1. The Power of Teacher Response Experienced with NTI Teachers/Coaches Session 2

2. 2 Welcome! Take a moment to greet those sitting next to you. As a small group, react to this quote:  “In the end, good teaching lies in a willingness to attend and care for what happens in our students, ourselves, and the space between us. Good teaching is a certain kind of stance, I think. It is a stance of receptivity, of attunement, of listening.” (Daloz, 1986).

3. Learning Targets for this Session I can describe teachers’ questioning, probing, and responding habits. I can analyze the impact of teachers’ questioning, probing, and responding habits on students’ learning. I can develop or help teachers develop new questioning, probing, and responding habits. 3

4. Work in Triads Locate your Heart of the Matter graphic organizer (p. 15 in your notebook). Read Teacher Speech as Spontaneous Intervention (p. 14) and capture key ideas and reactions in the outermost white space on the Heart of the Matter Graphic Organizer. The each member of the team selects one of the articles on pages 16 to 26 to read independently. Take notes, discuss. Read the final doc The Critical Role of Teacher Response (p. 27). Discuss with your triad, coming to agreement about a central idea that spans across all readings. This is the Heart of the Matter. 4

5. Triads: Getting Started Locate your Heart of the Matter graphic organizer (p. 15 in your notebook). Read Teacher Speech as Spontaneous Intervention (p. 14) and capture key ideas and reactions in the outermost white space on the Heart of the Matter Graphic Organizer. Discuss key ideas and reactions with your Triad. 10 minutes 5

6. Digging Deeper Each member of the team selects one of the articles (Background Information on Classroom Discourse, p. 16 and similar Classroom Discourse: The Promise and Complexity docs, pps. 19 and 24) to read independently. Capture key ideas in the second box of the graphic organizer. Get as far as you can in your own article in 10 minutes. Discuss with your triad, remembering that you each read different docs (About 3 minutes each = 9 minutes). Fill in ideas from each article in the second box. 6

7. The Heart of the Matter Read the final doc The Critical Role of Teacher Response (p. 27). Discuss with your triad, coming to agreement about a central idea that spans across all readings. Write this in the central box. This is the Heart of the Matter. 7

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9. Spontaneous Interventions in Action Video https://vimeo.com/43990520.https://vimeo.com/43990520 View the video with the spontaneous interventions column in mind.  What techniques is this teacher employing that are spontaneous interventions?  What other things might she do (either from the chart or from your own ideas)? 9

10. More Classrooms in Action Locate the Transcripts of ELA Classrooms in Action (p. 29). These are transcripts of actual moments observed in classrooms where the modules are being used. With a partner, skim the transcripts and select at least three you would like to dive into more deeply. Once three have been chosen, read each one more deeply, focusing on the interventions that are being used. Partners should discuss the following for each transcript:  What connections do you make between this transcript and what you have learned about classroom discourse?  What spontaneous or planned interventions are present (if any)?  What could this teacher try–particularly in terms of spontaneous interventions–that could help more students be successful? 15 minutes 10

11. Synthesis Locate the Session 2 Reflections space (p. 35 in your notebook). Take the last few minutes of this session to capture your thinking regarding teacher questioning, probing, and responding as intervention and the concept of spontaneous interventions as a whole. 11