Lets talk about talking!(1) 1 communication


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  • Cindy- Introduction 1 minute
  • Cindy Time: 2 minutes
  • Andrea Time: 3-5 minutes Learning targets: - Spring from outcomes Guide learning In student friendly language What students are actually doing and what they are actually going to learn For todays lesson only – specific To engage with content Learning targets triangulates essential content, effective instruction and meaningful learning
  • Cindy 15 min Groups of 3 Slides 5-12 Starting here, Groups reflect on the Communication conversation starters taken from current research (slides 5 – 12). 30 seconds silent reflection, 3-5 min share with your group. Choose a spokesperson to read the prompt poster, and choose a second spokesperson to report the groups reflection on the piece. Spokesperson has 1 minute to present. Buy in to the quotes to come
  • Cindy
  • Cindy Time: 8 Min One slide on each table: Choose the group member with the most siblings to read your concept slide, discuss thoughts around the statements. Be prepared to share one or two reflections.
  • Andrea 3 minutes Participants in groups. Original groups of 3 to join another group to make a group of 6. Round Table discussion Optional Activity: Each group takes a flip chart and brainstorms how they may set class norms – this is the FIRST part of the activity (it is built upon later, participants do NOT know this will be built upon) Groups will NOT share yet – they will have time later. Distribute chart paper, groups record thoughts and ideas of how to establish a nurturing class environment The teacher is the connection between the classroom and the philosophy. The teacher connects the learners to the curriculum, to the learning, the knowledge, skills and understandings which are greatly influenced by the learning environment. So then … What does the classroom have to be like?? How do we create it? Kids have to buy in Teachers often confuse a quiet classroom for a learning classroom
  • Cindy: Total 3 minutes Video is viewed (1 minute) : Purpose: How did the teacher contribute to an environment that allowed the students learn in this way? What is/was the teachers role in setting this classroom After Viewing: Norms Creation (total time to create group norms is 5 minutes) To be done on flipchart paper Optional Activity if norms are broken into 2 parts. After Viewing: Revisit Teachers will now go back and review/refine what their ‘journey’ is and how this can be actualized in their classrooms. (3 minutes to revise)
  • Cindy 5 minutes to jot down Norms To be displayed after they begin working on Norms
  • Time –6 minutes Group Hosting to share Groups double up to group host and share their Norms. Groups share their ideas created. Identify that they just were involved in formative assessment – given another opportunity to build and create knowledge. Share for
  • Andrea 30 min Distribute guide handout, and handouts, one strategy per person
  • Andrea 15 minutes Handout for participants to complete prior to inside-outside circle Two circles of people: Two double circles of people: three probing questions, distributed paper.
  • Cindy 2 minutes Choose a Talking Probe Talking Probes for closure, using reflective listening. 1 person talks for 30 seconds, second person listens, asks one clarifying question, then reverse.
  • Lets talk about talking!(1) 1 communication

    1. 1. Learning through social constructivismGSSD CoachesAndrea Hnatiuk & Cindy Smith
    2. 2. *We start and end on time.*We are a community of professional learners;we have an obligation to participate andcollaborate. Please consider how you arecontributing.*We create a safe place to be heard, we cantake risks.*We respect everyone’s point of view.*We use technology appropriately in the spiritof professional learning.
    3. 3. What will I be able to do whenI am done here today?I can identify and implementinstructional strategies thatpromote collaborative learningin order to increase studentlearning outcomesWhat is important for me tolearn and understand so that Ican hit the target?I can learn and understandvarious forms of communicationand its role in helping studentsconstruct meaning forthemselvesWhat will I do to show that Iunderstand?I can implement effectiveinstructional strategies thatmeet and assist studentlearning outcomes.Moss, C., & Brookhart, M. (2012). Learning targets: Helping students aim for understanding in today’s lesson. Alexandria: ASCD.
    4. 4. 6
    5. 5. *Recognize and use connections among ideas*Understand how ideas interconnect and buildon one another to produce a coherent whole*Recognize and apply learnings in contextsoutside of school7
    6. 6. *Organize and consolidate their ideas thinkingthrough communication *Communicate their learning coherently andclearly to peers, teachers, and others*Analyze and evaluate the thinking and strategiesof others   8
    7. 7. *Students construct meaning for themselves*Students clarify their ideas*Students speak to each other and write about learningto reflect on their learning, self-monitor, and set goals*We can assess students by listening and reading theirideas and understandings. We inform our practicebased on what we learn about student understanding
    8. 8. *knowledge is constructed as thelearner strives to organize his orher experiences in terms of pre-existing mental structures orschemas10
    9. 9. *Length and correctness of responses increases*Number of “I don’t know” and “no answer”responses decreases*Number of volunteered appropriate answersincreases*Student achievement increases*Teacher questioning quality, strategies andflexibility improve*Teachers ask higher level questions that requiregreater complexity of responsePositive outcomes of three seconds ofPositive outcomes of three seconds ofundisturbed wait time (when questioning)undisturbed wait time (when questioning)
    10. 10. *How can we create a classroom environmentthat fosters an atmosphere of safecontribution and values communication?*What does a classroomhave to be like for ourstudents to participateand communicateeffectively?
    11. 11. *Before Viewing: Round Table Discussion*During Viewing:How did the teacher contribute to anenvironment that allowed thestudents learn in this way?*After Viewing: Create Norms
    12. 12. *How do we allow students to freely participate?*Take ownership of their ideas?*Honour each others contributions?*Understand that we need to make mistakes in orderto learn?*Respect each others’ opinions and ideas?*Listen and dialogue with respect?*Persist?
    13. 13. *Reflective Listening