2. Minute Reflection Consider the following statements: In order to prepare students for the demands of the 21st century, educators need to provide their students with a solid foundation of knowledge while encouraging them to think deeply about and apply what they learn. Simply teaching information which students are expected to “feedback” to the teacher is not enough. Curricula for all grade levels must be centered around key concepts which students are actively taught to discuss, analyze and interpret. -The Institute for Learning, 2001 Do you agree ? Why or why not? Please share your thoughts on the post for Workshop III’s Minute Reflection.
3. So, how do we equip our students for the 21st century? Accountable Talk!
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5. teaches students to back up their positions with appropriate sources of information.
6. develops the ability to see issues from multiple perspectives and to respect other points of view.
15. working through mathematical problems and justifying the solutions. -Institute for Learning, 2003 Sarah De Bruin c. 2010
16. Interview with Dr. Enid Bloch: Incorporating Accountable Talk into Classroom Practice
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18. how to ask questions & how to press for clarification and explanation.
19. how to recognize and challenge their own and others’ misconceptions.
20. how to present evidence and ask others for evidence, to back up claims and arguments.
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23. Were you surprised? Pleased? Angry? Disappointed? Hopeful? Curious? Confused?
24. REMEMBER: The first step toward facilitating real thinking in your students is encouraging them to value their own feelings and respect those of others. Sarah De Bruin c. 2010
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27. It will not be long before they themselves begin to take an interest in the reactions and perspectives of their classmates.
28. For many, it might be the first time they have realized how differently even their own classmates see the world.
29. Again, your own responses can help them realize the value of other people’s perspectives. You can say,“Sallie, I never thought of it that way You are showing me something new. Thank you.” Sarah De Bruin c. 2010
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31. You have to establish a relaxed atmosphere in the classroom, where it is alright for students to speak directly to each other.
32. This may be quite a different experience for both you & your students.
38. No one is to respond disrespectfully to what anyone else has said. Sarah De Bruin c. 2010
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41. Students need to move beyond their initial feelings and opinions and learn to analyze ideas and marshal evidence.
42. In other words, you will be teaching students to hold themselves “accountable” for specific information they offer to back up their judgments. For example, you might say:“Jeannie, why did you say you think the main character in this novel is greedy? Can you refer to specific scenes or actions? Why do you think the author portrayed the character in this way?” OR “Billy, I heard you tell Jack that you think the newspaper article we just read is inaccurate. What facts or information have you come across, that led you to your judgment?” Sarah De Bruin c. 2010
52. Can I provide an alternative idea? Sarah De Bruin c. 2010
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55. References Cunningham, Angela (2009). Class discussion guide. Bullitt Central High School, Shepherdsville, KY 40165 Interview with Dr. Enid Bloch, professor at the State University of New York at Buffalo. December, 2010. Institute for Learning (2001). Accountable talk: Classroom conversation that works. Pittsburgh, Pa.: Learning Research & Development Center, University of Pittsburgh. Retrieved October 20, 2010 from www.instituteforlearning.org Le Schack, Arlyne. Facilitating accountable talk in your classroom. Retrieved October 17, 2010 from www.teachersnetwork.org/ntny/nychelp/Professional_ Development/workshopmodel.htm Institute of Learning. (2003). Accountable talk. Pittsburgh, PA: University of Pittsburgh, Learning, Research and Development Center.
