Nov. 18th, 17 (first session)
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Ell Certification Courses
ELL Class Nov.18, 2017
Oleai Elementary School, Cafe
Date: Nov. 18, 2017 9 (Saturday)
Time: 8:00 AM -4:00 PM
Ell Three Class Certification (First Session w/Jane Hill)
- Shared expectations by Instructor
- Write down reflections after each strategy learned in class.
- Sharing strategies get you hours (7 hours below)
- Constructive classroom integrations-free and reflect on videos.
- Bring logs next Saturday’s on 21 hours
- 5 strategies
2. Books and Resources- Wait for Ebook via email
3. Pair share on nine strategies and effectiveness (see pix)
4. Lecture
- Stages of Second-Language Acquisition (Page 11)
- Hours of learning english (Asian Student) at school
- Hours of learning heritage language (Chamorro/Carolinian) at school
- The Five Stages Continuum:
- Preproduction:
- Early Production:
- Speech Emergence:
- Intermediate: Learning another language, putting sentences together
- Advance: We want them to sound proficient
- See the stages of Second Language Acquisition
- Identify the stages
- Talking Points
- Add strategies in open bullet
- Reading Initiative: 35% of students on proficient level/grade level/reading level
- Classroom Instruction that works with ELL
- Activity to classify MIs with Fluency Scale
- SIOP-8 Components:
- Cooperative Learning and Structures
- Industrial age and teaching issues/challenges
- Stanford University Online: crudely/EduJ25
Free Course for Learning Below:
http://mooc.org
-------------------------------------------------------
Welcome to Education's XEDUC201!
Constructive Classroom Conversations: Improving Student-to-Student Interactions https://lagunita.stanford.edu/courses/course-v1:Education+XEDUC201+Fall2017/info
UL_CCC_Fall2017_Syllabus_09292017.pdf
Understanding Language at Stanford University.
\conv
ersations
and addresses how to facilitate student
engagement in the types of interactions required by the new standards. It organizes a massive
collaboration of educators who wish to support students, particularly English learners, to co
-
create and build u
pon each other’s ideas as they interact with the content. Starting with the
notion that in order to improve the quality of student discourse, educators need to listen closely
to existing talk, the course asks participants to
use the formative assessment pr
ocess to elicit,
gather,
interpret
, share
, reflect, and act on
examples of student conversations from their
classrooms.
Course Goals
The
five
overall
course
goals
are for participants to:
1.
Cultivate a practical understanding of the role and importance of
conversations within
the context of linguistically diverse classrooms addressing college
-
and career
-
ready
standards
.
2.
Develop more precise observation and analysis skills with respect to student
-
to
-
student
conversations
3.
Engage in the formative assessment
process, using an analysis tool, to improve student
-
to
-
student interactions and help students communicate content
-
area learning.
4.
Enact practical teaching strategies for building students capacities to engage in
constructive face
-
to
-
face interactions.
5.
Colla
borate with other educators and build professional relationships that result in an
online community focused on facilitating rich academic discourse across grade levels
and disciplines
Copyright © 2017 Understanding Language at Stanford University.
Pre
-
requisites:
In order to participate in the course, you will need
to have access to a classroom in which you or
the teacher you are observing are able to collect short samples of paired student talk two
different times. In order to do this, you will need access to an audio
-
recording device such as a
smartphone, tablet, o
r digital voice recorder.
Statement of Accomplishment
We estimate that the coursework is equivalent to approximat
ely 40 professional development
hours to individuals who complete the course and gain a Statement of Accomplishment.
Please check with your e
mployer as to whether this statement of accomplishment may be
used for professional development credit. The requirements to receive a statement of
accomplishment include the following:
1
.
Complete both course surveys (i.e.
,
beginning survey &
end
-
of
-
course survey)
2
.
Complete and submit
all
individual
assignments
(Assignments 1, 2, 3, 4, 5, and 6)
Course Organization
This
course
consists of six sessions
. For each session, course participants will be asked to
complete a series of tasks such as watching videos, reading articles or book chapters,
answering questions,
and completing assignments. The content for each session will become
available on the follo
wing dates:
•
Session 1
: October
3
•
Session 2
: October 1
0
•
Session 3: October 31
•
Session 4
: November 2
1
•
Session 5
: December 1
2
•
Session 6: January 2
For the sequencing of the course to be effective, the tasks for Session 1 must be completed
before Session 2 begins, and so on. Yet unlike a traditional classroom, there is no specific time
or day that participants must log on or “attend” class; participants are free to complete the
session tasks at their own pace as long as they finish them in
the allotted time.
Assignments
There are
six
assignments
that each
course
participant will be asked to complete. To complete
several of these assignments, you will need to have access to a classroom and students.
Below is a list of assignments and their due dates. All assignments are described in detail in
the “Assignments” section of the course site.
Session
Session Title
Assignment(s)
Start Date
Due Date
Session 1
Framing our Work
Assignment 1:
Housekeeping
Tasks
10/3
10/10
Session 2
Appreciating &
Analyzing
Conversations
Assignment 2
: Analyze &
Reflect on Conversation
Sample 1
10/10
10/31
Session 3
Identifying & Teaching
Conversation Skills
Assignment 3
:
Cultivating
Conversation Skills
Lesson
10/31
11/21
Copyright © 2017 Understanding Language at Stanford University.
Session 4
Changing Mindsets &
Improving Prompts
Assignment 4
:
Crafting
and Improving Prompts
Activity
11/21
12/12
Session 5
Modeling &
Scaffolding
Conversations
Assignment 5
:
Modeling,
Scaffolding & Analyzing
Conversation 2
12/12
1/
16
/2018
Session 6
Cultivating
Conversational
Expertise
Assignment 6
:
Culminating Presentation
or Lesson Plan
1/2
/2018
1/23
/2018
Hybrid Teams
–
A
Great
Option
We strongly encourage you to work with your real
-
life colleagues and complete this course as a
team.
f
you are working face
-
to
-
face with other class participants in a site or district
-
based team,
that is your team for the course. Teams
usually
work best when members share content or
grade
-
level interests
!
Readin
g
s
All the readings will be available on the
course website. Since the major focus of this class is on
the classroom conversations that you will observe and analyze, we have purposefully chosen to
limit the reading load. For each of the sessions there will be two or three short required readings
as w
ell one or more optional readings.
You are expected to complete the required reading assignments (especially since there are so
few!) They will provide background and complementary information for the
session
. They will
also serve as resources to deepen your understanding of the course content and extend your
knowledge of strategies and techniques to use in the classroom.
Please note that many of the readings are not necessarily about paired student conversa
tion, but
instead address some other manifestation of classroom discourse. The reason for inc
luding these
readings is simple:
there
are not a lot of published texts that specifically address paired student
conversations. Therefore, we have done our best to
include those texts that do address paired
conversations as well as provide readings whose content may be applicable to our topic
,
even
though they do not specifically focus on student
-
to
-
student conversations. There are also
readings about formative asse
ssment. While these readings do not
always
talk about
conversation as formative assessment, they provide background knowledge about the
components of formative assessment and the usage in the classroom.
Stanford University Research Information Sheet
STANFORD UNIVERSITY Research Information Sheet
Protocol Director:
Kenji Hakuta, Sara Rutherford
-
Quach
Protocol Title: Participation by Teachers in MOOCs Addressing Constructive Classroom
Conversations
DESCRIPTION:
You are invited to participate in
a
research study
to better understand how
Copyright © 2017 Understanding Language at Stanford University.
participation in a professional development MOOC may help us understand and improve the
language environment of U.S. schools that serve English Language Learners
. As part of this
research, you will be asked to compl
ete an initial and final survey as well as submit samples of
student work and instructional context descriptions as required in course assignments.
TIME INVOLVEMENT:
This research will not require any more time than what is required for
course completion.
RISKS AND BENEFITS:
There are no risks associated with this study
.
The benefits that may
reasonably be expected to result from this study are improved awareness of student
classroom
language and new strategies for improving the quality of student discussio
ns.
We cannot and
do not guarantee or promise that you will receive any benefits from this study.
Your
decision whether or not to participate in this study will not affect your successful completion of
the course. (If you choose not to participate in the r
esearch but want to complete the course,
you will still have to submit the requirements for the assignments, we just will not use this data
in our research.)
PAYMENTS:
You will receive no payment for your participation.
SUBJECT'S RIGHTS:
If you have read t
his form and have decided to participate in this project,
please understand your
participation is voluntary
and you have the
right to withdraw your
consent or discontinue participation at any time without penalty or loss of benefits to
which you are otherw
ise entitled
.
The alternative is not to participate.
You have the right to
refuse to answer particular questions. Your individual privacy will be maintained in all published
and written data resulting from the study.
CONTACT INFORMATION:
Questions:
If you
have any questions, concerns or complaints about this research, its
procedures, risks and benefits, contact the Protocol Director,
Sara Rutherford
-
Quach at 650
-
283
-
7167
.
Independent Contact:
If you are not satisfied with how this study is being conducted,
or if you
have any concerns, complaints, or general questions about the research or your rights as a
participant, please contact the Stanford Institutional Review Board (IRB) to speak to someone
independent of the research team at (650)
-
723
-
2480 or toll fr
ee at 1
-
866
-
680
-
2906. You can
also write to the Stanford IRB, Stanford University, 3000 El Camino Real, Five Palo Alto Square,
4th Floor, Palo Alto, CA 94306.
With your permission, data from this study will be used for yet
-
to
-
be
-
defined academic and
educat
ion purposes. If you do not agree with this, please indicate this to the researcher.
Please print a copy of this page for your records.
If you would like to participate in the research, please complete the course surveys and turn in
the assignment require
ments as directed.
If you do NOT want to participate in this research,
please contact one of the protocol directors.
Copyright © 2017 Understanding Language at Stanford University.
Course Outline
*See
course site
for additional resources associated with each lesson and to access all course
materials.
Session
1
,
October 3
–
October 9
Framing our
Conversation
Work
Objectives
•
Build a foundational understanding of the theory of language that frames the
course
•
Recognize components of formative assessment
process
for language and
how applied in course
•
Become familiar
with the course scope, sequence, and requirements
Videos
1.
Why Conversations?
2.
Course &
Language
Foundations
3.
Setting Up a Successful Hybrid Model
4.
Formative Assessment of Language Use
5.
Overview & Orientation
Readings
•
Cazden
, C. (2001). Chapter 1: Introduction. In Classroom discourse: The
language of teaching and learning (pp. 1
-
9). Portsmouth, NH: Heinemann.
•
Smarter Balanced Assessment Consortium. (2015). The Formative
Assessment Process. Retrieved from
http://www.smarterbalanced.org/wp
-
content/uploads/2015/09/Formative
-
Assessment
-
Process.pdf
Resources
•
Course Syllabus
•
Hybrid Facilitation Guide
•
State
-
Specific Resources
(NY Blueprint for ELLs; California EL Roadmap)
Assignment
Assignment 1:
Participant
s
will be asked to complete
short housekeeping
tasks:
•
Complete the pre
-
course survey
and assessment
•
Introduce yourself in the discussion forum
Session 2
, October 10
-
October 3
0
Appreciating & Analyzing Conversations
Objectives
•
Identify role of language in content
-
area learning & CCR standards
•
Recognize features of high
-
quality conversations
•
Analyze & reflect on student conversations, as part of formative assessment
process
Videos
1.
Role of Language in Content Learning & Standards
2.
What is a High
-
Quality Conversation?
3.
Classroom video
4.
Paired Conversation Models
5.
Analyzing conversations as Formative Assessment P
ractice
6.
Using the Conversation Analysis Tool
7.
More Practice with the Conversation Analysis Tool
Readings
•
van Lier, L. & Walqui, A.
(
2012
)
. Language and the Common Core State
Standards.
Language and Common Core State Standards.
Understanding
Language Paper Repository. Stanford University.
Copyright © 2017 Understanding Language at Stanford University.
•
Zwiers, J. &
Soto, I. 2017. Chapter 3: Classroom Applications for
Conversational Discourse. In Academic Language Mastery: Conversational
Discourse in Context. Corwin. (Only the first half)
Resources
•
Conversation Analysis Tool
•
Conversation Samples and Expert
Analyses
•
Transcription Conventions
•
State
-
specific Resources: CA and NY ELD standards
; ELP Standards
Assignment
Assignment 2
:
Analyze and Reflect on Conversation Sample 1
In this assignment
participants are asked to elicit, record, interpret
, and reflect
upon a student
-
to
-
student conversation sample using a pre
-
determined rubric,
referred to as the Conversation Analysis Tool (CAT). Detailed instructions as
well as a tutorial on how to use the CAT are provided on the course site.
After
submitting the assig
nment, participants will be asked t
o complete peer
evaluations of 3
submissions from other participants in the course.
Session 3
,
October 31
-
November 20
Cultivating Conversation Skills & Culture
Objectives
•
Define
and demonstrate
how to cultivate a conversational culture &
mindset
s
•
Examine
four conversation skills &
identify
how to apply them in specific
contexts
•
Design & teach
a purposeful
lesson
that focuses on or incorporates
conversation skills that act
on previous
conversatio
nal
evidence
Videos
1.
Creating a Culture of Conversation
2.
Classroom Vide
o
: Developing a Conversational Culture
3.
Introducing Conversation Skills
4.
Supporting Conversation Skills
5.
Paired
Student
Conversations, 5
th
Grade Science
6.
Formative Assessment: Identifying
the Gap
7.
Paired Student Conversations: Three Little Pigs
Readings
•
Heritage, M. (2007, October). Formative assessment: What do teachers
need to know and do?
Phi Delta Kappan,
140
-
145.
Distributed with
permission of Phi Delta Kappa International,
www.pdkintl.org
. All rights
reserved.
(Free, available in Session 2)
•
Zwiers, J. O’Hara, S. & Pritchard, R. (2014).
Excerpt from Chapter 8
:
Fostering academic interactions.
Common Core Standards in Diverse
Classrooms:
Essential Practices for Developing Academic Language and
Disciplinary Literacy
.
Resources
•
Conversational Mindsets Worksheet
•
Constructive Conversations Skills Poster
•
Math Constructive Conversations Skills Poster
•
3D Argument Organizer
•
Math Paired Conversation Protocol
•
Cause & Effect Visual Organizer
Assignments
As
signment 3
:
Cultivating Conversation Skills Lesson
This assignment
focuses on
using insights from Assignment 2
and the first
few
sessions in order to design and reflect upon teaching strategies for developing
conversation skills in lessons. Participants are asked
to reflect on their
Copyright © 2017 Understanding Language at Stanford University.
assignment 2
and their peers’ submissions as well as their content
-
area
knowledge and the session’s s
creencasts to identify an aspect of student
language they would like to focus on. Participants are then guided to design
and teach a conversation skill or specific aspect of conversational discourse
(not vocabulary) in their setting. Participants should ta
ke notes on what they
observe and then reflect on the process as prompted.
After submitting the
assignment, participants will be asked t
o complete peer evaluations of 3
submissions from other participants in the course.
Session 4, November 21
–
December 1
1
Crafting & Improving Prompts
Objectives
•
Appreciate the importance of a conversation
-
worthy prompt
•
Identify features of an effective prompt and
how to prepare for a con
structive
conversation
•
Plan for and incorporate effective prompts into a p
repared and implemented
task or activity
Videos
1.
What
is a Constructive Conversation?
2.
Learnin
g from a Whole Class Discussion
3.
Situating & Preparing for Prompts
4.
Features of Effective Conversational Prompts
5.
Formative Assessment: Planning for Interaction
6.
Paired Student
Conversations
Readings
•
Zwiers, J., & Crawford, M. (2011).
Academic conversations: Classroom talk
that fosters critical thinking and content understandings
. Portland, Me.:
Stenhouse.
Excerpted from Chapter 4: Designing Effective Conversation
Prompts.
•
Rothstein, D., & Santana, L. (2014, October). Educational Leadership.
The
Right Questions,
72
.
http://www.ascd.org/publications/educatio
nal
-
leadership/oct14/vol72/num02/The
-
Right
-
Questions.aspx
Resources
•
Constructive Conversations Skills Poster
Assignments
Assignment 4
:
Crafting and Improving Prompts Activity
The goal of this assignment is to sharpen participants’
skills with respect
crafting
conversation
-
worth prompts, identifying how prompts shape conversations, and
improving upon existing prompts.
For this lesson, participants are asked to
reflect upon the conversation evidence they’ve accumulated in previous
assignments to plan and
implement a mini
-
lesson or task involving an original
prompt.
They then observe and/or record one or more resulting conversations.
Participants then use their conversation analysis to help them revise and/or
expand upon the conversation prompt and plan fo
r their next instructional steps.
After submitting the individual assignment, participants will be asked to
complete peer evaluations of 3 submissions from other participants in the
course.
Session 5, December 12
–
January
2
Modeling & Scaffolding Conv
ersations
Objectives
•
Identify
methods to model conversation skills and apply them in
implemented lesson
Copyright © 2017 Understanding Language at Stanford University.
•
Identify
methods to scaffold conversation skills and apply them in
implemented lesson
•
Design and
implement a
lesson
or task
that
builds on previous
evidence and
analyze resulting conversations
Videos
1.
Modeling Conversation Skills
2.
Paired Student Conversations: Modeling Puffer Fish
3.
Scaffolding Conversation Skills
4.
Teacher Panel Discussion, 3
rd
Grade Conversation
5.
Paired Student Conversations: Scaffolded
Discussions in Middle School
ELA
6.
Paired Student Conversation: Water Conservation
Readings
•
Gibbons, P. (2002.) Chapter 2: Classroom talk: Creating contexts for
language learning.
Scaffolding language, Scaffolding learning: Teaching
second language learners
in the mainstream classroom
(pp. 14
-
26).
Portsmouth, NH: Heinemann. (Free, available in Session 3)
•
Zwiers, J., O'Hara, S., & Pritchard, R. (2014).
Chapter 3 (Abridged version):
Modeling and scaffolding constructive conversation skills and language.
Common core standards in
diverse classrooms: Essential practices for
developing academic l
anguage and disciplinary literacy
.
Resources
•
See Resources for Session 3
Assignment
Assignment 5
:
Modeling, Scaffolding & Analyzing Conversation 2
This assignment is similar to Assignment 2, with some significant
adjustments
.
For this assignment,
participants are asked to reflect on their previous
assignments; acting on the insights they’ve gained from their interpretations.
They must pre
-
plan and teach a lesson or activity that involves the modeling
and scaffolding of a particular conversational s
kill or discourse move as well as
structured opportunities for paired stude
nt conversations. Participants
then
plan
for,
elicit, record, interpret, and reflect upon a student
-
to
-
student conversation
that occurred during this lesson or activity, using the C
onversation Analysis Tool
(CAT). Detailed instructions as well as a tutorial on how to use the CAT are
provided on the course site.
After submitting the individual assignment, participants will be asked to
complete peer evalua
tions of 3
submissions from other participants in the
course.
Session 6, January 2
-
January 23
Cultivating Conversational Expertise
Objectives
•
Designate a particular area or
aspect of classroom discourse upon which to
focus and cultivate expertise
•
Advocate for
and teach others about
constructive conversations through
presentations or lesson plans
•
Identify
and plan for
next steps for continuing this work collaboratively after
course completion
Videos
1.
Teacher Panel Discussing Next Steps
2.
Developing
Conversation
-
based Inquiry Focuses
3.
Formative Assessment: Mapping Learning & Language Trajectories
Copyright © 2017 Understanding Language at Stanford University.
4.
District Video 1: Teaching Colleagues about Conversation Work
5.
District Video 2: Continuing this Work in PLCs
6.
Adapting the Conversation Analysis Tool
7.
Closing
Remarks from Instructors
Readings
TBD
Resources
•
Inquiry Cycle for Action Research Graphic
Assignments
Assignment 6:
Culminating Presentation or Lesson Plan
For this assignment, participants have an option between two tasks:
Option A:
Participants are
asked to create and submit a presentation on constructive
conversations that
:
(a) can be used in their setting to communicate important
ideas learned in this course to others (e.g., teachers, administrators, students,
or parents etc.); and/or
(b) communic
ates
to participants an area of further focus
in which they would like to develop expertise.
The presentation can be a slide show (Powerpoint), a PDF of a slide show,
screencast in video form, or a video. It should communicate new insights gained
from th
e course. Participants may choose to focus on the value of constructive
conversations or practical aspects such as how to start teaching them,
descriptions of activities, using formative assessment practices, etc.
Option B:
Participants
create a lesson plan about constructive con
versations that applies
what they
have learned from the course. The main goal of this assignment is
to
create a l
esson that participants can use with
students in
their
classroom and
also “showcase” this work as a
model lesson for other participants of this
course
and
real
-
life
colleagues at your schools. Participants
should choose a focused
content area (e.g., a science lesson, or a math lesson), grade level, or any
topic
will be relevant for their
setting.
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