4. Discussion, Speaking, Listening - C. Create Learning Materials

Action Steps:

Step 1: Option A

Explore Tools: Explore at least one of the following for inspiration or ideas.

  • Option 1: Explore the technology tools here or any others (consider ways to use Google tools such as docs and slideshows) that might promote, guide, record, and extend student discussion.

  • Option 2: Explore a performance task such as creating a paper slide video

  • Option 3: Explore how students can participate in moderated online discussions at the New York Times, What’s going on in this Picture

  • Option 4: Explore Project Zero’s Thinking Routines. Think about how you might translate some of their routines for discussion and use technology to carry it out.

Create Materials:

  • Select a WIDA standard for speaking or a learning objective.

  • Create a performance task or a technology tool that students would use during small group discussions to help students master the speaking standard.

  • Be sure to identify the subject area and topic, the intended student group, the different levels of language and content knowledge the students have in your description of the activity.

Step 1: Option B

Select a discussion routine:

  • Option 1: Select either a structured or unstructured discussion routine that you use in class or want to start using in class.

    1. This slideshow is an index of the major routines available in the book, Differentiated Instruction Made Practical (Bondie, 2018), and their respective page numbers. The book is available online through Hollis and through our Library Reserves in Canvas.

    2. You can also visit Project Zero’s thinking routines. If there is a thinking routine you like, you can flesh it out into a full discussion routine for your classroom.

  • Option 2: Familiarize yourself with how students participate in discussions in class by identifying different discussion strategies over the course of 1.5 years using video clips from an EL History classroom and understand the rationale for each discussion strategy used in certain situations video of Sarrah Harrington’s classroom. Notice how the structures for group discussion are changing based on students’ mastery of English.

Create a visual for directions: Create a chart, poster, or PowerPoint slides to guide students in implementing a discussion routine. Write out the directions that the teacher will say and include the following:

  • Roles

  • Rules

  • Turns

  • Time

  • Visual supports

You can refer to this slideshow for additional guidance and examples. o create a poster of the directions for student use and the oral directions that the teacher will say to provide directions for the small group discussion to students.

 

Script teacher directions:

  • Provide an example of a WIDA standard for speaking that students would be able to demonstrate and work towards through this discussion. List what the teacher would be listening for in student discussion to show progress toward the WIDA standard.

  • Script out the step by step directions that the teacher would give, if this were the first time they were using this routine.

 

Step 2

Be sure to link your work and documents in the capstone project:

Capstone table example

 

Step 3

Reflection: Answer the following questions on a Capstone slide

  1. Thinking about technology and discussions. You can choose one or all questions, or parts from each question. (150-250 words total)

    1. Option A ONLY:

      1. Explain how the lesson materials support students in monitoring their growth in learning language and content. Connect your explanation to examples in the work you are uploading or linking to.

      2. Explain how the technology tool will support students. Connect your explanation to examples in the materials you’re linking.

    2. Option B ONLY:

      1. Explain how providing clear directions to students can support their learning, especially for students who are still developing their English skills.

  2. Takeaways: You can choose one or all questions, or parts from each question. (200-250 words)

    1. What was your most significant take away from the assignment? What did you find interesting and useful?

    2. What was most challenging in the task? How did you overcome that challenge?

    3. How will you apply your learning to practice?

    4. To learn more, what might your next steps be?

    5. How would you improve on your current product in the future?

Option A: Creating Discussion Technology Tools

Option B: Creating Discussion Routines

Why this task? When students engage in small group discussions, the teacher’s role should be listener - not providing help or managing behavior. This enables the teacher to listen for student expressions of language and understanding that the teacher can then use to tailor the next part of the lesson to student needs and assess student learning. In this task, you will practice creating directions (poster and written directions to be spoken by the teacher) that foster student independence when discussing in small groups.

Technology tools can support and guide student discussions in many different ways including: practicing listening comprehension, repeating pronunciations, providing prompts, translating, tracking conversations, and recording speaking for evaluation.

Points: 10

Must Haves
1. Response completes the task.
2. Accurately reflects WIDA Standards and the principles of SIOP.
3. Demonstrates precision and accuracy appropriate to the demands of a graduate course (including correct citations, grammar, and mechanics).
4. Demonstrates thoughtfulness and insights appropriate to the demands of a graduate course.
5. Responds specifically and explicitly to an identified language demand taught in an inclusive setting.
Amazing
* Explain how learning from completing the task can be useful to you.
* Promotes self and cultural awareness.
* Describes possible next steps.
* Relates to developing language skills in specific ways.
* Share materials or examples that may be useful to others.