Presentation from AGELE's 2009 National Conference. Social and emotional skills embedded in structured speaking opportunities appropriate for classrooms and adult meetings. e

1. EQ AND STRUCTURED SPEAKING: HOW TO INCREASE THE ACHIEVEMENT OF ALL Presented by Wes Kriesel, CEO/President Trusted Coaching August 3, 2009

3. Norms for TRUST T rust yourself . R esonate with the conversation. U nderstand different perspectives. S et your mind on the possibilities . T ransform yourself. Trust Makes All the Difference! Trusted Coaching, © 2009

5. Where does EQ enter? Trust Makes All the Difference! Trusted Coaching, © 2009 Teaching/modeling - communication skills - expectations for interactions - active listening - looping - attunement

6. Speaking and Power Trust Makes All the Difference! Trusted Coaching, © 2009 James Paul Gee’s “New Work Order” Why corporate training fails: The ubiquitous IRE model of speaking. Initiate-Respond-Evaluate

7. Speaking and Power Trust Makes All the Difference! Trusted Coaching, © 2009 The primary model of verbal interaction in schools. Lecture. (teacher lectures) Initiate. (teacher asks a question) Respond. (student responds) Evaluate. (teacher evaluates student answer) L.I.R.E

8. How to Structure Speaking? Trust Makes All the Difference! Trusted Coaching, © 2009 Two Strategies: Communication Line – teaches and models active listening, paraphrasing, positive body language, looping, attunement FIND – builds group consensus, processes emotions, scaffolds discussions to higher order thinking

9. How to Structure Speaking? Trust Makes All the Difference! Trusted Coaching, © 2009 CLICK! How do you manage student engagement? Contact, Listen, Integrate, Communicate, Keep it going! Contact Regulate CONTACT and organize the physical space between students How do you want students to arrange themselves physically? Listen Model how to LISTEN to the teacher and to peers How do you want students to engage when not speaking? Integrate Demonstrate how to INTEGRATE two or more students working together, including roles, speaking turns, and priorities. How do you want students to speak? Connect Explicitly communicate the content and language you want students to CONNECT to this activity ( including question prompts to address desired level of thinking, grammatical structures to address language objective, and subject matter content) How do you want students to use language? Keep it going Preserve and improve the process to KEEP students engaged. How can students improve the process?

10. A Structured Speaking Strategy Trust Makes All the Difference! Trusted Coaching, © 2009 Communication Line Contact: Students line up in 1 line (by teacher criteria, i.e., order of birthday Jan-Dec, distance of birthplace from school). Teacher folds line in half and has one end follow teacher down to the other end, doubling the line on itself, matching each student up with a partner. Listen: Teacher describes and models eye contact, smiling, nodding as “active listening” behavior. Integrate: Teacher labels one side of the line Partner A and the other side of the line as Partner B. Partner A speaks while Partner B listens actively. Then roles switch. Connect: Teacher provides question, prompt, or sentence frame with grammar structure or academic language to use. Keep it Going: Teacher asks students what went well, what they learned, and how the class might improve the activity. Teacher affirms positive academic language and behaviors observed.

11. A Structured Speaking Strategy Trust Makes All the Difference! Trusted Coaching, © 2009 FIND: A 4-level Debrief Protocol Facts: Statements of fact, objective observations, things that could be photographed or recorded Internal Connections: Feelings, emotions, memories New Meanings: Interpretations, opinions, judgments Decisions: “I will….” a personal commitment to action