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Constructive Classroom Conversations
Transcript of Constructive Classroom Conversations
Supported and unsupported conversations activity
Once ideas are created students must learn to clarify these ideas.
Negotiating is both an academic and social skill.
Fortification of ideas requires the use of text evidence, a key Common Core Shift.
Conversation and the Common Core
Cazden notes in
that our curriculum is changing from a fact-based model using IRE methods to a higher-order thinking model which will require an increase in conversation in the classroom.
Constructive Classroom Conversations
"Changing the Educational Blueprint"
To meet the demands of the Common Core and 21st Century learners.
To teach students the skills needed for paired conversations.
To foster these conversations in the classroom.
Initiation, Response, Evaluation
Jayme Linton @jaymelinton 9h
Six words that should be part of our teaching vocabulary: opinion, argument, evidence, fact, claim, point of view. #ccss
Well crafted conversations require all six of these key elements of the Common Core
Paired conversations move engagement from one student at a time to all students, giving students 5-10 times as much practice time in the classroom.
1 Student per conversation/interaction
Even if this was repeated for all 30 students
it would still give each child one opportunity
per class period on average
30 Students per conversation/interaction
If this was repeated throughout a class period it would give each child 5-10 opportunities or more.
So how do we build these conversations?
The 1st step in constructive conversation is creating the idea.
Practice having students create a complete thought or thesis to begin their conversation.
The use of graphic organizers at this point is very helpful.
Some students have many ideas to start, others will struggle with this step.
Zwiers et al note that conversations require deep thinking on a student's part and clarification is key in developing an idea.
Zwiers, J., O'Hara, S., & Pritchard, R. (In press). Common Core Standards in diverse classrooms: Essential practices for developing academic language and disciplinary literacy.
Cazden, C. (2001). Chapter 1: Introduction. In Classroom discourse: The language of teaching and learning (pp. 1-9). Portsmouth, NH: Heinemann.
"Modeling usually works in tandem with another practice—explanation. These two practices are at the heart of disciplinary work." - Windschitl et al.
Modeling clarification of ideas is an important method for teaching clarification.
Conversation helps students to fortify their ideas by allowing them time to think through the concept and hear the counterarguments of others.
The "Argument Scale" visual organizer helps students to visually represent the fortification of their arguments.
This organizer can also be used to close read and analyze the arguments of others.
Linton, Kayne (jaymelinton). “Six words that should be part of our teaching vocabulary: opinion, argument, evidence, fact, claim, point of view. #ccss” 18 Oct 2013, 8:22 a.m. Tweet.
Learning to negotiate requires structured practice with provided vocabulary and sentence framing.
Providing students with s "cheat sheet" of sentence stems can help foster their abilities in not just negotiating, but in all four of the conversation skills.
Constructive Conversation Skills Poster