#sschat Archive
#sschat is a network of educators, resources, and ideas that started on Twitter, but has expanded to Facebook, an annual NCSS unconference, and more. Join us to chat asynchronously on Twitter or Facebook, or chat with us live on Mondays from 7-8pm EST.
Monday September 12, 2016
Good evening/afternoon from Cincinnati...my name is Brian and I work w/ . Glad to be in tonight!
Welcome: Let us know your location, subject, grade level & experience with teaching listening & speaking skills.
You're invited to help reimagine civic education w/ us! Sign up to help students find their @ https://t.co/46N5qOUOIP
Chris from Bloomington, IN. Teach world hist for private online HS affiliated w/ Indiana Univ. Need to do more w/ sp & list online.
Hi Brittany from NJ, 6th grade ancient civ, my 2nd week doing 7th grade American History in addition
I taught ms social studies 12 years, north of Cincy...have been working with TCI (aka History Alive) for 12.
Hi Glad there are at least two of us tonight.
Thanks! It's been a while! :)
Hello ! Andrew from Massachusetts, gr.8, AmHist, always try to prioritize discussion skills (not so much about oral presentations)
Please answer each question with A1... A2... A3... as a preface, so people can follow the later.
Hello from WI where I teach middle school social studies. I have speaking & listening as one of my standards. Excited for this chat.
Hello! Utah, Utah Studies and US History 1 7&8 Grade Social Studies. Been teaching one year & on my 2nd
Hello from NJ. Judy and I teach HS US I & II. A lot of discussion, but looking to formalize speaking this year.
Hi Glad you are participating tonight.
Hello, I'm Ansley Tyler from Augusta, GA! I'm a pre-service teacher in my last semester before student teaching!
Welcome to Good luck nabbing that first job.
Awesome to have you in the chat tonight! Looking forward to learning w/ you. We love having pre-serv Ts in ! :)
Pre-service teacher in senior year . Currently in 8th grade social studies class.
Excellent place to come here to build your PLC!
I teach HS social studies with comics. Whole family is sick already! I use radio broadcasts to teach listeng https://t.co/oxL0fdNlRE
Hoping to learn a lot tonight since this is not a topic I stress but expect. Phil from Sarasota, AH for 6-8.
Must be one of those anti-bacterial resistant SUPERbugs! Nothing else could knock you down....
Speaking & Listening thought leaders to follow:
Emily from NY. Switched this fall to 7th grade US history from HS. Master's project focused on discussion in the classroom.
Very Cool! Looking forward to DC this year!
A1: Fear of some students not being comfortable w/speaking.
Mary-Owen from Tennessee, here! 7th grade social studies (world history) teacher. Excited to hear from everyone!
Bruce 6th grade SS/ ELA NC
Q1 Describe a recent speaking assignment from your class? If none, what prevents you from assigning speaking?
Awesome....let me know where/when at NCSS!
Good answer. I have documented that only 38-60% of my Ss participate in a whole-class discuss.
A1 I probably need work in this department, does an oral presentation count?
Ken from Western Oregon Univ where I teach social studies pedagogy in College of Ed.
A1) When teaching f2f, Ss often had to present in small groups or speak in simulations (Estates-General, for ex.).
A1: Coloring specific states and boarders & drawing phys feat of a map of US. Ss needed to listen to complete task
, often students feel like they are on an island alone; if not interpersonal
Hey it's Michael. I'm a high school social studies teacher and a long time talker.
A1 I have students present at tables of four and grade each other - presentations don't drag on for days and more interactive
This sounds great for preventing Ss from sitting through redundant presentations for days
A1 In my univ methods courses, speaking comes in small groups, mini-lesson/activity presentations, disc forums, simulations, etc
A1 , excellent idea. Small groups build a safety net for the ones not confident
A1: Last year S's had to voiceover a video they made. Big flop, kids hated doing it b/c they were way too self conscious
A1 Group and whole class discussions. Sometimes debates. Looking for ways to include reluctant Ss
A1 Ss research & take teaching responsibilities for class period. Sometimes as a full project, other times bc they're interested!
That's a cool strategy. Do you move around room to get a sense of how things are going or do they record?
Heh everyone I'm Mayra Garcia, pre-service teacher at and this is my first Twitter chat! Excited to learn
and I have found they learn more - held more responsible to peers face to face
David from NJ jumping in. What are the questions?
A1: Small group/whole class presentations. Either projects or short in class assignments. And discussions.
A1 I do several speeches per year, plus whole-class discuss, pair/shares, book talks, parent & hist figure ints.
Is it something they could build up to with scaffolded activities?
You're in high school right? Just want to get an idea of what age you're talking about.
they email me link, but I get to walk around and interact, etc - it is not as chaotic as one would think - students love
That's a great idea! I have 32+ in each class, so that actually would save me a ton of time & be more engaging!
A1) Students presented to small groups of peers. A lot of prep goes into speaking. Good speaking skills are hard for ms students.
A1: Ss can dominate a class while others can be embarrassed. My sense of caring and preventing possible ridicule for less strong Ss.
Could they backchannel on something like Today's Meet or similar?
Shoutout to the posse kicking pedagogical butt tonight. Remember SS teachers don't teach history we teach kids how to think using it
speaking is like writing in the content area, it needs context and hands-on experience to build
A1 Did fairly good "tell a story from the RevWar" asst last yr. Ss recorded story in , did more rsrch, recorded new draft
the challenges/obstacles I face is assigning a challenging task and assessing Ss correctly
yep - I tired of day after day of presentations. Ss didn't like it either
Correct. My Ss span 9-12, but I started in MS. Loved teaching 7th graders they are so enthusiastic
A1 In my field observation I've seen more classroom discussions, small group & whole class, to incorporate speech in class
A1: Socratic seminars are helpful ways for students to formulate critical thoughts and chime in during larger discussions
I like to use small group discussions to develop academic discourse. Part of it is deals with highlighting vocab terms
. We've actually done some backchannelling this year. Mixed results, but still early in year
Variety is also really important. Don't always do same type of speaking assignments...
A1 sad to say I haven't assigned much formal speaking - don't even have a good excuse!
When I want kids to participate in small group discussions I have them write a reflection of their thoughts first. It really helps!
Using this immediately! https://t.co/c3BQCmfbJa
A1 I have students present at tables of four and grade each other - presentations don't drag on for days and more interactive
...press conference activities where students take on role of subject or reporters...voice-overs, spice it up!
this is another one of my challenges as well. I hated it when I was Ss https://t.co/2qRuzf3WeB
A1: Fear of some students not being comfortable w/speaking.
A1: Debates are my usual. Occasional simulation. Once has Ss memorize and recite excerpt from a famous speech
Q2 How would you characterize the academic conversations that take place in your class?
How do *you* know that students met the objectives?
It's important to emphasize to Ss that these are skills that we can learn - not something that just some can do.
I want Ss to gain the experience of public speaking but I also am seeking S input on what they prefer to present and how.
A1 The thing that prevents me from giving out speaking assignments is the large amount of low level speaking students I have
. I think they'll take to it as the year goes on. I've added live tweeter to the discussion group roles. That they like.
Sounds like a great activity. Modeling LIFE, teaching Ss how to put enthusiasm into speech. Thanks
A1: My APGov students just did a founding generation funeral - 3-4 min eulogies. They really got to know the past!
they grade each other on rubric. They send me the presentation
Love the NCAA tourney bracket idea. Great way to review for the year, too!
A1 Students formed teams to discuss quotes from the video electoral dysfunction then one student from each group shared with class
Sounds like a great activity. Any samples posted online?
A2 the small group conversations that don't get formally assessed are great. Whole class yields same voices over & over.
A1 they automatically dont want to participate & its hard to get them back on board so I refrain from those unless it's small groups
A2 I *aim* for free-flowing, no-hands-raised conversations ... but it takes weeks or months to get there
A2: It's a new yr for me but in the past it would be a small group/whole class discussion. I want to try some socratic sem this yr
A2: Give them something to talk about...think compelling question(s) that drives speech
A2: Student centered (as much as possible). My goal is to sit back and have Ss converse with each other.
A2: conversations are academic but build on S interests. Challenging to keep on topic yet these moments allow me to learn interests.
You need to build to academic discussions. I'm fine with discussions in the vernacular to help initially process info, push for more
A2 Academic Convos go well when Ss have time to prep. Always cite the docs. And we start in discussion groups before whole class.
Not yet. I'll ask tomorrow for a volunteer to let me post one
That's a great scaffolding component. Gives them a chance to think through their ideas before being "on spot" to speak.
A neat speaking activity for points of view is talk-it-out. Put students in opposing roles, pair, then go knee to knee...
thank you :) I'm looking forward to this too
Yes, and it needs to be accessible & compelling for THEM, not just an objective the teachers thinks is important
A2 academic convos are student-led/focused & we try to use accountable talk stems. Respectful dialogue is key esp when you disagree.
I have done a few of these, but haven't graded the students yet. Ease quiet Ss into class conversations https://t.co/YX67rGVz7Y
A1: Socratic seminars are helpful ways for students to formulate critical thoughts and chime in during larger discussions
A2 Students have a do now conversation in tables of four everyday. I sit at tables and interact. Collegial and comfortable
...provide sentence starters for one role, have students repeat and then give 30 sec to share, then toss to other for rebuttal
A2 way for Ss to have academic conversations is by Ss critically analyzing topics. Can use media lit Qs https://t.co/uf8WIzX7Ab
A2 cont. Lots of practice with partner/small group talk so Ss talk through convo multiple times before it gets to whole class.
my class introduced the "mute button" into Socratics - anyone can mute a voice that's too loud!
A2: My S's are good about prior knowledge, I focus on developing "facts are better than opinions" skills
. Started it b/c bigger classes this year, needed to bump up group size. Am surprised at how well it is going.
During the yr I have the Ss 1-on-1 explain their opinion using background knowledge on a question. Feedback is key for growth.
And they are skills EVERYONE needs & can improve on. Will use in all aspects of life - personal, professional, etc.
A1 , I do a "Live Report From the Front Lines" of the . It's a 4 part play that has about 15-20 active participants.
A2 Turn& talks, partner work that starts with discussing an article or other resource, Q&A with student presented current events
Yes, recently had this pointed out to me. It seems obvious tho, have Ss think first, then write then share. https://t.co/6T2ET8lXDo
When I want kids to participate in small group discussions I have them write a reflection of their thoughts first. It really helps!
A2: From observing; I see a student led discussion with guided questions from teacher to keep convo going to work great!
A2) Mine are "conversing" via GDocs. A lot of it is really good but definitely some coaching needed (not unexpected).
Jumping on the bandwagon late. Name's Sam from Massachusetts! First time follower with !
Jumping on the bandwagon late. Name's Sam from Massachusetts! First time follower with !
A1 cont. during current events, elections, etc., Ss seem to want to engage is discussion/debate more regularly & enthusiastically.
ooh that would be good to know! thx how does it work?
What are the biggest problems that occur in GDoc convos?
Definitely relevant skills - and not just for their future but for what they want to achieve right now.
What are some ways the learning of speaking skills can be differentiated? I'd like to learn more about this.
Me too! https://t.co/xqOSRN7vmd
A2: It's a new yr for me but in the past it would be a small group/whole class discussion. I want to try some socratic sem this yr
You are in good company. Some of the best people I know are from MA. https://t.co/1Ce9H9QCi6
Jumping on the bandwagon late. Name's Sam from Massachusetts! First time follower with !
Ss getting off-topic (not a lot) or sometimes being more critical than constructive.
Really important to model listening if you want students to speak. Be a generous listener, and get your introverts to be good at it
do you ever experience the discussion coming to a halt? If so, what do you do?
It's great! I decide when to unmute, but the Ss do a great job stopping a few from dominating.
Q3 How do you measure the quality of the academic conversations in your class?
it's a great group - I'm here every Monday
awesome & good for my class. Some Ss I can already tell will need it
Ugh. Yes - breaking the hand-raising habit is hard.
I'd love to develop a real way to assess those informal chats!
With a yardstick.
Eh. It's hard to measure discussion. I prefer to pair discussions with other assignments. https://t.co/xvA6ch1Rjk
Q3 How do you measure the quality of the academic conversations in your class?
Yup, I can see both things happening! Spelling critiques, too?
I capture video with then have the Ss go back and critique their performance. Powerful
A3: I would simply by engagement in the convo, quick tpt's like Give me 5 to check for understanding of a concept
A2 often times, I'll lead with very open ended questions, & let student answers & questions dictate direction.
Q3: I give Ss discussion feedback using a checklist. Look for things like use of evidence, looking at SS, building on comments. etc
A3 When in discussion groups, they usually score themselves w/ rubric. Generally don't score whole class beyond participation
A3 Darn it ! Youre making me think!
A3 I try to pair convos with other assignments to give a well-rounded picture. Ss help create rubrics so they know what's expected.
Gotta go - daughter hacking. See ya next week - great topic! Thank you! Hopefully see some of you at NCSS in Dec or PCSS in Oct
Pick 2 or 3 things you want to hear/see, publish up front of students. Formative assement has to be guided by goals.
A3: Definitely just following along for this one. I struggle with measuring conversations. Bring on those ideas, ladies and gents!
A2 cont.
I often play & have students think of possibilities from different perspectives.
A3: I measure it by the excitement to return to class the next day. When Ss come up to me and want to know more after class.
A3: Ss reflections. What did they learn? How did they participate? How could they improve their contributions?
Can you share the checklist with us later? Always looking for cool tools. https://t.co/gPvxU7bd8C
Q3: I give Ss discussion feedback using a checklist. Look for things like use of evidence, looking at SS, building on comments. etc
A3 By the ability to keep the conversation going w/ diff but connected topics/Qs vs beating a dead horse w/ the same argument/topic
Sentence starters are so helpful, especially for Ss who are uncomfortable w/ speaking. Give my online Ss some.
Love the synergistic feeling of those class discussions! https://t.co/JI3lXRNYCm
A3: I measure it by the excitement to return to class the next day. When Ss come up to me and want to know more after class.
I dig the whole "speak to learn" thing rather than "speak to grade."
But there are formats that I grade. https://t.co/9FP6IL2aZD
A3 I try to pair convos with other assignments to give a well-rounded picture. Ss help create rubrics so they know what's expected.
A3) I look for good speaking skills (eye contact, rate, etc) and for them to use evidence in their conversations.
A3
We're always questioning if we've elevated the conversation. Have we answered questions & raised new ones.
A3 Informally, I know which tables get a topic just from walking around. Formal measures, not so much.
Right on!....it's a process not a place!
Circle of Viewpoints helps students understand POV w/o being confrontational. Video w/ primary sources: https://t.co/0kJ4edTiHw
A3 have Ss look to avoid fallacies or have them pointed out when use.
a3 Another measuring tool is how many Ss changed their opinions/pov because of the conversation in your class
A3 Like the idea of giving 1-2 goals in advance and grading those. Like citing docs or making counterpoint
I think a lot of learning speaking skills is one on one and to me almost makes every students time with me differentiated
A3: I've use rubrics, checking off content vocabulary & knowledge
A3 cont. Early in the year, we pass stiffed animals (you can talk when you get one) By 2nd Q, we don't need them.
Yes, having had a few Socratic seminars, have noticed, Ss raise hands & are waiting 4 me 2 direct discussion https://t.co/M6vyPYyIVD
Ugh. Yes - breaking the hand-raising habit is hard.
And this is what teaching is all about - sharing different perspectives! https://t.co/jxC1qHFKdK
a3 Another measuring tool is how many Ss changed their opinions/pov because of the conversation in your class
"Devil's Advocate" is the best role to play. I love seeing ss change perspectives or defend their ideas
Are Ss taking turns and building on each other's ideas, or is one student monopolizing?
You're reminding me of an Aerosmith song....
Have students who hear other students try to create a tweet that sums up speech...headline/sound bite writing almost
I love giving students checklists. It's the most simplest tools for organizations. Would love to see your checklist
I often assign Ss discussion roles--esp. devil's advocate
Q4 When teaching speaking skills, do you focus more on building/writing a speech or performing a speech?
Middle schoolers have to learn I'm playing a role. So many are concrete/literal thinkers
A4 there is an art side and science side to speaking. Have to address both!
Ive recently had Ss talk in small group &then share what SOMEONE ELSE said w/ whole class. You find out who has ideas & who listens
these are great! Thanks for sharing.
Oooh. What other roles???
A4 Probably the process of building for social studies, English class would be both
A3: with that, how do you all make sure the quiet ones participate? https://t.co/9gHaUNlFdp
Are Ss taking turns and building on each other's ideas, or is one student monopolizing?
Agreed. That's why separates building from performing.
I focus on having the kids build off a peer's comment in a group discussion. This shows their listening skills too!
A2: Classroom discussions now are all about review; what they know can help lead our discussions while I scaffold when they struggle
I use small groups of 4-6 Ss, capture video and have them critique their performance.
A4: I taught a public speaking class. Most of the time was on speech writing/process. If confident with info, they build self-trust.
and like other things we have to know some will excel at one and need help on the other.
A4: I would work on the skill my students need more. With Ss I have now it would be building/writing skills
A4 Depends on Ss level of speech skills & speech experience. Different Ss may need different components
A4. Speech writing precedes speech performance. Ask any presidential speech writer.
Thanks! Still a work in progress, but immediately had positive impact on class disc. Everyone's working on something
A4 I think you have to differentiate for each S. Some have the confidence to stand up &talk w/out saying anything. Others have ideas
Try the poker chip activity--each student has three chips, must toss one in when they talk. Ss think about speaking
You don't get better without practice. How do we create more practice opps?
You don't get better without practice. How do we create more practice opps?
Other Ss have great ideas, but lack the confidence to deliver it!
A4: Interesting idea - "performing" a piece that is the complete opposite of what you believe. Includes performance and build up
A4 Always more focus on the writing. Better material hopefully makes them more comfortable.
Our () Response Group strategy starts with small group discussions builds to large. Idea is to build a support net for all
A4. An idea. Pair students - one writes the speech, other presents. Critique. Switch. Reflect.
A3: I’m always telling students to make their claim and then back it up; I want their factual evidence
Unfortunately I have to run early today. First day of daughter's ballet classes for the fall & she won't let me get her their late:)
Absolutely. Double ring discussion! Inside = talkers. outside = contribute in chatroom!
A4 I don't do speeches as much being "teacher" for a topic. If Ss are confident in their lesson, they tend to do better teaching.
Have to head out Thanks for a great topic, and proving ideas / suggestions for me to think about. Will check out the archives.
Bye Thanks for joining in. Hope to see you in Dec 's conf.
Jumping in late some great information shared! Listening is such an important tool / skill for everyone in these instant info times
Q5 Switching the focus to LISTENING: How do you assess your students listening skills in Social Studies?
repetition is the mother of skill...right!? I think like writing, it has to be embedded daily in some way
A5 Body language, facial expressions, counting on the fact that they haven't developed poker faces yet
But often quiet Ss will speak first (to "get it over with"), while loud Ss ration their talk. So it can balance out
A5: Fishbowls and scored discussions are great way to measure listening too!
A5: Cold calling on Ss or some similar type of tpt (total participation techniques).
Wondering how many teachers work with speech teachers. Or drama teachers.
A5: Quiet, attentive and can give good feedback
A5: I'm starting to have Ss respond by referring back to the question being answered. They have to repeat the question or comment.
A5 has a great selection of short lectures. Create quizzes for your Ss to see how they listen.
A bit late. XC meet. Joanne from the Show Me state.
I've used for the outer circle of a Socratic to have them discuss what they hear in the discussion.
have used SAC Structured Academic Controversy activities & created my own using their model - hoping not to repeat ideas!
A4: Gauge classroom climate first. From there, building strong reading/writing skills helps create a strong foundation for speaking.
Co-taught w/ & we'd put a timer on the board during group discussions & modeled what they should do when the convo slows.
A5 Have Ss summarize and respond to what they heard. Also love using podcasts in class - Ss have to "show" in writing they listened
A5 during video clips I like to give students something to look for. During discussions, assign partners to help engage
A5: Have students write 3 to 5 words on a post it as they listen to speaker, then after, turn to a neighbor and explain significance
A5 Having Ss repeat what was just said with "What I'm hearing is..." before they respond. Must listen & engage with peers in convos.
LOVE this idea. Going to use it next week. https://t.co/WxvnevTBzG
A5: Have students write 3 to 5 words on a post it as they listen to speaker, then after, turn to a neighbor and explain significance
A5 Videos...maybe. Most are CC. Occasionally podcasts like npr.
is also great for shorter audio stories.
I'll be the drama advisor at school this year. It'll be interesting to try and combine both soc.stud. and drama
. Yes! I found them last year.
How neat! I love that pairing!!! https://t.co/4mHiBZY0fi
I'll be the drama advisor at school this year. It'll be interesting to try and combine both soc.stud. and drama
I like to req them to use ea. other's name. Sometimes they don't know it, even though they're in same class.
I was debate coach and history teacher. Former was helpful for the latter.
A5: I like students to pull something from the previous person’s speech to connect to and then move on + nods and note taking
LOVE this! I can see my MS kiddos wanting to look for different things to explain to a neighbor.
nothing more powerful than using someone's name. https://t.co/RFvZF33raG
I like to req them to use ea. other's name. Sometimes they don't know it, even though they're in same class.
Take a famous speech & have Ss read vs listen. Talk about what is diff, what makes speech effective.
Drama kids love recording podcasts. My S just produced a 25 min comparison of 9/11 & Pearl Harbor
I remember being told this in PD for ELA, about teaching Ss Accountable Talk skills
Yes! "I agree with Brian when he said _____" "I'm not sure what Andrew meant when he said ____."
Love it! Great way to build classroom community while also practicing respectful speaking skills. https://t.co/YLPpT33oMG
I like to req them to use ea. other's name. Sometimes they don't know it, even though they're in same class.
Q5 I've thought about a short exit writing assignment where Ss say what the most important/ interesting thing learned was
This adds civility to the discussion. Deliberate not debate essential to Democracy
May be a silly question, but best equipment to produce podcasts?
I'm giving Ss nametags that can velcro to the desks tomorrow, so they can do what Brian said (see what I did there)
This can be a great way to end class on a high note. I have done it many times.
& saying name correctly. Great episode: Say my Name, Say my Name.
I'm sure someone mentioned Socratic Seminar already but also a good listening activity also helpful for those introverts!
Well, it's not automatically nice to use someone's name
Mini memorials of the founding fathers would be an interesting project for a or art collaboration
Made my Ss bkmarks w/ accountable talk stems, & we use everytime we partner/smallgroup/wholeclass talk.
Yes! Think that's such a valuable exit ticket type of formative assessment.
Like post-it idea can extend to big paper / gallery walk activities - share someone else's idea or ask a question make a connection
Love that! https://t.co/NDJtoVIkbc
Made my Ss bkmarks w/ accountable talk stems, & we use everytime we partner/smallgroup/wholeclass talk.
Stop making fun of my tiny typing hands. I'm not overcompensating. I'm not. I'm not!
Hi everyone...we are testing things out; will participate next week
We've been in school since Aug1 & part of our 1st month has been practicing everyone's names. We're getting there!
Has anyone in had students use the new StoryCorps app?
Hey, test tweet to make sure everything is working since we will be participating in next weeks conversation
Whoa. We just had our 5th day of school (ending in late-June)
No, but LOVE StoryCorps! Hope they'll do the Great Thanksgiving Listen again this year.
Hello Everyone! Just sending a test tweet. Looking forward to joining
It looks fine, but it stays in their garden. I prefer to have my students use garage band. https://t.co/AZ63A1cpgt
Has anyone in had students use the new StoryCorps app?
Test tweet! Can't wait to participate next week
luckily I have 15 Ss and most have been together for years...I learned names quickly! Go us!
we are already on our 5th week in UT
taught me how FlipGrid could be used for discussions/listening. Cool tech tool!
I'm afraid I have to go--thanks for the chat!
Q7 How do you prepare your students for listening activities?
Southerners start early...but we get out in May!
can also provide speaking/listening opportunities.
A7: Set clear expectations of what I want the students to do during the activity or have something to do
A7 Let them know in advance what to listen for and what to do with the info
A7 has academic vocab, transcripts and graphic organizers to help prep students for listening
You mean for podcasts or other speaking/listening activities?
15?? Go you! I'm at 35 in 2 classes! (31 in the others).
A7 I also use transcripts/ closed captioning more often in beginning of year.
Yes! love the multiple ways to follow up too with VT. Call, video, type, annotate!
A7 Frankly, I'm afraid that I don't ... but you're showing me that I should!
A7: Teaching your expectations of how to listen in class should be covered in first couple weeks - being respectful & civil is key
I am just starting with this. Have had sporadic access to tech this year. Bummer.
A7: make sure they have an idea of what to listen for. Prepare Ss for dialects and accents. They may be new to Ss.
A7 Ask Ss to put cell phones away. Resist temptation for the next 10-15 minutes. So hard for them.
Love the idea of using improv in Soc St. Thinking of so many ways & I'm excited to start.
Down to one handed tweeting in the dark, toddler woke up trying to keep up
most I have is 21...I feel spoiled, yet carrying on conversations is difficult with fewer Ss! Still challenging!
Like, away away!! In their pockets they will feel a "phantom buzz"
Yes, I think we sometimes forget that listening is a skill that some Ss need to develop more than others.
A7 Harry Wong would say that getting students ready means procedure, procedure, procedure! :)
Have a procedure for what your expectations are for listening. Post it/Preach it/Live it
A7 Admittedly don't do this as much as I should, but I can see the impact of student-created expectations for this.
A7 as others have said review expectations but try to play recording more than once & 1st time is just listen
Be nice! He taught me to pass papers across the rows not back the aisles. Literally changed my life
At start of year, Ss would set criteria for what listening looked like/sounded like.
definitely pros and cons to both scenarios. Hope you and your Ss learn a to together this year!
Scaffold note taking. Everyone assumes we somebody else teaches notetaking so Nobody ends up doing it.
ownership! https://t.co/PkAJcI7a51
At start of year, Ss would set criteria for what listening looked like/sounded like.
Use a lot of , both have transcripts to follow along & along w news speeches 4 listening activities
definitely pros and cons to both scenarios. Hope you and your Ss learn a lot together this year!
Q8 What resources do you use to improve your students’ listening skills?
Could revisit as needed throughout year and add to as skills developed.
Don't worry you are not alone. This stuff needs to be embedded into methods courses.
Speeches, like any text structure, have signal words and rhetorical devices. Listen how both shape, tone, mood, and message.
So true! https://t.co/WmcQq8yool
Scaffold note taking. Everyone assumes we somebody else teaches notetaking so Nobody ends up doing it.
A8) Use to add pause points/?s to videos to get Ss to reflect on what they've seen/heard. Also use some podcasts.
great description! https://t.co/aJjkJispx5
Speeches, like any text structure, have signal words and rhetorical devices. Listen how both shape, tone, mood, and message.
A8: audio books...ask them to repeat the question when answering. Referring to the comments of other Ss. Keep practicing.
Thank u for the helpful ideas & suggestions, & for making my first experience with Twitter a pleasant one! https://t.co/5HUqT7gjlF
Definetly learning some AMAZING listening skill techniques tonight with . Sorry, folks, that I don't have much to contribute!
Bravo to for hosting an outstanding such an important topic - shoutout to all the teachers as well - have a great week!
Select speeches that share a common theme. Set up listening stations rotate through. Identify, claims evaluate evidence.
Thank you so much to for hosting tonight's & for all the amazing ideas, resources, etc. that were shared. You all rock!
A8: Giving students dialogue of listening statements )“I feel…” “That’s an interesting point…” “I disagree…”) can improve listening
Then identify common patterns acorss the different speeches (similar emotional tugs, etc).
Great job and everyone else!
One more thought! using a tool like to embed material for Ss to respond but also create / add!
Same! Anyone else get that book for a grad present?
One of my takeaways tnight is to force myself to stop stealing my Ss spotlight during a class discussion, work on my listing skillz
Yes! I really want to start using in my online course.
Listening and Lurking are leading and learning.
