Presentation on theme: "Access Point One: Purpose and Modeling Access Point Two: Close and Scaffolded Reading Instruction Access Point Three: Collaborative Conversations Access."— Presentation transcript:
Access Point One: Purpose and Modeling Access Point Two: Close and Scaffolded Reading Instruction Access Point Three: Collaborative Conversations Access Point Four: An Independent Reading Staircase Access Point Five: Demonstrating Understanding and Assessing Performance 4.1
What’s Our Purpose for Module 4? Understand the value and necessity of student peer interaction in collaborative learning. Analyze the differences in grade-level expectations in Speaking and Listening Standard Anchor 1 in CCSS. Look closely at the essential indicators and key elements of collaborative learning structures. Explore the most effective collaborative learning structures to support students in accessing complex texts: literature circles discussion roundtables reciprocal teaching collaborative strategic reading 4.2
4.3 Is a critical linchpin in the process of assessing complex texts Supports student learning in the absence of the teacher Provides opportunities for students to apply skills and strategies Allows for authentic practice of academic language Collaborative Learning
“ According to this standard, students have to discuss the complex texts they have been reading. Not only will this aid them in comprehending the text, but it will also provide them with practice in critical thinking, argumentation, and using evidence in their responses.” 4.4 Frey, N.,& Fisher, D. (2013). Rigorous Reading: 5 Access Points for Helping Students Comprehend Complex Texts. Thousand Oaks, CA: Corwin.
Directions for Jigsaw Procedure for Quality Indicators of Task Complexity to Build Strong Structures for Collaborative Learning 1. Work in groups of four or five. 2. Each group chooses a different task complexity indicator: a.Designs that require students to work together (also read introduction after Building Structures for Collaborative Learning) b.Structures that elevate academic language. c.Structures that ensure grade-level work d.Designs that allow for productive failure 3. Read corresponding section in Chapter 4 (5–7 minutes). 4. Write down salient points on chart paper to share with group (5 minutes). 5. Think of your group as the expert learners on this indicator and the larger group (your audience) as the novice learners. 6. Have fun and be creative! 4.5
4.6 Rethink demanding content with new learning structures. Use language frames to building academic language. Remember that productive failure is good and healthy. Maintain a level of academic rigor. Consider task complexity and the degree of student engagement. Collaborative Learning Quality Indicators
Collaborative Learning Key Elements Post, teach, and revisit norms for interaction. Group students heterogeneously. Have students set goals. Promote individual and group accountability. 4.7
Consider Classroom Collaboration What works well? What can be improved? Are students engaged? What are your support needs? 4.8
Through collaborations today you probably Reread the text. Talked with group members to analyze and synthesize meaning. Used specialized (academic) language for this content. Isn’t this what we are asking our students to do? Reflect: Did all your group members contribute to the task? Did you contribute to the task? Next session: Access Point Four: Independent Reading Staircase 4.9
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