Collaborative Academic Conversations Professional Development Session 4 Fall 2013
Collaborative Academic ConversationsProfessional DevelopmentSession 4Fall 2013Getting to the Core Successful StudentsSuperior StandardsSupportive School Climate1Collaborative Academic ConversationsMeeting 1: Sessions 1-3Meeting 3: Session 5Meeting 4: Session 6Meeting 2: Session 4Characteristics of productive talk5 Conversation Skills: description and examplesGetting to the Core Successful StudentsSuperior StandardsSupportive School Climate2
Big Idea: Collaborative academic conversations empower students to communicate well in a variety of situations.Essential Questions:What 21st century collaboration skills are needed to sustain purposeful conversations and to enable students to be successful members of society?How do we move students beyond talk to academic conversations?
(3 minutes)3Reflect on Classroom NormsPositivesChallengesChangesThink about the first few weeks of school so far and the norms for classroom conversations you established before the first day.What have been the positives with establishing and maintaining norms in your classroom?What have been the challenges?What changes still need to be made?
Brainstorm and then share with your colleagues.Page 4Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateCould be done with post-its and chart paper, or in small groups, depending on time.4Reflect on Classroom NormsSuccessesChallengesChangesThink about the first few weeks of school so far and the norms for classroom conversations you established before the first day.What have been the positives with establishing and maintaining norms in your classroom?What have been the challenges?What changes still need to be made?
Share with your colleagues.Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateShare out whole group. This can be charted for colleagues to help each other with challenges and changes5Types of ConversationsRead Accelerating Oral Language with Academic Conversations paragraphs 1-6 and answer the questions on page 5.Key questions:According to Zwiers, what makes conversations Academic?According to the researchers, what challenges did students face when starting academic conversations?
Answer the first two questions only6What was the main point of the article?In your group, cometo consensus and synthesizethe main point of the articleso far.
Come to consensus and synthesize the main point of the article7Jigsaw ReadingRead the assigned skill description from pages 13-37.Elaborate and Clarify (p. 13-15)Support Ideas with Examples (p. 16-21)Build on or Challenge Partners Ideas (p. 22-25)Paraphrase (p. 26-28)Synthesize Conversation Points (p. 29-30)
purposebenefitsclassroom applicationQuestionResponse1. Provide a short definition for skill.2. How can the skill be developed in the classroom?3. What is one of the benefits/purpose of the skill for all students?4. Identify one way that you have seen this skill being used in a classroom. Complete the Comparison/Contrast Matrix for your skillComparison/Contrast MatrixDescription of SkillsApplication of SkillAdditional notesElaborate and Clarify Support Ideas with ExamplesBuild On or Challenge Partners IdeasParaphraseSynthesize Conversation PointsRemind teachers to paraphrase during their share out to allow time for all participants to share. Participants go back to base group and share out information. All participants should have the entire matrix filled out by the end of the session10Between now and thenRead the remaining 4 Conversation Skills from todays readingIntroduce ONE new Conversation Skill each week and provide ample opportunities for students to practice
Be prepared to share:What have been the successes in implementing academic conversations in your classroom?What have been the challenges?What changes still need to be made?11Next StepsConnecting to Theoretical Framework & Academic LanguageCreating Conversational Prompts