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© 2013 UNIVERSITY OF PITTSBURGH Module 5: Academically Productive Talk Tennessee Department of Education Science Supporting Rigorous Science Teaching and Learning
© 2013 UNIVERSITY OF PITTSBURGH Goals Deepen understanding of academically productive talk by using Accountable Talk ® norms and practices; – designing questions that ask students to engage in intellectual work to meet Common Core State Standards (CCSS); and – experiencing and analyzing intentionally structured discussions that apprentice talk in science. Reflect on your learning. 2 Accountable Talk ® is a registered trademark of the University of Pittsburgh.
© 2013 UNIVERSITY OF PITTSBURGH Norms for Working Together Keep students at the center. Be present and engaged. Monitor air time and share your voice. Challenge with respect. Stay solutions oriented. Risk productive struggle. Balance urgency and patience. 3
© 2013 UNIVERSITY OF PITTSBURGH Task Sheet Questions, Tasks, and Talk Part I—Publishers’ Criteria 1. Individually read Revised Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades 3-12 sections II and III. 2. Discuss with a partner what the authors mean by a. high-quality text-dependent questions and tasks and b. academic (and domain-specific) vocabulary. 3. Be prepared to share your thoughts with the whole group. 4
© 2013 UNIVERSITY OF PITTSBURGH Task Sheet Questions, Tasks, and Talk Part II—Speaking and Listening: The Key Role of Evidence 1. Watch the video. As you watch, listen for insights that Susan Pimentel shares about speaking and listening. 2. With a partner, discuss benefits of speaking and listening in science. Compare and discuss your analysis of each text. 5
© 2013 UNIVERSITY OF PITTSBURGH Task Sheet Questions, Tasks, and Talk Part III—Whole Group Discussion 1. Engage in a discussion around what the authors say about the role of questions, tasks, and talk in learning. 2. Cite evidence as you engage in the discussion. 6
© 2013 UNIVERSITY OF PITTSBURGH Learning About Accountable Talk Practices
© 2013 UNIVERSITY OF PITTSBURGH Task Sheet Learning About Accountable Talk Practices Part I—Three Accountable Talk Focus Features 1. Take the next three minutes to individually read/skim An Overview of Accountable Talk Practices. 2. Focus on Section 3 and the three features the authors identify as areas we should be accountable to for academically productive talk (pages 5-9). 3. Be prepared to share the three features we should be accountable to for academically productive talk. 8
© 2013 UNIVERSITY OF PITTSBURGH Task Sheet Learning About Accountable Talk Practices Part II—Whole Group Discussion 1. What are the three areas we should be accountable to for academically productive talk: a. Accountability to __________ b. Accountability to __________ c. Accountability to __________ 9
© 2013 UNIVERSITY OF PITTSBURGH Task Sheet Learning About Accountable Talk Practices Part II—Whole Group Discussion (continued) What talk format was modeled during this “whole group discussion”? Please read An Overview of Accountable Talk Practices outside of this session for more detailed information about Accountable Talk practices. 10
© 2013 UNIVERSITY OF PITTSBURGH Setting the Stage for Academically Productive Talk
© 2013 UNIVERSITY OF PITTSBURGH Task Sheet Setting the Stage for Academically Productive Talk Part I—Norms for Equitable and Respectful Participation 1. Take 10 minutes to individually read and reflect on Setting the Stage for Accountable Talk Practices: Norms for Equitable and Respectful Participation. 12
© 2013 UNIVERSITY OF PITTSBURGH Norms for Discussion You have the right to… Make a contribution to an attentive, responsive audience. Ask questions that clarify and advance your understanding. Be treated civilly. Have your ideas discussed. You are obligated to… Speak so that everyone can hear. Speak one at a time. Listen for understanding. Agree or disagree (and explain why) in response to other people’s ideas. Critique ideas, not people. 13
© 2013 UNIVERSITY OF PITTSBURGH Text-based Questions Moving From…Moving To… What are the two common elements of successful establishment of ground rules? What evidence do the authors provide for establishing and maintaining norms and ground rules? What are the three types of wait time? Which of the three types of wait time seems most powerful? Why? How long should wait time be? How did the authors’ inclusion of research effects of wait time strengthen the argument for paying attention to wait time? 14 How is the intellectual work required of learners different between the “moving from” and “moving to” questions?
© 2013 UNIVERSITY OF PITTSBURGH Key Accountable Talk Teacher Moves Read the Key Accountable Talk Teacher Moves. Keep these six key moves in your mind as you are teaching your classes. Try to incorporate the Accountable Talk Moves within your current classes as often as possible. Research shows that these 6 moves envoke deeper thinking and richer discussions when used regularly. 15
© 2013 UNIVERSITY OF PITTSBURGH Bridge To Practice Assignment Before our next PD Session: Transcribe or Tape One Lesson Focused On Accountable Talk Teachers and Students Using the Accountable Talk Moves in Regular Class Dialogue This is essential in moving forward for our next PD session. 16
In the Era of the Common Core Standards Network Meeting, January 11, 2012 Silicon Valley Mathematics Initiative Assessment for Learning.
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© 2013 UNIVERSITY OF PITTSBURGH Module 2: Science Research Simulation Task Analysis Tennessee Department of Education Science Supporting Rigorous Science.
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© 2013 UNIVERSITY OF PITTSBURGH Module 1: Analysis of a Research Simulation Task in CTE Tennessee Department of Education CTE High School Supporting Rigorous.
CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Carrie Roberts, Administrator Literacy, History, and Arts.
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