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Verbal Discourse

Strategies

Engaging Students

Activities That Can Support Teachers

Procedures/Practice

Procedures and Practice

Verbal Discourse in the Classroom

  • Teachers must be actively monitoring and providing timely, actionable feedback during the process to clear up misconceptions and go deeper with thinking
  • Expect students to use content academic language (word wall/anchor charts to support)
  • Help to create a deep, active engagement where students take owenership of their learnning
  • Way to check for undertanding during lesson opening, lesson experience chunks, or lesson closure

Verbal Discourse

Strategies

Engaging Students

Activities That Can Support Teachers

Procedures/Practice

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Resource

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Verbal Discourse

Strategies

Engaging Students

Activities That Can Support Teachers

Procedures/Practice

Watch

Info

Classroom Discussion: Strategies & More

Oracy in the Classroom: Strategies for Effective Talk

Small Group Purposeful Talk Strategies and Seed Question Starters

Verbal Discourse

Strategies

Engaging Students

Activities That Can Support Teachers

Procedures/Practice

Activating Social Connectedness/ Getting Students Engaged in Verbal Discourse

Elementary Poster

Secondary Poster

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Bloom's Verbas/ Question Stems

Lead4Ward Thinking Stems

Activities that can support teachers using Verbal Discourse

  • Make sure teachers have developed norms specific to expectations for verbal discourse.

Verbal Discourse

Strategies

Engaging Students

Activities That Can Support Teachers

Procedures/Practice

  • Post the level responses poster (above) in the room and teach students about the different levels. Have students rate what level they were on during their verbal discourse activity, and discuss ways they can continue to grow in their discourse.
  • Don’t forget to set a timer for verbal discourse and make sure that teachers are in the Power Zone providing effective feedback.
  • Make sure you have specific content vocabulary posted. Make it an expectation for students to use words from the lists in their verbal discourse.
  • Have teachers write out and plan Seed Questions ahead of time for depth and complexity (see question stems above).
  • Model, Model, Model

  • Simple, love level conversations should be minor part of the classrom
  • Conversations should always lead to higher-level, critical thinking

Discourse and Critical Thinking

Question Stems

  • Cannot assume discourse will automatically occur
  • Provide and teach a set of norms explaing how to discuss and participation expectations

Establish Norms/Routines

Anchor Chart Example