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7 Steps Introduction

Introduction to 7 Steps to a Language-Rich Interactive Classroom by Seidlitz & Perryman
by

Lynn Jordan

on 29 July 2013

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Transcript of 7 Steps Introduction

The 7 Steps are....
1.Teach students what to say when they don't know what to say.
2.Have students speak in complete sentences.
3.Randomize and rotate when calling on students.
4.Use total response signals.
5.Use visuals and vocabulary strategies that support your objectives.
6.Have students participate in structured conversations.*
7.Have students participate in structured reading and writing activities.*

* 6 & 7 should include multiple perspectives
Step 5: Use Visuals and Vocabulary Strategies That Support Your Objectives
Photos, drawings, movie clips, graphic organizers, etc., all scaffold student understanding of new content vocabulary.
Using visuals of various types to illustrate lectures and lesson content, as well as providing structured opportunities to use new words in context increase retention of new vocabulary and depth of understanding.
7 Steps Overview
7 Steps to a Language-Rich Interactive Classroom
Step 1: Teach Students What to Say When They Don't Know What to Say
Students need to be taught the language and habits of people who are able to learn independently and help accountable for active participation.
Doing this combats learned helplessness and avoids sending the message that you believe the student is not capable of understanding.
Step 2: Have Students Speak in Complete Sentences
Students need to hear content language used multiple times in order to retain it.
Requiring students to express a complete thought creates opportunities for students to practice using academic language.
Speaking in an academic register fosters depth and complexity of thought.
by John Seidlitz and Bill Perryman
Step 3: Randomize and Rotate When Calling on Students
If we randomize the order of students called upon, everyone has to prepare an answer mentally, and accountability is increased.
Activities that require students to rotate through conversational groups give all students the opportunity (and obligation) to respond to key questions.
Step 4: Use Total Response Signals to Check for Understanding
This type of student response holds every student accountable and makes it possible for teachers to constantly check for understanding.
Signals include written responses, readiness indicators, and indication of choices or opinions.
Step 6: Have Students Participate in Structured Conversations
Lessons that require students to participate in conversations connected to specific topics, using specific vocabulary and/or specific questions or forms of response are opportunities for students to get engaged by sharing ideas.
Step 7: Have Students Participate in Structured Reading and Writing Exercises
Reading and writing activities should be purpose-driven and strategies selected should scaffold the types of thinking that need to occur for complete understanding.
Response structures such as RAFTs or Cornell Notes help students to organize and deepen their thinking.
Learned Helplessness
http://www.turned-offchild.com/articles/Learned%20Helplessness%20and%20School%20Failure%20-%20Part%201.pdf
http://www.nwp.org/cs/public/print/resource/2329
http://www.readwritethink.org/search/?grade=15-16&resource_type_filtering=6-16-18-20-126-56-58-66-68-94&resource_type=18&type=34
http://www.haikudeck.com/
http://blogs.edweek.org/teachers/coach_gs_teaching_tips/2011/09/cold_call_protocol.html?print=1
http://www.kdp.org/teachingresources/pdf/classrmmgmt/12_Questions_that_minimize_classrm_mgmt_problemsRecord_F07_Bond.pdf
https://wiki.rockwallisd.org/groups/pmelton/wiki/da7f2/
http://www.englishcompanion.com/classroom/tools.htm
http://www.ascd.org/publications/books/111037/chapters/TPT_Hold-Ups.aspx
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