January 25th - High School
000_HS Agenda 01252024.docxAgenda
Pre-Work
For your pre-work, we'd like to ask you to do two things:
Please post the task sheet (or link to the slides) that your team used for "The river, the bass, and Sheila Mont" or another text that you taught using the student-centered routines. Along with your post, please include some reflection using the questions listed on the first slide of the reflection deck.
Please read the excerpt from Accountable Talk English language arts practices: Teachers guide. After you have finished reading, please compose a quick write in response to the following:
What's a new or significant understanding about talk that you took away from this excerpt?
You'll be discussing the reading in breakout rooms during our meeting.
Please post the task sheet that your team used for "The river, the bass, and Sheila Mant" or another task sheet that you'ved used since our last meeting. Please include a team reflection with your post:
What went well in using the comprehension lesson with students?
What do you want to change or try differently next time?
AT Excerpt.pdfWhat are the features of Accountable Talk Discussions?
Please read the linked excerpt from Accountable Talk English language arts practices: Teachers guide. After you have finished reading, please compose a quick write in response to the following:
What's a new or significant understanding about talk that you took away from this excerpt?
Materials for our Work Together from 6:00 to 8:00
Video: Whole Group Discussion
8th grade discussing Mary Shelley's Frankenstein
Payne_Frankenstein discussion.pdfTranscript
3 E_AT Features and Indicators_2018_1108_FM.pdfAT Features and Indicators
Please watch the classroom video again. Once you've watched the video a second time, please work with the transcript to note where you see evidence of accountability to the learning community, accountability to knowledge, and accountability to rigorous thinking.
T2_ELA_PLC_AT_Features_Gr6-8.pdfEvidence of AT Features
This is a resource to help you think through evidence of accountable discussions.
Pair Work
Working in breakout rooms, please do the following:
Take a look at the AT Features & Indicators document.
Watch the video a second time. As you watch the video, take note of where you see evidence of the 3 features.
Discuss your notes with your partner, then work together to respond to:
What does participating in an Accountable Talk discussion require of students?
What does facilitating this type of discussion require ofthe teacher?
What questions are you left with?
Bridge to Practice
The purpose of this bridge to practice is for you to get a sense of the talk happening in the ELAR classrooms at your schools. To be successful with this bridge to practice, please do the following:
Visit one or two classrooms (or take some reflective notes about your own) to take stock of the talk happening when students engage in a whole group discussion. The below questions are meant to guide your notes, but you do not have to answer all questions:
What happened before the discussion? What were students asked to do to prepare?
How long do students have to discuss their ideas as a whole group?
What do you notice about the questions that students are asked to respond to? Do they require a one- or two-word response, or do they require elaboration?
What do you notice about who is doing the talking?
How many students respond during the discussion?
Who are the students speaking to – each other or to the teacher?
Who is doing the explaining or elaboration – are students elaborating on their ideas or is the teacher explaining for students
Once you’ve completed your visit and reviewed your notes, please respond to the following:
Who owns the learning that is happening in the classroom(s) that you visited – the teacher or the students? How do you know? Please use evidence from your notes to support your thinking.
Please let us know if you have any questions!
Sara, Glenn, & Tony