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Becca Feder EDUC 807 Teaching Communication Style: Analysis and Reflection: Questions

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Vaughn, S., & Bos, S. (2011). Oral language. In Teaching students with learning and behavior problems (8th ed.). Upper Saddle River, NJ: Pearson.

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This figure from (Vaughn & Bos, 2011), really had me think about the process my students go through when I am asking them to take part in a story mapping worksheet and also conversation. In terms of strategies I think as a teacher this is something to keep in my mind when I am asking students to take part in these types of writing and interactive lesson. I think it will also remind me that these types of processes aren't always the same for students and for some it may be more challenging!

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Teaching Communication Style Analysis and Reflection: Recommendations

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While watching my lesson, I think there are a lot of moments where I felt successes in my language use and allowing my students to have multiple ways of showing their understanding. But as I looked closely at my video and monitored the checklist, there are some areas where I highlighted as a mismatch.

In my video I discuss moments at 2:40, 3:32 and 11:00 in my video. I look at a handful of moments where I felt my use of language could have either been more clear or I could have made a shift in my language

Wolf Nelson mentions "particular communicative functions may be identified that are difficult for students to use, such as requesting clarification when they do not know what to do, or providing clarification to listeners as necessary". The ideas Wolf Nelson elaborate on when they discuss language use, made me think of the small moments that can either be confusing for students or not giving them the space to really express what they aren't understanding.

This analyzation has already allowed me to start thinking about ways in which I can make changes in my small reading group when it comes to my language use.

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During 4:22-6:30, I analyzed the language I use with my students not only when explaining parts of the lesson but when I am trying to engage them or refocus their attention.

When re-watching my video I wanted to focus on my verbal communication with my students and what they were able to share back with me. Wolf Nelson shares the point of sharing new language with students and giving them opportunities to make sense of it! In my video I share the ways in which I saw myself do this and find matches in language form I am using and how my students interacted with the content.

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Wolf Nelson, N. (1985). Teacher talk and children listening: Fostering a better match. In E. Simon (Ed.), Communication

skills and classroom success (pp.65-102). San Diego: College Hill Press.

Merritt, D., Barton, J., & Culatta, B. (1998). Instructional discourse: A framework for learning. In D. Merritt & B. Culatta,

Language intervention in the classroom (pp. 143-174). San Diego: Singular.

Vaughn, S., & Bos, S. (2011). Oral language. In Teaching students with learning and behavior problems (8th ed.). Upper Saddle River, NJ: Pearson.

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The book we read and used for this activity 

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The book we read and used for this activity 

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Throughout the lesson I supported student understanding by using language to talk about language!
In a specific time in my lesson (15:28), I asked my students "what does setting mean?", knowing that this was a question that came up in the past.
This provided students in their own words to explain what setting was and come to a realization that there can be more than one setting in a story.

I believe that the use of having a big copy of the activity on the board provided a clear organizational strategy as well as a picture aid as well. I also reminded myself to name what our goal is for the story and what each section of our story map will provide us with (9:30). During some of these moments I do find that I hear myself explaining more than I would like but I think because this my groups first story map together their was more explanation and guidance of aspects that will become more independent as we do this activity more often.

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I began my reflection by analyzing my lesson and teaching with Merrit and Culatta’s Instructional Discourse Checklist for Teachers and SLPs. As I rewatch my lesson I am thinking about my interactive discourse style. What types of discourse was I creating with my students?

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Rate and complexity (5:45) - what does comprehension mean?
"The complexity of the teacher's language can greatly impact a student's comprehension (Merritt et al, 1998, pg.169).

Ensuring that my students were processing what I was saying by having them explain what they know about specific words like (comprehension/setting).

I was also considerate of the timing I was giving my students. While we didn't have enough time to finish the worksheet and it was done the following day, I think the pace worked well for my group. I had to consider the amount of mental stamina and energy it took for my students to input language, think of an idea, perhaps refer to the book, write it down and also explain it! These are huge movements to make in second grade and I wanted to provide my students with a steady pace in which they can understand me and also have the time to convey what they have learned.

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While reflecting back on my lesson, I would consider majority of the organizational framework to be a match. The reason I named it as a match and mismatch because while I was rewatching my lesson with this organizational framework lens, I wondered if some of my students didn't understand the coming together of individual pieces of the story map we were using.

A central part of instructional framework is the clear focus. "Just as important, the instructional focus must be conveyed to the class before the discussion begins, as students will be much more apt to reach goals when they know what they are" (Merritt et al, 1998, pg. 158). I believe that this is a part that I made clear for my students. As I explain in the video I made sure to take the time to allow them to understand why we were using this worksheet and what it helps us do as readers. The one part I wonder about and that perhaps is a mismatch is that two of my students were not very vocal during this time. While re watching I began to wonder if they understood the concept that we were using this house as a story map or that they were just following along. I wish I went back and did a double check with some students to ensure that they understood the process that I named.

Something else I wish I did while I analyzed my lesson, was that I wish I used a copy of the book while I was talking. Perhaps flipping through to find certain pages that backed up certain parts of the story map could've been another visual element for me to model/students to see.

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Throughout this lesson there was a lot of student generated talk, student to student exchanges and different modes of sharing what they know. For example, students were able to turn and talk, group think, or think independently.
Right at the beginning of my lesson I started out with a mixed question for a turn and talk (00:20). I asked students “How are you feeling after you finished that last page? What was something that stood out to you? What was something that was funny or made you laugh?” In this moment I gave students a variety of things to discuss with their partners about the book just to bring about lively conversation.

As the lesson progressed- questions narrowed in on elements of our story like characters and setting. During these parts I asked questions like “what does setting mean?” (15:28). With many of these questions, I was hoping to provide interactive functions of communicative acts (Culatta et al., 1998). Where both students and teachers comment, summarize and request information, instead of me explaining all of the elements.

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For my own assessment I hope to include: 

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For my own assessment I hope to include: 

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Interactive Discourse Style

Reciprocal exchanges

Have students elaborate and expand on their answers/thinking

Creating an Organizational Framework

Organized framework and lesson plan

Stating instructions clearly

Use:

Clarity, checking for understanding

Creating space to make clear questions

Content:

Clarify multiple meaning words

Name definitions

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We also used
- clipboards
-pencils
-smart board
-dry erase markers

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Materials
Objectives
Support for receptive and expressive language

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I also had a copy of this up on the board so I could not only model but provide students with opportunities to come up to the board and fill it in

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2nd grade classroom at Bank Street School for Children
This lesson: Small guided reading group
8 students

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The following lesson is with my small guided reading group!