Student Discourse and Frequent Small Group Purposeful Talk


welcome to this course titled student
discourse and frequent small group purposeful talk as designed and produced
by the region 11 service center in this course you’ll learn to design an
implement frequent small group structured student talking opportunities
to increase student critical thinking and speaking
for this module you’ll need your copies of the fundamental five and focus at the conclusion of this module you’ll
have an opportunity to demonstrate your understanding of the stated learning
objective by participating in a demonstration lab sponsored by region 11
certification team during the demonstration lab you’ll present a
ten-minute mini lesson in which you model frequent small group talk about
the learning you will receive feedback based on the proficiency rubric you see
on the screen to earn credit for this course participants must score at the
proficient or masters level we’re ready to get started grab your
copies of the books and let’s do this so what does the research say about
frequent opportunities to think process and talk about learning pause the video
now and read pages 72 to 73 of focus all right let’s check your understanding
think about what the research of silver strong and Pernis says about the
frequency of planned teachers pauses how long should teachers teach before
stopping to allow students to think about the content and talk with peers yep on page 72 and focus smoker sites
the research of silver strong and Pernis and they say that these thinking and
interacting breaks during the lesson must happen at least every five minutes pause the video now and read pages 51 to
68 of the fundamental 5 click on the pop-up on the screen to download a
reading guide for the chapter use the questions to guide your thinking as you
read let’s examine some of the different
components for this teaching practice for your demonstration of this skill
we’ll use the five minutes from Schumacher instead of the 10 to 15
minutes from Kane and Laird now check your understanding and think
about this question what are some ways to facilitate the frequency of teaching
stops many teachers use timers and also place
questions and lesson plans at approximate time intervals digital
timers are easy to find online YouTube also has embeddable timers for display
and slides presentations depending on your students and the
content you should group your students in groups of two to four think about the
following preparation pieces for grouping how can you set up your room to
facilitate small group work which image on this slide would be better for small
group work seating arrangements that already have
students group together make it easier to transitions as frequent small group
talk during lessons if students have to move furniture every time you want them
to talk time will be lost during every transition at this point please pause the video and
click on the pop up on the screen which will link you to a teacher’ article
about a variety of grouping ideas as you read think about the following question
what grouping strategies or routines will you use to efficiently get students
into groups many teachers create different size
groups for different types of work they also think about the abilities and
personalities of their students to inform their grouping choices for student talk to be purposeful the
teacher must create a high level seat question tied to the objective
established routines and expectations for the peer talk and monitor the talk
by walking around and assessing the learning all frequent small group purposeful talk
begins with the high-level seed question look at your teks and the learning
objective think about the chunk of learning that you’ll deliver before the
frequent small group purposeful talk what do students need to understand
about that chunk of learning create a question that prompts students to think
or process the chunk let’s look at an example for third grade
science first we look at the actual TEK 3.78b the student is expected to
investigate rapid changes in Earth’s surfaces such as volcanic eruptions
earthquakes and landslides then we look at the learning objective which is
students will investigate the rapid change that occurs when volcanoes erupt
by watching a time-lapse video after watching the time-lapse video of
the eruption provides students the following questions partner a how did
the Earth’s surface change in the video you just watched partner B what evidence
did you see for the change after delivering clear directions and
the questions you would walk around as students talk and listen to their
discussions keeping a simple roster with you helps you take notes for each
student on this slide you’ll need a pause the
video and click on the pop-up to access a teaching channel video link watch the
video then think about the following question how does the teacher in the
video make the small group talk more purposeful for her sixth graders many teachers define the behaviors and
vocabulary they want students to use during the frequent small group
purposeful talk monitoring students for those specific behaviors helps the
teacher to assess the learning pause the video and check out some of
these pop-up links the first link contains some stems for accountable talk
and the second one contains additional talk stem ideas think about this
question how can accountable talk stems help students stay purposeful in their
small group talk many teachers use anchor charts
accountable talk stems and some have seven stars attached to student desks
students of all ages benefit from having the use of accountable talk stems
modeled throughout the year Wow you covered a lot of information so
let’s take some time to do a formative assessment this time please take a
moment to a positive video and click on the pop-up link to take a practice quiz
once you take it check out your score and feedback and review any information
you may have missed before we start planning your 10 minute micro teach so let’s start thinking about your 10
minute micro teach lesson that will implement frequent small group
purposeful talk during the demonstration lab you’ll
present a ten-minute mini lesson in which you model frequent small group
talk about the learning you’ll receive feedback based on the
proficiency rubric you see on the screen to earn credit for this course
participants must score at the proficient or masters level the following slides are a few helpful
tips as you prepare for your many lesson spend up to the first five minutes
introducing a new concept or skill tied to a Teague and learning objective for the next two to three minutes you
could provide a high level seed question that prompts students to discuss or
reflect on a new skill be sure to indicate who they will speak to and how
long each will be speaking consider partner a and partner B roles and or
accountable talk stems while students are talking set a timer and actively
monitor the discussions based on what you heard in the student
discussions have extension or clarifying questions related to the concept that
students discussed also it can be very powerful for students to write down a
short response based on their discussion so consider having students do a
two-minute writing piece and then call on students to share out those responses you got this look over the rubric and
think about the skills that you’ve practiced and the other modules if you
need more resources to guide you check out these pop-ups for sentenced em
templates let’s talk routines and structured peer conversations thank you for watching and good luck
with your mini lesson this module reference the books the fundamental five
and focus images were from pixabay and unsplash