As OUSD teachers transition to the implementation and inquiry phase in their use of Discussions4Learning, some common best practices are surfacing. Implementing the program effectively is a combination of knowing what is essential to its design (and therefore probably should not be changed) and what are the practices that might enhance the program as written.
1. Go through the lessons in sequence and include all the bolded and yellow-highlighted words so that the core vocabulary gets the careful spiraling that ensures students gradually enrich their definition of the words through repeated examples.
2. Use the black highlighted sentences as written, since they gradually increase in complexity over time. Give students one or two chances to repeat, but bear in mind that too much repetition can have a "drill and kill feel." Think of the sentences as exposure, context and light practice.
3. Do not pre-teach the core vocabulary: allow the flow of the lesson to unfold vocabulary meaning through discussion. This process by which students gradually construct understanding of a word--using it and refining their initial definition based on multiple experiences--is a research-based, core practice of the program. Pre-teaching definitions takes valuable time away from a stronger and more engaging process that is already written into the manuals. On the other hand, posting learned vocabulary on charts for reference and repeated exposure can be a helpful addition to the core routine.
4. Look for areas to insert Turn-and-talks and Think-pair-shares to increase opportunities to Fortify Complex Output as Jeff Zweirs might say. This will take more time, but it is time well spent!
5. Make sure to include the whole-class discussion as explained in the lesson scripts. This is where rich contexts and sophisticated elaboration of connected ideas occurs. Including Turn-and-talks (point 4 above) to Fortify Complex Output is very important, but students also need to participate in the co-construction of ideas through Fostering Interaction.
6. Always include a Discussion-Worthy Prompt. Sometimes a rich, open-ended prompt is included in the guide. At other times, such a prompt may not be included and in these cases you may consider adding one. The post Including a Discussion-Worthy Prompt in Every Lesson provides ideas.
7. Review the pages 22 to 29 in the Discussions4Learning Program Guide to understand the research base and the design of the program. This will help you make instructional choices and and innovations that enhance the more powerful aspects of the program.
From Mike Ray, ELD Coordinator, OUSD ELLMA Office
Wednesday, January 21, 2015
Monday, January 19, 2015
Including a Discussion-Worthy Prompt in Every Lesson
It is a great practice to make sure you have resources for including Discussion-Worthy Prompts in every Discussions4Learning lesson. Sometimes they are in the lesson guide, and sometimes they are not! Our position is that since you have already taken the time to develop concepts, vocabulary and language structures around the image during the lesson, then students should have the benefit near the end of the lesson to apply that knowledge in a more open and authentic academic discussion based on a Discussion-Worthy Prompt.
Second Language Acquisition theory and the new California ELD Standards (November, 2012) hold that it is this meaningful use of language that really drives language development, rather than attention to grammar in isolation. In sum, we think including at least one Discussion-Worthy Prompt near the end of each lesson, before or after the vocabulary review, is a worthy goal.
Of course the use of Discussion-Worthy Prompts is also a signature strategy of the ELL Office, and you can click on the link to find out more. Teachers might also find helpful this link to Talk Moves for managing deep whole-class discussions.
Below is a running list of Discussion-Worthy Prompts that have might have some general utility across the art and real-world images. Please contribute yours!
Second Language Acquisition theory and the new California ELD Standards (November, 2012) hold that it is this meaningful use of language that really drives language development, rather than attention to grammar in isolation. In sum, we think including at least one Discussion-Worthy Prompt near the end of each lesson, before or after the vocabulary review, is a worthy goal.
Of course the use of Discussion-Worthy Prompts is also a signature strategy of the ELL Office, and you can click on the link to find out more. Teachers might also find helpful this link to Talk Moves for managing deep whole-class discussions.
Below is a running list of Discussion-Worthy Prompts that have might have some general utility across the art and real-world images. Please contribute yours!
- If you were going to create a [art or utilitarian object related to the image] what would you want to create and why?
- Why do you think the artist created this piece of art? What evidence from the piece of art or our own life makes you think so?
- What do you think the artist was trying to communicate with this artwork?
- What do you think this photograph/piece of art communicates about __________ and what evidence from the photograph/piece of art makes you think so?
- Agree or disagree: The artist is trying to say _______________ in this artwork. What is your evidence?
- Which details in the image do you find most interesting and why?
- Which details in the image do you think are most important and why?
Friday, January 16, 2015
The Name of this Blog Has Changed!
Changes will be occurring on an ongoing basis.
Thanks!
Mike Ray
Lead ELL Specialist
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