Please take a moment to introduce yourself to the group - even if you are just lurking with us. :-) Tell us who you are, what you do, and where you are from. #IDedchat
One tip to remember when chatting - don't forget to add the #IDedchat hashtag so we can all follow along. If you use @participate - it will do it for you. https://t.co/xfBi49Eqly
Tonight we are chatting about Academic Conversations; Authentic Discussion; Accountable Talk. Lots of ways to describe getting Ss to more talking than the T. #IDedchat
R1: we are taking about mitosis in my bio classes today. Somehow we got on the topic of sickle cell. Kids were engaged about it and how the trait became prominent in the African American population. #IDedchat
A1: We have been talking about forms of communication in Business MGMT, and students wanted to discuss more on electronic communication and our wifi network policy. #idedchat
A1: I find it interesting that many of our responses have included Ss choice. I see Academic Conversations that can revolve around content to enhance and make connections. #IDedchat
R1: in Indiana, we have content and literacy standards for each unit of study. Communication obviously covers the literacy standards. It is explaining, delving deeper into the content, researching new topics #IDedchat
A1: This may not be the "definition" but I see the purpose of academic conversations as giving students time to talk about and process content - talk into new learning. #IDedchat
R2: what kind of vocab are we using? I would say if we are delving deep into the content with vocab it’s academic vs keeping it basic is more convo #IDedchat
This is an interesting differentiation Chris - I had not thought of it that way. BOTH types of discussion are critical to the learning environment. #IDedchat
A2: I think "academic conversation" has a more specific intent than a "conversation." Opportunity to talk, listen and reflect related to specific learning content. #idedchat
Well, let’s say we are taking about the sickle cell discussion. Are we talking about terms like polygenic traits, dominant and recessive genes, malaria transmission and the cause of this—or are we saying it’s a blood disease. There is a difference. #IDedchat
A3: Often times I let the students set the expectations. They then feel a connection and a sense of accountability towards the topic/discussion/conversation. #idedchat
Hi #IdEdChat I'm lurking tonight from my school board meeting where we are having discussions and conversations about how we can serve our kids and patrons best!
A3: If back in the classroom today, I think I would try and apply what it's like in "real life". There are times to talk about what's going on, and times to focus on progress and learning. Getting Ss used to knowing which is which is just as important. #IDedchat
Giving students ownership of setting expectations does help them keep each other more accountable. How might you help a new teacher learn how to set the expectations? #IDedchat
A3: Setting up conversations in PD we establish "norms," discussing ahead of time the need to listen with an open mind, to presume positive intent, etc. #idedchat
Good point. If it's a new teacher, I would try and model the activity and show them classroom management skills to help keep it from getting out of hand. #idedchat
I think the expectation-setting needs to happen well before, part of establishing classroom routines so that when you have opportunities in class, you can run with it! #idedchat
A3- expectations are great. They also teach respect for learning. I like sentence stems that include academic vocabulary especially when you are first learning. #IDedchat
Looking back as a new T I would have paid more attention to my cooperating teacher and their strategies rather than focusing on teaching the content. #idedchat
Q4: Let's shift gears a minute. When planning, how do you decide when to use different grouping for Academic convos - whole group v. small group v. partner talk? #IDedchat
Agree with this - once the expectations are set then it becomes easier to give students freedom to take the conversations where they need to go to deepen learning. #IDedchat
A4: It depends on the group and the topic. Partners and small groups allow more people to talk and share their own ideas; larger groups allow more opportunity to learn from others. #idedchat
R4: there are some Ss that will share and talk every class period. Others won’t talk at all. Getting those that share lots to listen and those who don’t to talk is the challenge. #IDedchat
I had a Student T last school year, and would love to go back again and share more with her about how to build relationships, focus on classroom mgmt, and less on content and sticking to my pacing guide. #idedchat
In reply to
@MsMCollier, @averyteach, @AllisonGilbreat
Q5: How do you engage reluctant learners; introverted Ss; ELL Ss; IEP Ss in discussion? These are some Ss who will benefit most from the processing that happens in these conversations.. #IDedchat
A5: I have been playing around quite a bit with FlipGrid and it is really amazing. It really hits on a lot of critical items for student discussions/voice. Engagement, teacher access, technology (they love making videos!) #idedchat
A5: Seems as most often we need to be introspective. What makes us as Ts quiet in certain situations? What would allow us to feel as we could contribute? Keeping that in mind for Ss is important. #IDedchat
Twitter- Ss are able to respond to simple classroom prompts on our school # that I started.
Google Classroom/Docs- think-pair-share, and instant collaboration for those shy and needing help with communication. #idedchat
A5 @leadedtech and @LCHS_Bio I love @Flipgrid and have been using it in PD - it can be a very reflective tool. Ss can do "retakes" until they are satisfied with their response. #IDedchat
A5 Providing time for learners to write responses before being asked to share can increase their comfort level, or to post comment anonymously (even just on sticky notes) so ideas can be shared without anyone feeling singled out #idedchat
Writing, or even drawing, ideas down can help with internal processing. Then have Ss share their ideas with a partner..eventually the whole group. #IDedchat
A5 Maybe A4: I have also found it helps if I first give Ss time to quietly think and process. Getting into groups and working together rarely produced academic conversations in my classroom. #IDedchat
Reflection and collection of thoughts really can allow Ss to make connections from their life to the content questions. This allows the Ss to really amplify their responses. #IDedchat
A6: There are times when I participate in the conversation to make sure it stays on topic. Other times I let it get off and see if they can bring it back themselves. #idedchat
I think that making it rigorous requires every student to bring something of value to the discussion. . Using vocabulary, notes, questions, taking it to a deeper and higher level. #IDedchat
A6: I have found essential questions to be helpful in maintaining focus. Always refer back. “ how does this help us answer the essential question?” #IDedchat
R7: I bet you guys that are long time #IDedchat visitors know where I’m going with this. #4Cs. We MUST make sure our Ss can communicate and listen to one another. Without this, we are not making our kids #NOWReady or #FutureReady
A7) Discussions make the world go round. Freely sharing ideas, negotiating contracts, fixing a broken pipe, these things do not happen without a discussion. #IDedchat
Really quick hour tonight. Thanks @averyteach for the discussion. Thanks for the comments everyone. Always good to think and learn with all of you. Talk to you next week! #IDedchat
A7: discussions are never going to go away. Sooner they realize there is a conversation aside from their phone, the easier transition they’ll have. #IDedchat
