#rethinkela A1: Have students watch a Ted Talk and take notes or answer questions, and then finish up with Socratic discussions, elevator speeches, or speed talking. I know I threw in speaking skills.
I hadn't thought about having a friend stand with them. Love that idea! They might even like that better than having me stand with them. LOL #reThinkELA
I hadn't thought about having a friend stand with them. Love that idea! They might even like that better than having me stand with them. LOL #rethinkela
A1: Teaching listening is one of my weak areas. However, we do watch TEDTalks in my class and students then discuss them.
We also use a lot of Socratic
Seminars and I have a reflective questioning ask afterward. #reThinkELA
A1: Teaching listening is one of my weak areas. However, we do watch TEDTalks in my class and students then discuss them.
We also use a lot of Socratic
Seminars and I have a reflective questionil I ask afterward. #reThinkELA
Q3 How do you differentiate listening for students who with ADHD or other factors that inhibit their ability to listen for long periods of time? #reThinkELA
Asking reflective questions is so important for all the standards! Not only must students process their own thinking, but I learn so much from their answers. #reThinkELA
#rethinkela A2: For Ss with anxiety, you take it one step at a time. I have them present in front of a few people and build it up. Just like they have to build their reading and writing stamina, they have to build their speaking stamina. Build their confidence in themselves.
#reThinkELA My daughter is an introvert and speaking in front of her peers terrifies her. In the past, her teachers have allowed her to present to them outside of class. She is entering HS next year. How do scaffold a S like this 2 the next level?
I allow students to give presentations ore lead discussions during lunch or after school with a group of their friends. It doesn’t have to happen during class. #reThinkELA
Q3 How do you differentiate listening for students who with ADHD or other factors that inhibit their ability to listen for long periods of time? #reThinkELA
A2: I allow students to give presentations ore lead discussions during lunch or after school with a group of their friends. It doesn’t have to happen during class. #reThinkELA
For a young student, I rec. the T start small. Have her present to just T a few times. Then add a friend or two. Keep working with her on a weekly basis, until she can present in front of larger groups. I think it's about building a tolerance, learning that it's OK. #reThinkELA
A3: My class is 1:1 crime books and I have headphones. Allowing students to use headphones often eliminates distractions for those with ADHD. #rethinkela
#reThinkELA I think ultimately, we want them to be able to present in front of the class. But we have to start where the students are without traumatizing them.
#rethinkela A3: Do Ss have to sit and listen all the time? Have them move around in the room doing activities that go along with listening skills. I call it learning in action; I'm thinking about something like a Breakout EDU activity.
A4 We also talk about question-answer relationships -- right there questions, think and search, author and me, and on my own. https://t.co/Du53WCNB5s#reThinkELA
#rethinkela A4: So I do a combination of several strategies with small groups. My Ss may read something, annotate it, create three questions with answers using textual evidence, and then bring it to the group for discussion. If they can write about it, they can discuss it.
A5) With whole class it's important to me to define my role before we begin. Am I facilitator, listener, devil's advocate? Then position myself in the room accordingly. #reThinkELA
Exactly! I also tell my S that they have no idea what they will be doing. Thirty years ago, I had no idea I'd host websites -- or later be a teacher. Be prepared for anything! #reThinkELA
We also have to ask how will this help them 20 years from now. Not all people will speak to a large audience, but they will to a small group (i.e. job interview, sales pitch, etc)
A6 I like to explain to the Ss that the rules are there to make sure everyone is heard. I talk to them about making sure even the quiet Ss are heard. I ask my extroverts to be aware and take care of my introverts. Notice when they haven't spoken, are trying to speak #reThinkELA
A6) I'm a huge fan of the mute feature on Google Classroom. When they're not being constructive with their comments, mute! Nothing corrects the behavior faster.#reThinkELA
#rethinkela A6: I use a rubric with my students where they receive points for talking at least three times, making eye-contact, listening without distracting the speaker, and having questions ready for the discussion.
Same here! Once I had the discussion, and asked the extroverts to take care of our introverts, I noticed them making an effort to help the Int. join in. #reThinkELA. I really warmed my heart. :D
I ask a question on GC and they respond. Everyone sees their response. I ask them to reply to at least one other person with a follow-up question or reason for agreement/disagreement.
A7) Time! Give them a heads up before we start reading a text. "When we're done with chapter 2 I want you to have a question ready about..." And sticky notes never hurt to have at the ready. #reThinkELA
A7 Discussion the question-answer relationships and the difference between open and closed questions really helped them create better questions. #reThinkELA
We use all kinds of sticky notes. They end up everywhere, but the kids get into annotating this way, esp. when we don't have enough book copies for everyone. #reThinkELA
#rethinkela A7: I read @HeidiHayesJacob book Active Literacy across the Curriculum. Ss need to interact with the text in some way to help them build literacy. They use words like contrast or explain to make their questions and then use the textual evidence for the answers.
We use all kinds of sticky notes. They end up everywhere, but the kids get into annotating this way, esp. when we don't have enough book copies for everyone. #reThinkELA
I love sticky notes. My students wrote questions or responses on sticky notes about the short story elements, and then we did a gallery walk around the room answering the questions. #rethinkELA
#rethinkela A8: Small or whole class discussions take practice. Start with Elbow partners, then elevator speeches, then speed talking, and end with Socratic discussions. It's a recursive process.
A9) Experimenting with flipgrid has been interesting. Building confidence with <1min responses. Letting Ss choose where they make their video. #reThinkELA
@watersenglish You've got it! I focus on teaching students to create Level 2 and Level 3 Qs. You can use sticky notes to help students understand the different levels. #reThinkELA
Also ask banks and pharmaceutical reps. They always have tons with their logo on them. It's a great game for the Ss to see which medicine is on their sticky note!
#rethinkela A9: We make movies, commercials, podcasts, or we do a Poetry Slam which will be done on Dec. 15th in my class. Ss wrote poetry, and they will present it. Of course, they have to write a script first which brings in the writing skills.
I had a student write about music for his senior paper and wrote a script for a movie called The Rhythm of Life. He had another student film and edit it and brought in other students to act in it. It was awesome! #rethinkela
I remember you telling me about that last year. I borrowed your project and had Ss build a sound system. They presented their design in class with a PPT. They also got their first gig that day! #reThinkELA
#rethinkela A10: You can't do one without the others when teaching seniors. It's all about building the literacy skills. My Ss did a Big Idea Presentation for the senior paper idea, and now they are writing it. They had to research and plan it out first.
