Four Components For Using Talk in the Classroom by Dawn Mitchell

Four Components For Using Talk in the Classroom by Dawn Mitchell https://padlet.com/dawnmitchell/5wtsquai7jk2 Read through pages 80-85 Brock’s Chapter 5, “Disciplinary Literacy and Classroom Talk” in Module 11 and discuss key points of the component assigned as well as possible classroom examples for implementation. en-us 2018-06-19 16:42:27 UTC 2021-07-28 16:21:33 UTC hello@padlet.com Example https://padlet.com/dawnmitchell/5wtsquai7jk2/wish/267985356 I feel like Brock touched on a lot of what we actually see in the classroom but don't do and that's we need to allow social interaction to help develop knowledge and inquiry, but at the same time we don't typically assess that part of the student's interaction. You can actually observe students doing this in the classroom setting, record their conversations using their iPads or laptops, and perhaps journaling their ideas as they converse so they can remember key talking points. ]]> 2018-06-20 17:31:25 UTC https://padlet.com/dawnmitchell/5wtsquai7jk2/wish/267985356 Jennifer Harrison https://padlet.com/dawnmitchell/5wtsquai7jk2/wish/658792872 I feel that the Brock reading highlighted lots of things that need to be happening in successful classrooms. In too many classrooms, teachers voices are the only voices heard. That needs to change. Teachers need to step back and open the floor for students to interact and question to drive their own knowledge and learning. I take this to heart after experiencing this class. I know that I am guilty of wanting to be in control because I feel that I have to keep students and the lesson on track and within the time. It's time for me to encourage conversations and to step back and be more of an observer during student exploration. ]]> 2020-07-21 00:52:56 UTC https://padlet.com/dawnmitchell/5wtsquai7jk2/wish/658792872 Dianna Bembenek diannabembenek https://padlet.com/dawnmitchell/5wtsquai7jk2/wish/659425625 Brock Chapter 5
For so long our classrooms have been quiet or the teacher would ask a question and call on a student to respond. Moving from this model of talk (IRE) will lead to more engagement for all students. Talk should be a natural aspect of student learning in our classrooms. Conversation among students allows speaking and listening skills to develop while sharing perspectives with their peers. As students read, write and think like mathematicians, historians and scientists, talk about these disciplines provides a way for learning to be shared and taken to a higher level. My biggest challenge is keeping 2nd grade students focused on the topic without making it seem like I am "fussing" when they get off track. One way I try to do this early in our talk/share time is by modeling what this should look like and sound like. Students start with a partner and we practice "right way, wrong way" to talk. It can get silly but when the time comes to have meaningful talk, it usually works.]]> 2020-07-21 17:49:00 UTC https://padlet.com/dawnmitchell/5wtsquai7jk2/wish/659425625 Classroom Talk https://padlet.com/dawnmitchell/5wtsquai7jk2/wish/660114176 Martha Christopher
Classroom talk plays an important part in children's development as thinkers and doing in today's CC classroom. By allowing children to think out loud, ask questions and explore answers together children gain experience in "thinking within the dicipline" and also "talking like a mathematician, scientist, historian." Children gain knowledge, piece together information, evaluate information, talk about different outcomes, learn empathy, learn different perspectives from talking with their peers. Student's also learn to think,act, and speak collaberately. All of these thinking and speaking are CC goals which are good for helping children learn how to work and act in a work enviornemnt when they are older. However, children still need to be taught to think and evaluate information on their own. If everyone thinks inside the box, where will inovation and new ideas come from?
Teachers need to learn to allow students to talk and guide them in discussions so that necessary information is learned. Learning to assess and evaluate information and carrying the new knowledge forward as a building block of further knowledge is the desired outcome of discussion in the classroom.

]]> 2020-07-22 13:42:51 UTC https://padlet.com/dawnmitchell/5wtsquai7jk2/wish/660114176 Carolina Lewis https://padlet.com/dawnmitchell/5wtsquai7jk2/wish/662803191

Component One: Talk Plays a Central Role in Learning

Talk is essential to learning. As teachers we need to help our students 1) learn to use talk in discipline- specific ways (e.g. talk like professionals in various disciplines by using discipline-specific terminology) and 2) learn disciplinary content through conversations.

Students need to understand the meanings of discipline-specific terminology and practice using them in discipline-specific conversations. Students should be able to speak like a scientist, historian or mathematician.

Component Two: Meaningful Talk in a Variety of Settings

Students should be provided with many opportunities to engage in “disciplinary talk” in a variety of settings (e.g. whole-group, small-group, paired talk with peers, one-on-one with the teacher, etc.).

Component Three: Norms of Talk Vary by Culture and Discipline

Conversational norms vary from one discipline to another. Therefore, classroom activities and participation structures should be varied to help students learn about disciplinary content and processes. Because norms for talk vary from discipline to discipline, students need to recognize and pay attention to these differences.

Component Four: Assessment Focused on Meaningful Talk

Assessments should demonstrate how students use talk to form meaning about the disciplines. Assessing how students speak and listen provides critical insight into how students think and express their ideas and understandings.

Through disciplinary talk students should be provided with opportunities to engage in deliberation (e.g. deciding on the best way to achieve a goal), seminar (e.g. talking to promote understanding) and conversation (e.g. using talk to discuss and reach a consensus).

A growth and learning progress portfolio is a great way to witness students’ thinking over time and how classroom talk may have influenced their ability to engage in discipline-specific thinking and inquiry.

]]> 2020-07-26 21:37:58 UTC https://padlet.com/dawnmitchell/5wtsquai7jk2/wish/662803191 Kathleen Mosley https://padlet.com/dawnmitchell/5wtsquai7jk2/wish/663736617 Brock's Chapter 5- Disciplinary Literacy and Classroom Talk
Humans are social beings, especially young kids. Brock states that much of what we learn is through speaking and listening. It's important to note that classroom talk is a best practice and Common Core (SCCCRS alike) standards acknowledge this as well through the speaking and listening standards. To deepen understanding in disciplines, Brock says students need to talk. Doing so will help them understand difficult vocabulary, develop conceptual knowledge, and learn to read and write in discipline specific ways. Brock shares the signifiance of being aware of conversational norms among cultures. As teachers we must recognize this and learn best how to communicate with students who communicate differently than the American norm. Another point for classroom talk- Just like we learn to read like scientists, historians, etc. we need to have opportunities to talk so that we can communicate like scientists, historians, etc. Lastly, if we believe in the learning that can come from classroom talk, we should be assessing it. Brock states that we can assess through checklists, conversations in small groups, audio and video recordings and even a notebook of sorts. A teacher can look at the notations of each student made over time to look for growth and understanding. Brock makes a great point- when we assess classroom talk, we should assess students' developing thinking, not just whether the answer is right or not. Ideas for classroom implementation include Math Talks, mini-inquiry projects, and classroom discussions and debates in Science. ]]> 2020-07-28 01:25:33 UTC https://padlet.com/dawnmitchell/5wtsquai7jk2/wish/663736617 Karen Caraballo https://padlet.com/dawnmitchell/5wtsquai7jk2/wish/1656920202 First as a teacher, I know I talk to much in class! I give too little time as wait time to the students.
I read somewhere in this course or maybe in another course I just finished that the teacher should talk 30% or less of the time and the student should talk about 70% of more of the time. Do I talk like a scientist, etc.? The discipline should be carried by the student like the discipline professional within the activities. Talk is focused and deep about the discipline and connected to real world information presented or real life problem solving. Brocke says in his article much of what we learn we learn form listening and speaking. The talk should be meaningful. When the teacher is instructing, the instruction should be explicit, clear and full of observation making with data collection. The club strategy allows the teacher to be whisperer, sit in as a club member or listener. Students most understand how to be a member in the club and a talk group. The club kind of reminds me of a great cooperative learning group. It will be organized and purposeful. Students should be able to build on another student's comment in a meaningful way with great elaboration that he shows and not just tell. Students should be able to talk about what he sees deeply and not just is what is "there." What the teacher observes in an informal setting should be used in conferencing with the student and parents for goal setting and informing the teachers instruction.]]> 2021-07-21 07:48:34 UTC https://padlet.com/dawnmitchell/5wtsquai7jk2/wish/1656920202