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Kim, 2018.04.03

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STELLAR

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Kim, 2018.04.03

  1. 1. STELLAR & VTS April 3, 2018 Linking in your paraphrase
  2. 2. AGENDA I. Student engagement II. Conditional language III. Linking
  3. 3. If the teacher remains a facilitator— withholding own ideas and letting students’ exchange evolve (including the occasional mistakes) and not adding directive instructions— discussions are a form of student- centered teaching. - PhilipYenawine VTS co-founder
  4. 4. Student engagement SPACE • Can everyone see? • Are there students far away from the image? • Is the projection clear? SET UP • Do students know what VTS is and WHY they are doing it? • Image selection FACILITATION • Framing and new vocabulary provide students with an elevated, fresh approach to their ideas • What more can we find? (do YOU believe there is more?)
  5. 5. Paraphrase all comment conditionally. Use new vocabulary and complete sentence structure. Link related comments together to form connections and model building on the ideas of others. Paraphrases (teacher responses) can also include Q2 “what do you see that makes you say…?”
  6. 6. Teacher paraphrase: You are speculating about the origin of this image and wondering if it might be Egyptian. You are also considering the possibility that this piece was carved from stone. What do you see that makes you say this might be carved from stone? Dorothy Fox 5th Grade, November 2015 CONDITIONAL LANGUAGE
  7. 7. Teacher Paraphrase: You are focusing on the detail of the guitar. To you, this image might not be from so long ago. You think it could be taking place today, but for you, the reason it looks different is that may be on a different continent. What do you see that makes you say this could be in Africa? Dorothy Fox 5th Grade, November 2015 CONDITIONAL LANGUAGE
  8. 8. The teacher response (paraphrase) should provide the opportunity for students to… • argue in evidence • engage & reflect on multiple perspectives • identify the kind of thinking • access authentic vocabulary • hear complete thoughts/sentences • identify active listening • building ideas from others These are the choices you make when facilitating
  9. 9. What do you appreciate about this exchange? What do you notice the facilitator doing?
  10. 10. I. How does student thinking about this image evolve? II. What elements of VTS does the facilitator use?
  11. 11. Linking language: • “You have more to say about setting…” • “You are suggesting a different narrative.” • “You are thinking differently about the character…” • “You are elaborating on Michael’s idea…”
  12. 12. Kim: “I see a boat in the background.” Your turn to LINK: Paraphrase Peggy’s comment in the context of both comments. Peggy: “Think he’s in an escape boat.”
  13. 13. “I think that weird guy is a mermaid poacher- and he’s nervous that he’s going to get caught.” What aspect of this student comment is valuable in a critical analysis of the image? How would you paraphrase this comment?
  14. 14. Final class: VTS & Writing + Assessment Tuesday, May 8 @ 7p

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