Effective Teaching in Diverse Classrooms. Transcript of Speaker

Effective Teaching in Diverse Classrooms Transcript of Speaker Effective Teaching in Diverse Classrooms Module 4 A. Overview of Phase 2: Standard 1: JPA Guideline Review Online Learning Hints VOICEOVER: Now, here are some hints to get the most from your online learning experience. Be sure to use the option buttons down the left-hand column. Get additional helps by clicking on topic handouts, transcripts and speaker bio. Remember to change the video to high bandwidth if you re viewing on a high speed internet connection. Introduction VOICEOVER: This module presents Phase 2 of the CREDE Pedagogy Standards implementation. In Phase 2, you will review how teachers phase in the first three standards in their classroom. Recall that the Pedagogy Standards are a system for organizing instruction to support teaching. They support teaching through dialog or conversation known as the instructional conversation or IC. Teachers using IC can responsively assist in their learning zones. This definition of teaching, responsive assistance, was presented in Module 2, which you may wish to review. Module 3 presented the first three Pedagogy Standards and the Guidelines for using them effectively in the classroom. This 4th Module, Phase 2, expands the ways to use the first three Pedagogy Standards you learned in Phase 1. To begin Phase 2, we refer to Phase 1, where the focus was on the first three Pedagogy Standards. Review of CREDE Pedagogy Standards 1 through 3 VOICEOVER: Let s listen again to Kim describe how the first three CREDE Standards support teaching that responsively assists students. KIM COLLIER: Now, your going to begin to look at a Phase 2 classroom. In a Phase 2 classroom, the teacher is really working with the students so that the students can work independently on tasks. She may have half the classroom, and there may be students in the other half of the classroom working on independent tasks. Students really need to know what to do if 1

they don t understand, what they re going to do when they have to use the washroom or if they have any questions; so that they ll work totally independent with teachers. In Phase 2, we re continuing to work on your joint productive activities, thinking about activities that have children working together having conversation, producing products together, whether tangible or intangible. You want to think about that language and literacy development. This is opportunities for students to converse and use their own language and apply it to academic understanding. You re also thinking about contextualization. This is the idea that we re bringing in the students understanding in their world around them into the academic understanding. Phase 2 Overview VOICEOVER: In Phase 2, you will review how teachers phase in the first three Standards in their classroom. Then Phase 2 will present the new Guidelines for each of the three Standards. In the listing of the first three Pedagogy Standards and their Guidelines, you will recognize the Standards and the Guidelines from Phase 1. You will also see four new Guidelines teachers will demonstrate in Phase 2. Keep a printed copy for your use during this module and in your classroom. You can take as much time as needed up to three weeks to apply the Guidelines of Phase 2 in your classroom. Success in Phase 2 is the foundation for success in all of the following Phases. Phase in success leads to effective teaching with the 5 Pedagogy Standards, particularly using the instructional conversation in Phase 5. Standard 1 Joint Product Activity teacher and students working together. Produce a classroom community work agreement. Arrange classrooms for collaborate activity. Develop student independence. Use an instructional frame. Provide joint productive activity. Phase 2 Guidelines Use an advanced instructional frame. Group students in a variety of ways. Use positive classroom management. Standard 2 Language and Literacy Development. Guidelines model the language of instruction. Design tasks to promote students language. Emphasize word meaning and concept development. Phase 2 Guideline Teachers encourage student interaction and mutual assistance. Standard 3 Contextualization making meaning. Guidelines Use a familiar early content theme. Build on students experiences and knowledge. Phase 2 Guideline Anchor learning in students experiences. 2

During Phase 2, you will see teachers use the Pedagogy Standard Guidelines from Phase 1. Try to identify them as you observe the teachers and students in the videos. In Phase 2, there are five new Guidelines. You will learn how to phase in the instructional frame, group students, manage a collaborative classroom, increase student interaction and connect learning to students experiences. The following section will review CREDE Pedagogy Standard 1 and present its three new Guidelines. KIM COLLIER: The first Standard we ll focus on is joint productive activity. That s the idea of how the student and the teacher works together to build an activity or product. It s also the idea of how students work together to do an activity or build a product. The second Standard we ll be working on is language and literacy development. This is a really important one. This is where the teacher and the students will be modeling and sharing language. The teacher may repeat what a student says and use more academic language, and the student may use his own language and make the connections. We ll be focusing a lot on language in the activity centers that you will see. The third Standard that we ll be looking at is contextualization. This is the idea of how do we bring in all of the students prior knowledge to the academic concepts that they will be learning about in the classroom. Pedagogy Standard 1: JPA Guideline 1: Produce a Classroom Agreement VOICEOVER: The first Pedagogy Standard provides the foundation for all subsequent standards. The first Pedagogy Standard 1 Guideline is produce a classroom community work agreement. Students and teachers write a classroom agreement together to describe how to participate and perform in a community of learners. The agreement means teachers and students work together on varied and compelling activities that increase learning. Students agree to participate in the classroom as the agreement describes. MS. SALGADO: We had the center on constitution in Spanish, and now we ve translated it in English. We re going to say our constitution in English. STUDENTS: We promise to respect our teacher and our classmates when they re talking. We promise to read all directions telling us what to do in centers before we begin the centers. We promise to help our classmates when we have finished our work. We promise to return and clean the materials from the centers. We promise not to loiter around whenever we have to rotate centers. MS. SALGADO: All right. 3

VOICEOVER: The class agreement supports students to interact and assist one another in independent activities without direct supervision. Review the agreement often with students and be alert for needed additions or changes to the existing classroom agreement. Notice how the teachers you see in this module are implementing the agreements in their classrooms. Pedagogy Standard 1:.JPA Guideline 2. Arrange Classrooms for Collaborative Activity VOICEOVER: The second Pedagogy Standard 1 Guideline is arrange classrooms for collaborative activity. Teachers arrange their classrooms to encourage students to interact over their work products, especially to help one another succeed. Teachers organize classrooms to support student work in large and small groups and sustained conversation on academic topics with the teacher. When the teachers design their classroom for all 5 Standards, they include a dedicated space for frequent academic dialog with students in small groups. Pedagogy Standard 1: JPA Guideline 3. Develop Student Independence VOICEOVER: The third Pedagogy Standard 1 Guideline is develop student independence. Let s look at Mrs. Haase s class review their classroom agreement before they start a day s activities. Notice how the agreement builds the students independence by helping students to solve their problems on their own before they involve the teacher. VIRGINIA HAASE: Boys and girls, let s take a look at our reading center rules. On our literature center rules, what s our first rule? STUDENTS: Cooperate. VIRGINIA HAASE: A. STUDENTS: Take turns talking in six-inch voices. VIRGINIA HAASE: B. STUDENTS: Help by giving clues. VIRGINIA HAASE: C. STUDENTS: Stay working together until everyone is finished. VIRGINIA HAASE: And our second rule is? 4

STUDENTS: Read the directions. VIRGINIA HAASE: Now, boys and girls, we were talking about if there s a problem, what do we need to do. Let s look at rule number three, the problem. What do we do? A. STUDENTS: Read again and think. VIRGINIA HAASE: B. STUDENTS: Use a strategy. VIRGINIA HAASE: C. STUDENTS: Ask others for help. VIRGINIA HAASE: That s correct, I really want you to read the directions another time and think together. Pedagogy Standard 1: JPA Guideline 4. Use an Instructional Frame VOICEOVER: The fourth Pedagogy Standard 1 Guideline is use an instructional frame. Teachers use an instructional frame to plan and organize teaching. In the following interview, Mr. Rose describes his students background in language. He explains how the activities in his instructional frame address their specific needs, especially students language use through another Standard 1 Guideline, joint productivity activity, or JPA. MALYKKE BACON: Hey, Winston, how are you? WINSTON ROSE: I m good, sir. MALYKKE BACON: It s good to be here in Mr. Rose s classroom. Tell me a little bit about your class. WINSTON ROSE: This particular class this is one of two classes I have that consists of entirely Caribbean students. I have mostly from Jamaica, I have a few from Belize. It s a class designed to work on language skills because even though the official language of their countries is English, most of the people there speak some kind of Creole or Patwa or something like that. Neither one of those languages is a written language, so most of the time when these kids are speaking that language, it translates into them writing in ways that s not really standard English. Our goal is not to really make them feel that what they speak is bad, but to show them what they speak is good, but there is another language you need to have a grasp on when you re functioning in a standard English society like the United States. 5

MALYKKE BACON: Good. What are we going to see in this lesson? WINSTON ROSE: This is going to he they re working in groups on a thing that I call the quick quiz, which they often take individually. Sometimes they work in groups just trying to get them to work with each other and bounce ideas off each other. It s basically two sides of paper with various grammar issues on it and writing issues like commas and appositives and apostrophes and things like that. They ll be working in groups just to kind of work out with themselves what is the correct way to say something. It has literacy development in it. It has writing development in it because they re going to have to write. When they do quotes, they have to punctuate things correctly. Of course, they have the joint productive activity where they re working together to produce a product. VOICEOVER: An instructional frame contains the teaching activities, and it is timed. It always begins with a briefing and ends with a debriefing. In the following teaching example, Mr. Rose, a high school language arts teacher, uses an instructional frame. Mr. Rose s instructional frame has four sessions, and it is timed. It is a basic frame that starts with a briefing, then moves his students into small group JPA. He follows up the JPA with a discussion of their work products and, finally debriefs. The frame is a monotasking frame that supports a single activity in progress. In the monotasking frame, every activity is monitored by the teacher. Follow Mr. Rose and his students as they use an instructional frame in the following excerpts. In addition to the design of his JPA, notice how he relates to the students to make them comfortable and encourages their participation. WINSTON ROSE: What we re going to do today, this is familiar to you. It s the quick quiz; but, of course, we re going to do it today in your groups. I ll remind you who your groups are. What I want you to do is with your partner or partners try to fill out as much of this as you can accurately. The reason you re in the groups is so that you can work together and try to bounce ideas off of each other and try to make it a little easier. Do what you can. Don t panic. Don t sweat it. Just produce what you can. VOICEOVER: The teacher has the students perform the activity in small groups. Notice how they listen to each other discuss the work. One student explains to the others how the language is descriptive. STUDENT: It s like how much. Basically, it s how much you describe it. STUDENT: And tell you what s colored or what s not. STUDENT: You can use that. It s just basically describing something or somebody. 6

VOICEOVER: Mr. Rose follows up the small group activity you just saw with a whole group discussion of the students work products. Note how he asks the students to explain their rationale for their answers by asking them why. He also provides corrective feedback where needed in the following excerpts. WINSTON ROSE: All right. Hopefully, you have in front of you something that resembles close to accuracy. Don t worry. Again, remember, no one is going to get shot if you get it wrong. Feel free to make suggestions and try an idea. If it doesn t work, then I ll embarrass you. No, I won t. If it doesn t work, then we ll just explain why it doesn t work, and we ll go on from there. Relax. Our block was a quiet and peaceful place, period, until Dave Myerson got his motor scooter. Is there a problem up there anywhere? STUDENTS: Yes. WINSTON ROSE: What s the problem? STUDENT: There should be a comma instead of the period after place. WINSTON ROSE: Okay, we can try that in there. STUDENT: There s one more thing, also. WINSTON ROSE: One more thing. What? STUDENT: What about the sentence is describing their block. Put a comma right there at block because it should say, Our block, comma, was a quiet and peaceful place. WINSTON ROSE: We can work without that one. That s cool the way we got it. That was a good suggestion. I liked that, A vehicle designed to delight teenagers and cause nervous fits among elders. What are we going to do with that? STUDENT: Take the period out and lower case the A. WINSTON ROSE: Yeah. What is that? What are we just going to? STUDENTS: An appositive. WINSTON ROSE: An appositive. What you re doing is describing what? STUDENT: The motor scooter. 7

WINSTON ROSE: The motor scooter. Very good. All right. Now our neighborhood sounds like a Kansas wheat field at threshing time. STUDENT: Period. WINSTON ROSE: Why? STUDENT: Because it s the end of a sentence. WINSTON ROSE: Okay, and what comes after? STUDENT: A period. WINSTON ROSE: Do you hear what I m saying? Is what comes after it also a sentence? STUDENT: Yeah. WINSTON ROSE: I would agree. Yeah. VOICEOVER: Mr. Rose ends his instructional frame with a debriefing. WINSTON ROSE: What did you think? Was that okay? STUDENTS: Yes. WINSTON ROSE: Anything that s confusing about it? Anything that we could do better next time? How did the groups work out? STUDENT: Good. STUDENT: It was fine. WINSTON ROSE: Was it okay? Did you feel kind of shy in the groups? You have to get used to talking to people in groups. Frankly, I wouldn t have made it through college if not for working in groups and working in study groups. You have to get used to that. Everyone doesn t always have all of the answers and the opportunities you have to ask other people. You should really ask them. Is there anything I need to add to this? STUDENT: No. WINSTON ROSE: Anything you are confused about or you like that needs to be on here for the quick quiz? 8

STUDENT: No. WINSTON ROSE: Anything I should take off except for the whole thing? STUDENT: No. WINSTON ROSE: That s fine. Pedagogy Standard 1: JPA Guideline 5. Provide JPA VOICEOVER: The fifth Guideline for Pedagogy Standard 1 is provide joint productive activity, or JPA. You learned in Phase 1 that on JPAs, students work together on a topic for a product such a collage seen here. The product can be creative and academic as well. The collage incorporates the students ideas about citizenship. T he teacher explains the JPA during the day s briefing as follows. MS. SALGADO: We re going to work on finishing our collage. You are also going to talk about the pictures, and you re going to infer on what they re saying; kind of like you re going to synthesize also at the same time. You re going to think about what they re thinking and why are they good citizens and what are they celebrating in the community. STUDENT: What do you think they re saying there? STUDENT: They re not all Mexican. STUDENT: Does he have a real mustache? STUDENT: No. STUDENT: What do you think they re saying here? STUDENT: No. This should come out; this word. STUDENT: Can I have those? STUDENT: What do you think they re saying here? STUDENT: That s not part of anything. STUDENT: It s just a guy drinking a soda. STUDENT: What do you think they re saying here? 9

STUDENT: What s a country? STUDENT: Read the pages chosen for you. Choose a page to read and write a short skit. Choose a character and act out the skit. STUDENT: Do you want to do good? VOICEOVER: Teachers design interesting JPAs that stimulate students to participate in the activity and contribute to the final product, even in kindergarten. Note how the students work together to put their words on the chart. STUDENT: You made a mistake. STUDENT: It s your turn. STUDENT: Can somebody give me ideas? STUDENT: Food. STUDENT: Yes, we should write it. Standards Influence on Teaching Activity VOICEOVER: Malykke talks to another teacher, Ms. Hurley, about how the Standards have influenced her teaching activity in her Spanish class. MALYKKE BACON: As you were putting together this lesson and we ve talked about the Standards last spring and then this fall. How did the Standards help you shape this particular activity, because this isn t an activity that you haven t done before... MS. HURLEY: Right. MALYKKE BACON:... but you ve modified it a bit based on the Standards. Was there any Standard in particular that you looked at and said, I really think I want to incorporate this one a little more consciously? MS. HURLEY: Definitely joint productive activity. Then as I was reading the other Standards as well, I said, Well, you know what, I m actually incorporating more Standards than I thought language and literacy development, of course. The students have the opportunities to exchange in sustained writing, and assisted them with the academic language and literacy development; and, also, contextualization because it deals with their everyday language. It was more than I thought, but it was challenging. 10

MALYKKE BACON: It was challenging because I think when you were going around you were questioning the students, which is an essential piece for that Standard moving, pushing the kids learning a little further. Small Group JPA: Use of Spanish Language Definitions and Sentences VOICEOVER: Next, we see Ms. Hurley work together with her students in small groups where she encourages them to use Spanish language definitions and sentences to produce a JPA. Notice that each group of students prepares a written product. MS. HURLEY: What is in your locker? STUDENT: My books are in my locker. MS. HURLEY: You can t say the word, so you say my books are here. Does everyone understand? Is everyone participating? Contributing? We speak. STUDENT: I don t know how to say that. MS. HURLEY: Oh, okay. We speak other languages that are difficult. STUDENT: Is it hard? MS. HURLEY: Hard, but not impossible. STUDENT: Everybody is reviewing and giving feedback. MS. HURLEY: Okay. But what if that won t happen? VOICEOVER: The JPA of Ms. Hurley s lessons in using Spanish language definitions and sentences is for the students to use their written work product to play a game. Let s look at one round of the game and scoreboard Ms. Hurley uses to chart the students progress. The scoreboard is also a product which, like her lesson, uses the language of instruction and reflects the students progress. STUDENT: German. MS. HURLEY: Yes, German. In Munich, Germany, they speak German. Is that the pink team? Oh, wow, there s a tie. Okay, Maximo, read. MAXIMO: My blank is on the second floor. My books are there. MS. HURLEY: Miguel has his hand up. 11

MIGUEL: Locker. MS. HURLEY: Locker. Yes. Purple team, five points for purple. VOICEOVER: Language and literacy are embedded throughout JPAs and other activities of the CREDE Pedagogy Standard 1. 12