ELA-ELD
Example Experience of the Professional
Development Workshop (PDW)
Jeff Zwiers
October 26, 2014
CTA/SCOPE/NBRC ILC Launch, Los Angeles, CA
Handouts: On the ILC Edmodo page and
http://aldnetwork.org/page/Oct26
Agenda
1. Zooming in on speaking and academic
language in ELA Shifts 2 and 3
2. Speaking Activity Type 1: “Stronger &
Clearer Each Turn” Activities (Output)
3. Speaking Activity Type 2: “Constructive
Conversation” Activities (Interaction)
4. Applying Shifts Activities to Your
Teaching & Design of PD Workshops
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Domains & Claims as Frames
4 Domains
Claim #1 Reading
Knowing your students and attending to all
Studentscan read closely and analytically to comprehend a range of
“Students
strengths and needs
increasingly complex literary and informational texts.”
Claim #2 Writing
“Students can produce effective and well-grounded writing for a range
Content
of purposes
and audiences.”
Strong content knowledge
Knowledge
Claim #3 Speaking and Listening
Claim #4
“Students can employ effective speaking and listening skills for a range
of purposes and audiences.”
Instruction
Use of effective instructional strategies
Research/Inquiry
& Pedagogy
and Depths of Knowledge (DOKs)
“Students can engage in research and inquiry to investigate topics, and
to analyze, integrate, and present information.”
Claims &
Assessment
Incorporating the 4 SBAC Claims and
multiple assessments
Zooming in on ELA Shifts 2 and 3
2.Reading, writing,
and speaking
grounded in
evidence
from text,
both literary and
informational.
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3. Regular practice
with complex
text and its
We
academic
are
here language.
Understanding Language
Warming Up Speaking Skills with “Pro-Con”
Topics:
Camping, Shopping, Traveling, TV,
Computers, Video Games, School, Cars,
Conferences, Testing, Internet
Transitions: However,
On the other hand,
Then again,
Frames:
but
One advantage is … For example, …
Another positive of … is… because…
A negative aspect of ___ is …
In spite of the positives of _____,
A & B, Lean?
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Pro-Con Directions
1. Director directs three changes with a clap and
prompt (e.g., “Pro!” “Con!” “Pro!” “Con”…).
2. Actor says as much as possible in the time,
but using sentences and linking them, if
possible.
3. Director listens for appropriate time to
interrupt.
4. Director listens to decide and tell actor which
Understanding Language
side he or she leaned toward.
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Warming Up Speaking Skills with “Pro-Con”
Topics:
Camping, Shopping, Traveling, TV,
Computers, Video Games, School, Cars,
Cell
phones
used
in
school
Conferences, Testing, CCSS
Transitions: However,
On the other hand,
Then again,
Frames:
but
One advantage is … For example, …
Another positive of … is… because…
A negative aspect of ___ is …
In spite of the positives of _____,
Variations: Compare-contrast, Cause-Effect, For-Against; Whole class Pro-Con;
THINK-PAIR-SHARE:
What are the pros of this activity?
Oral Output vs. Interaction
1. Output is one-way, one-time communication of
complex thinking (>1 linked sentences). Output
activities tend to include think-pair-shares,
answering teacher questions, jigsaws, pro-cons,
give-one-get-ones, and oral presentations.
h
2. Interactions are back-and-forth conversations
in which participants build on one another’s
Idea
ideas to build up and clarify knowledge
that wasn’t in their minds before talking.
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“Stronger & Clearer Each Turn” Activities
(to fortify oral output)
1. Talk to a different partner each turn.
2. Opinions, ideas, and answers should become
stronger (often longer) and clearer each turn.
(This includes supporting the idea with better
evidence and examples.)
3. Students borrow and use the language, ideas,
and evidence of others for future turns.
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Understanding Language
Clearer & Stronger Each Turn Activity:
Opinion Formation Cards
1. Choose text quotations that support different sides of
the issue and put them on small cards or strips.
2. Tell students the topic and have them start forming their
own opinion.
Cell phones make cheating much easier
Whencard
I was teaching,
all too
often I how
students. They
take pictures
of
3. Have for
students
readcantheir
own
and think
about
turned
tests, text questions and answers,
or around from writing something
it The
supports,
contradicts,
or
even
changes their opinion.
even access
notes“I and
textbooks
principal
argued:
don’t
knowon
a the board to find students textmessaging
orwho
otherwise
with
through
their
cell phones.
Cellstudents
phones cell
With
GoKnow’s
phone-based
4. Students
then
meet
haveplaying
different
businessperson,
lawyer,
or with
doctor
out
their
phones.
Many
students
fail
sodoesn’t
small these
and
applications,
students
are
a student
could
draw would
a
thereare
who
usecolors),
adays,
cell phone
to quotations
points
(different
read
to
each
other,
classshowing
and far too
would drop
adept
at using
surreptitiously
concept
the many
relationship
learnso
and
connect
withthem
others
in themap
and
both
state
their
current
on
issue.
outopinion
of
school
due
tothe
the distractions
that detecting
theirshouldn’t
use
isbetween
increasingly
water
cycle
processes,
create in
professional
ways. Why
the and
classroom,
the biggest
being
cell
difficult.
an animation
illustrating
how
looks,
students
alsoalso
learnask
to learn
and
(They
can
questions
prompt
forit all
phones.
and write
up a text report on what
communicate with them in schools?”
elaboration.)
(They canthey’ve
also learned—all
first meetcentralized
with a on
partner
a
desktop-like
interface
on the
with the same quotation
to clarify
its meaning.)
smartphone’s screen.
You can use frames such as:
- In my opinion, ____ because _____.
- Despite the advantages of …
- Given the points that I have heard so far, such as …
- I think I lean more to the side of ____ because …
Student Model of Opinion Formation Cards
My quote says, “In a recent...
This supports my idea. I think
video games are bad cuz
they show violence.
Switch
partners!
Silvia
My quote is, “Parents
claim…In my opinion, video
games are bad. Like war
games show kids how to
shoot other people.
1st
Partner
Should video games
be banned?
Student Model of Opinion Formation Cards
My quote says, “In a recent...
This supports my idea. I think
video games are bad cuz
they show violence.
Switch
partners!
My quote says…”In a recent…”
In my opinion, violent video
games should be banned
because they show violence
that kids copy. For example, in a
war video game kids shoot
others.
Silvia
My quote is, “Parents
This card
“Even
though…
claim…In
mysays,
opinion,
video
Evenare
though
somewar
video
games
bad. Like
games
fill kids
kids’how
minds
games
show
to with
violence,
a lot are
shoot
other people.
educational. They solve
problems and read.
2nd
Partner
Should video games
be banned?
Student Model of Opinion Formation Cards
My quote says, “In a recent...
This supports my idea. I think
video games are bad cuz
they show violence.
My quote is, “Parents
claim…In
mysays,
opinion,
video
This card
“Even
though…
games
bad. some
Like war
Evenare
though
video
games
show
kids how
to with
games
fill kids’
minds
shoot
other apeople.
violence,
lot are
educational. They solve
problems and read.
My quote says…”In a recent…”
In my opinion, violent video
games should be banned
because they show violence
that kids copy. For example, in a
war video game kids shoot
others.
My quote says…”In a recent study…”
Even though some video games
are educational, many are very violent
and should be banned. Kids get excited
to shoot others and their minds fill
with violence. Games might teach to
solve problems, but in my opinion kids
will be less violent without them.
Silvia
3rd
Partner
Should video games
be banned?
“Stronger & Clearer Each Turn” Activity:
Opinion Formation Cards
1. Think about the topic in red on the right.
2. Start forming your own opinion about the issue.
3. Now read your own card and think about how it
supports, contradicts, or even changes your opinion.
4. Now meet with participants (in pairs) who have different
points (different colors); read your quotations to each
other, and then each of you state your current opinion Should cell
on the issue.
phone use
5. When told, switch partners. For each turn, build off of
be banned
what previous partners said and read
6. Options: You can ask questions and prompt for elaboration.
You can use frames such as:
- In my opinion, ____ because _____.
- Despite the advantages of …
- Given the points that I have heard so far, such as …
- I think I lean more to the side of ____ because …
in school?
Debrief – “Stronger & Clearer Each Turn” Activity
1. What does this type of activity
do for learners?
2. How does it connect to the
Common Core and the shifts we highlighted at
the outset? (speaking with evidence & academic language)
3. How might you use this type of activity in your
setting?
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Understanding Language
An Easier “Stronger & Clearer Each Turn” Activity:
Interview Grid
Name
Me
What
do you
think
isinfluence
the most
important
does
the
circulatory
system
work?
How
did
geography
Native
Explain
how
to
divide
fractions
and
why
Should students be prohibited from
using
theme
of this
shortinstory?
American
culture
this region?
the method
works.
cell
phones at
school?
(just two or three key words, if any)
1.
2.
3.
Me
Even though….
Because a large percentage of students…
In order to…
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Understanding Language
Oral Output vs. Interaction
1. Output is one-way, one-time communication
of complex thinking (>1 linked sentences).
Output activities tend to include think-pair-shares,
answering teacher questions, jigsaws, pro-cons,
give-one-get-ones, and oral presentations.
g
2. Interactions are back-and-forth conversations
in which participants build on one another’s
Idea
ideas to build up and clarify knowledge
that wasn’t in their minds before talking.
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Understanding Language
“Constructive Conversation” Activities
(to foster academic interactions)
1. Cultivate four constructive conversation skills.
2. Partners should use skills to build on one
another’s turns to build up an idea.
3. Prompts should allow for authentic ideas and
language.
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Constructive Conversation Skills
(Mini-teachers)
Goal: Students collaboratively (but w/o teacher) build an idea
(e.g., knowledge, agreement, solution), using the following skills:
Create Idea
Negotiate
Ideas
Build Idea
Clarify
Idea
Fortify Idea
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Hand motions
Understanding Language
What feedback would you give?
Laura:
Eli:
Laura:
Eli:
Jen doesn’t want to grow up.
I disagree because I think she does.
I respectfully disagree with you.
Then we just agree to disagree, right?
Lisa:
I think the dog was his best friend in the story.
Edgar: I would like to add to your idea. My dog ran
away last year and we found him in the park.
Lisa:
Which park?
Edgar: The one by the train station.
Lisa:
I took a train to San Jose last week.
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“Constructive Conversations” Activity for All 4 Skills:
ACTIVITY FOR SUPPORTING IDEAS:
ARGUMENT SCALE Argument Balance Scale
Reasons &
Evidence
My responses to
opposing points
Reasons &
Evidence
Opposing
position
My position
3-D Version
2D-Scale
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Video – Argument Scale Conversations
Context
5th grade
Language
Arts/ELD class;
Advanced and
early advanced
partners.
http://aldnetwork.org/page/videos-transcriptions
This Clip
• After reading an article on a program that gives pizza as reward for
reading, students discuss their opinions on the issue.
• Look for supporting opinions, building on ideas, and clarifying
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Debrief – Argument Balance Scale Conversation Activity
1. What does this activity do for
learners?
2. How does it connect to the
Common Core and the shifts we highlighted at
the outset? (speaking with evidence & academic language)
3. How might you use this type of activity in your
setting?
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Using the Four Domains Template
In small groups,
focus on one of the four
domains of the template
(students, content,
pedagogy, assessments) and
discuss the guiding questions
for each column, focusing on
the activities you
experienced in this
workshop.
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Parting Task:
Think about/discuss what you might include
in the design of a PD workshop focused on
these shifts and activities in your setting.
CONTACT
jzwiers@stanford.edu
ALDNetwork.org | ell.stanford.edu
Handouts: http://aldnetwork.org/page/Oct26
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Understanding Language