideas for modeling
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Whole class discussion (with reflective side bars)
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Teacher is Partner A, Student is Partner B
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Fishbowl (start with teacher and student modeling for class)
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Written model using student scripts
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Ideas for scaffolding
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Structure time
Structure turns
Structure partners
Structure visuals, writing
Sentence frames (provide just enough, then reduce)
Resource posters
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Final thoughts
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We must create classrooms environments that are safe, joyful,
and welcome mistakes.
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We must use more focused modeling. Choosing a skill of
interaction and being crystal clear on what it it, what it looks like
and how to use it.
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Teachers are like coaches, watching and listening closely and
then guiding students to improve based on what they see and
hear.
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ALL students must be effective at oral and written
communication.
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Transcripts of our student’s conversations can be the most
powerful way to reflect on student talk and create goals for
improvement.
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Language is part of meaning making in every subject area and
can no longer be thought of as a separate system.