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Transcript of Academic Conversations
Academic Success What is an "Academic Conversation?" Student Responsibility
in Academic Conversations Research holds that Academic Conversations are:
- the oldest form of education - Socrates' method (Goldenberg, 1992)
- an essential skill for adults and students to be specific in their understanding and presentation of information (Michaels, O’Connor& Resnick, 2008)
- Students can sound a certain a way when having sophisticated academic conversations (Gee, 2005)
- A certain culture/environment must be established in which to have these conversations (Langer, 1997)
- Content learning must be presented/approached
in a way conducive to discussion or having
conversation (Goldenberg, 1992) (Zwiers, 2011) Teachers provide the
framework for students
to explore ideas Many times, teachers get hung up on content.
Supporting good conversations means that students may not always stay on the track you envisioned.
The best educators are open to students synthesizing ideas and making meaning together! For students... The ability to participate in an academic conversation by way of accountable talk is a necessary life skill that enhances learning across all content areas Student Friendly Language When we speak to each other we... - Are respectful
- Sit in a way that we can see others
- Track the speaker
- Pay attention 5 Essential Conversation Skills Can you tell me more about that?
In other words...
What are examples from other texts?
Do you agree? Can you add to this?
I would add that...
What do we know so far?
So, you are saying that...
How can we bring this all together?
The main theme/point seems to be... Students can situate the
meanings of words Literature Used Teachers plan the means of the lesson,
just not the end Dawes, L. (2011). Talking Points: Discussion Activities
in the Primary Classroom. Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042.
Gee, J. P. (2005). Language in the science classroom:
Academic social languages as the heart of school-based literacy. Establishing scientific classroom discourse communities: Multiple voices of teaching and learning research, 19-37.
Goldenberg, C. (1992). Instructional conversations:
Promoting comprehension through discussion. The Reading Teacher, 316-326.
Langer, J. A. (1997). Literacy Issues in Focus: Literacy
Acquisition through Literature. Journal of Adolescent & Adult Literacy, 606-614.
Michaels, S., O’Connor, C., & Resnick, L. B. (2008).
Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in Philosophy and Education, 27(4), 283-297.
Zwiers, J. & Crawford, M. (2011). Academic conversations: Classroom talk that
fosters critical thinking and content understandings. Stenhouse Publishers. Resources to Take Home Accountable
Talk Prompts Academic
Skills Chart Photos of
Anchor Charts Accountable Talk Could have it's own Prezi! Clearly explaining WHAT students think, WHY they think it, and HOW they came to their conclusions Accountability to the Learning Community Accountability to Accurate Knowledge Accountability to Rigorous Thinking Readers move through literary understanding in four stages - Teachers can scaffold students through these stages using different questioning techniques and sentence stems.
- Being out and stepping into an envisionment
- Being in and moving through an envisionment
- Stepping back and rethinking what one knows
- Stepping back and objectifying the experience
Teachers can help readers move through these stages and support envision meant building through three main techniques: full group discussions,
small group discussions,
and writing activities (Langer, 1997) Why Should We Care About Academic Conversations or Implement Them? (Michaels, O’Connor, & Resnick, 2008)