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-Answer the question:

How can we encourage better speaking and listening in K-12 content classrooms?

Written summary includes:
-1-2 paragraphs
-Major themes/main points
-Cite evidence from 3 others groups.
-Conclude with why this all matters?

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After watching at least two videos, fill in the first page of the attached analysis sheet. Print it out and bring to class next week.

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Elementary

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Using a weekly singing station, students learn a new song each week. This helps them learn about music, tune and pitch. Learn to use warm ups, hand signals and more to improve the student experience.

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7th Grade Math

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Math.Practice.MP1

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP1: Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, \"Does this make sense?\" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Download Common Core State Standards (PDF 1.2 MB)

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Math.7.RP.A.2

Common core State Standards

Math: Math

7: Grade 7

RP: Ratios & Proportional Relationships

A: Analyze proportional relationships and use them to solve real-world and mathematical problems

2:
Recognize and represent proportional relationships between quantities.
<br />
a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.

b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

c. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.
<br />
d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.

Download Common Core State Standards (PDF 1.2 MB)

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Thought starters

1. How would you decide which students to pair for this activity?

2. Why is it important to give the students real-world problems?

3. How does each student in the pair contribute to solving the problem?

School Details

Twenhofel Middle School
11846 Taylor Mill Road
Independence KY 41051

Data Provided By:

Teachers

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A pair of students in Teri Walker's seventh grade math class determines whether or not two quantities are in a proportional relationship. At first, we see one student take the lead in the problem-solving, with the other student as the silent observer.

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All grades, all subject areas (Note: if you like this video and want to watch more on arts and science integration, you will find them at the bottom of the video.)

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A quick video that gives you strategies on how to get students to debate with each other. By getting them to look at and listen to each other, students will feel more comfortable engaging in debate.

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The New PE Runs on Fitness, not Competition

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The New PE Runs on Fitness, not Competition

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All grades

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The New PE Runs on Fitness, Not Competition

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Collaborative games, zip lining, and classroom aikido are part of a new physical education movement that makes kids smarter.

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6th Grade

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English HS

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Pinwheel Discussions: Texts in Conversation

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What a fun way to get high school students to discuss literature. The Pinwheel Discussions lesson plan puts students in roles that will force them to be engaged and effectively discuss the readings.

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10th Grade Geometry

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Common Core Literacy Close Reading Strategies

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In this video, Aimee teachers her 10th grade geometry students about remote exterior angles. While there is limited modeling, the group work is productive and Aimee guides her students to great understanding. The purpose is clear and Aimee establishes the purpose at the outset of the lesson and returns to the purpose at the end of the lesson.

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Exploring the World of Ancient Civilization

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Exploring the World of Ancient Civilization

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Gallery Walk HS History

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Exploring the World of Ancient Civilizations

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The Gallery Walk is an effective teaching method for many topics in many subjects. Here we see Ms. Caufield use the Gallery Walk to teach about Ancient Civilizations to her eleventh grade history class. Learn the method, and how it can be applied to other subjects.

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6-8th Art

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A complete installation, or 3D, art lesson plan. From motivation and planning to displaying the artwork, here is a lesson covering everything for having students create an installation piece.

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Collaborative Work and the 1-3-6 Protocol

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Collaborative Work and the 1-3-6 Protocol

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All grades

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Discussion and Supporting Materials

Thought starters

1. What makes the 1-3-6 process successful?

2. Why is it valuable to have students work individually before forming groups?

3. How does working in groups of three prepare students for working in groups of six?

School Details

Alief Early College High School
2811 Hayes Road
Houston TX 77082

Data Provided By:

Teachers

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Collaborative Group Work with the 1-3-6 Protocol

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Students in Kevin Sevin's AVID class work individually, in groups of three, and finally in groups of six. By working individually, students have a chance to dive into the assignment before collaborating with others. In groups of three, students hear each others' thoughts and then pair up with another group to form groups of six.

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3rd-5th Grade Music Composition

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Linking music to a history lesson is a great way to reinforce learning topics. This music lesson is built around students making their own tudor fanfare. Students work in groups to get the most out of this music lesson.

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6th-8th Grade Music

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Watch Ms. Elmhirst teach her students the basic elements of music by introducing a new composition. Rhythm, pitch, time and key signatures, and other basic structures in music are covered in this lesson. Includes ideas for evaluations and rehearsals.

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8th Grade Science

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Thought starters

1. How does the teacher use questioning to reinforce content and vocabulary?

2. What is the teacher's role as students work in small groups?

3. What are the benefits of having students analyze data in small groups, rather than as a whole class?

School Details

Sylvester Middle School
16222 Sylvester Rd Sw
Burien WA 98166

Data Provided By:

Teachers

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Students in Chris Blea's eighth grade science class work together in small groups to analyze data from the previous day's lab. As students work together, the teacher circulates to each group to check for understanding. Using questioning techniques, the teacher reinforces important content and vocabulary from the lab.

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8th Grade Spanish

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Teacher resources and professional development across the curriculum

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Learning from Mistakes: Linear Equations

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Learning from Mistakes: Linear Equations

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Math MS/HS

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Math.A.REI.1

Common core State Standards

Math: Math

A: Algebra

REI: Reasoning with Equations and Inequalities

1:
Explain each step in solving a simple equation as following from the
equality of numbers asserted at the previous step, starting from the
assumption that the original equation has a solution. Construct a
viable argument to justify a solution method.

Download Common Core State Standards (PDF 1.2 MB)

|

Math.Practice.MP2

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP2: Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability todecontextualize--to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability tocontextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

Download Common Core State Standards (PDF 1.2 MB)

|

Math.Practice.MP3

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP3: Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and--if there is a flaw in an argument--explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

1. What do students learn from collaboratively viewing student work samples?

2. How would you decide to group the students for this activity?

3. Why is it important for the groups to have guiding questions for the activity?

School Details

Turkey Foot Middle School
3230 Turkeyfoot Road
Edgewood KY 41017

Data Provided By:

Teachers

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Learning from Mistakes: Linear Equations

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A small group of students in Susie Morehead's eighth grade class analyzes student work samples for clarity and accuracy. They discuss the strengths and weaknesses of the work, and use a list of guiding questions to focus their conversation. The students learn how to better approach and organize their own work from this activity.

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Strategies for all students, all content areas, but especially struggling students and ELLs

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Discussion and Supporting Materials

Thought starters

1. What are the different talk moves that Ms. Groves describes?

2. Why are talk moves helpful to use with English Language Learners?

3. How could you adapt these talk moves for use in your classroom?

School Details

Westlake Middle School
2629 Harrison Street
Oakland CA 94611

Data Provided By:

Teachers

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Middle School ELD teacher Tamica Groves encourages active participation by teaching her students to use talk moves. Talk moves include adding on to what others say, asking questions, and agreeing with what others say. Tamica describes how using talk moves to structure discussion can lead to more authentic conversations.

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Article 20 days to productive group work