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I'm exiting chapter 1 thinking about what it looks like/how the CDE features can be integrated into our scaffolded units and hoping to explore CDE and science curricula more through this text

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I'm exiting chapter 1 thinking about what it looks like/how the CDE features can be integrated into our scaffolded units and hoping to explore CDE and science curricula more through this text

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Legitimize LTL by engaging them authentic scaffolded activities (not just “busy work”), and mutual engagement in sense-making in the spirit of collaboration, acceptance, and knowledge that students can rely on each other and teachers to support each others’ growth through participation (intersubjectivity)

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Legitimize LTL by engaging them authentic scaffolded activities (not just “busy work”), and mutual engagement in sense-making in the spirit of collaboration, acceptance, and knowledge that students can rely on each other and teachers to support each others’ growth through participation (intersubjectivity)

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Learning is non-linear and unpredictable so teachers need to spiral learning and continuously observe students

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Learning is non-linear and unpredictable so teachers need to spiral learning and continuously observe students

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Compelling, relevant ideas that help ELs question, explain, and be active in their world, and provide scaffolding, scaffolding offers students high levels of support to make high expectations realizable

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Compelling, relevant ideas that help ELs question, explain, and be active in their world, and provide scaffolding, scaffolding offers students high levels of support to make high expectations realizable

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proleptic invitations section - engage ELs in complex activities in which they are appropriately supported

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proleptic invitations section - engage ELs in complex activities in which they are appropriately supported

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Recognizing that children learning English as a new language come bearing knowledge and experiences in language, literacy, and culture that when given space for in the classroom, can enrich critical thinking and engagement with academic content.

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engages multiple perspectives and voices which allows for knowledge co-constructed over time

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engages multiple perspectives and voices which allows for knowledge co-constructed over time

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teachers controlling the discourse even with open-ended questions

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teachers controlling the discourse even with open-ended questions

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Two "pedagogical habits" educators often fall into with students:

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Two "pedagogical habits" educators often fall into with students:

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1. Recitation:  closed, display questions, to which the teacher already knows the answer, short recall answers by students, little feedback

2. Pseudo enquiry: in an effort to not resort to closed questioning, teachers ask pseudo questions which, although appearing open, are broad and unchallenging

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Exit Ticket:  I'm exiting chapter 1 thinking about _________ and hoping to explore __________ more through this text.

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Exit Ticket:  I'm exiting chapter 1 thinking about _________ and hoping to explore __________ more through this text.

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Intro:  Think about Long Term ELLs (6yrs +) & Newcomers (en & em)

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Intro:  Think about Long Term ELLs (6yrs +) & Newcomers (en & em)

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Think about these groups of students and the programs we offer (ENL, Bilingual, World Language).

Focus Q: Where and how does dialogic education as a practice play out in these settings already and what is Chpt 1 helping us consider more?

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explore, react, engage in questions/sense making, appropriate ideas, clarify, appropriate for application

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-proleptic,
-intersubjectivity,
-affordances,
-architecture:
(macro-scaffolding, meso-scaffolding, micro-saffolding)

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1. What is being said about CDE, generally? What's your gist statement about what you have read? What is attempting to be laid out for us? What are we being persuaded/dissuaded of?

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1. What is being said about CDE, generally? What's your gist statement about what you have read? What is attempting to be laid out for us? What are we being persuaded/dissuaded of?

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2. What features make Critical Dialogic Education possible? p.27-31

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2. What features make Critical Dialogic Education possible? p.27-31

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Teacher moves for supporting critical dialogic interactions? p.38, 40

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Teacher moves for supporting critical dialogic interactions? p.38, 40

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Examples of affordances that engage students in rich "semiotic budgets" p.40

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Examples of affordances that engage students in rich "semiotic budgets" p.40

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3. CDE structure in action (Yael's class) p.35-45

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3. CDE structure in action (Yael's class) p.35-45

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4. Are you beginning to see how to define CDE for our work, for our minoritized populations? Share.

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4. Are you beginning to see how to define CDE for our work, for our minoritized populations? Share.