Facilitating Productive Conversations within a Play-Based Learning Pedagogy
Objective of the PC-PBL Pedagogy Seminar
In this seminar, we will explore ways to create productive conversations among students. We will look at these within the context of a play-based pedagogy.
We will explore:
Tips for Getting All Fellows to Participate
When beginning this seminar, many Fellows may be shy and not used to a format which encourages active participation and dialogue. These tips may help.
Session One: Introduction to Seminar and Talk Moves
Session One:
Introduction to Seminar
and Talk Moves
Facilitating Productive Conversations within a Play-Based Learning Pedagogy
What is a productive conversation?
What is a play-based learning pedagogy?
What is the value of learning about these two topics?
Educator “Talk Moves” –Define a “talk move”
Educator “Talk Moves”
Define a “talk move”
Talk Moves: What are They?
An educator “talk move” is something that the instructor or teacher says or does which can promote productive conversations.
Educator “talk moves” can often bring about the following outcomes among students:
Brainstorm
What are some examples of educator
“talk moves”?
Talk moves: Goals
With “talk moves” you will be able to help students:
Identifying Goals
Session One: Wrap up
What is your biggest takeaway today?
What will you try in your class next week?
What are you most curious about?
Session Two:
Talk Moves in Detail
Picture?
Session Two:
Talk Moves in Detail
Warm Up
One thing you did differently in your class after our last session.
One thing your students did differently after our last session.
Open-Ended Questions: Easy and Effective Talk Moves to Promote Student Thinking
GOAL ONE:
Help individual students share, expand and clarify their own thinking
Revise your thinking
Adding Ideas On
GOAL TWO:
Help students listen carefully to one another
Repeat
GOAL THREE:
Help students deepen their reasoning
Reasoning
Turn and Talk
GOAL FOUR:
Help students think with others
Revoicing
Challenge
Does it always work that way?
How does the idea square with Nita?
Can you give some evidence for what you are saying or suggesting?
Challenge
Does it always work that way?
How does the idea square with Nita?
Can you give some evidence for what you are saying or suggesting?
CATEGORIZE YOUR QUESTIONS
Wrap Up and Homework
In the chat, please write:
Homework: Try to incorporate “talk moves” in any lesson this week. Video record If possible a few minutes and bring it to the next session. Or write up a lesson plan and identify the talk moves you used in the lesson plan. Create a script which clearly shows the talk moves.
One thing you took away from this session.
One thing you will try to do differently based on what you learned this session.
Session Three:
Review of Talk Moves and Look at Videos or Lesson Plans
Session Three:
Review of Talk Moves and Look at Videos or Lesson Plans
Warm Up
One thing you did differently in your class after our last session.
One thing your students did differently after our last session.
Norms for Discussing Videos
Thinking About Educator Talk Moves
Thinking About Educator Talk Moves
Video Review
Lesson Plan Review
Wrap Up and Homework
Homework: Choose a hands -on activity from the Low Cost Activities. Write out a lesson plan in detail of one of these activites. Try to incorporate “talk moves” in the lesson and note it on the lesson plan. Video record If possible the lesson or part of the lesson .
One thing you took away from this session.
One thing you will try to do differently based on what you learned this session.
Session Four : Review of Talk Moves from the lesson plans of the hands-on activites from the Paper Activities
Session Four:
Review of Talk Moves from the Lesson Plans of the Hands-On Activites from the Paper Activities
Warm Up
One thing you did differently in your class after our last session.
One thing your students did differently after our last session.
Lesson Plan Review
Wrap Up and Homework
Homework: Choose a hands -on activity from the Paper Activities PDF Write out a lesson plan in detail of one of these activites. Try to incorporate “talk moves” in the lesson and note it on the lesson plan. Video record If possible the lesson or part of the lesson .
One thing you took away from this session.
One thing you will try to do differently based on what you learned this session.
Warm Up
One thing you did differently in your class after our last session.
One thing your students did differently after our last session.
Session Five: Looking at an Example of Talk Moves in an Engineering Class
Session Five:
Looking at an Example of Talk Moves in an Engineering Class
Session Five: Looking at an Example of Talk Moves in an Engineering Class
Read the transcript and think about:
Norms for Discussing Videos and Transcripts
Thinking About Educator Talk Moves
Transcript: Water Filter
Context: Undergraduate engineering students (Outreach Educators) facilitate engineering activities in elementary school classroom. This is a 4th grade classroom.
Engineering challenge: To create a filter to remove food dye and macroscopic debris (dirt) from water student teams used craft materials to create a filter to remove food dye and macroscopic debris from water.
Background: Prior to the clip, fourth graders Darlene and Helena had selected materials to use and reasoned that they wanted materials that would “get the big stuff,” “get the little stuff,” and not “soak up the water.” They sketched design ideas and wrote a materials list in individual design notebooks, then called to OE Fatima to share their their sketched solution ideas and materials list
Transcript: Water Filter Part 1
# | Speaker | Transcript | Talk Move |
9 | Fatima | That’s OK. All right, so do you want to talk to me really quickly about which materials you think are – are gonna filter out which particles? |
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10 | Darlene | I think that the pipe cleaners and the popsicle sticks and maybe also the coffee filters are gonna soak up like, all, like, the chemicals in the water - |
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11 | Helena | And paper. [The challenge includes removing paper shreds from the water.] |
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12 | Darlene | And the paper and stuff. |
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13 | Helena | And then, I think the - |
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14 | Darlene | And the Styrofoam too, because it’s – [Looks at her notebook]. We don’t have Styrofoam on here [their materials list]. |
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| [Omitted: Fatima reassures students they can use Styrofoam.] |
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15 | Helena | We can put a layer of Styrofoam with the felt. |
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16 | Darlene | Good idea. But should the felt go on top or the bottom? |
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17 | Helena | It doesn’t really matter. We’re planning. |
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18 | Fatima | So what do you think the felt and the fabric are going to do? |
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19 | Helena | Um, make sure all of the food coloring - only clean water comes out. |
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20 | Darlene | /‘Cause you don’t want to drink it [the food coloring]./ |
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21 | Fatima | /Yeah, so yeah, that's a really/ good point. So, we think that the felt is gonna catch that food coloring, it's not gonna pass through that barrier? |
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22 | Helena | It might. |
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23 | Darlene | [Nods affirmatively] |
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Transcript: Water Filter Part 2
24 | Fatima | It might. |
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25 | Helena | But just a little bit. |
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26 | Fatima | A little, yeah. So why do we think the felt is gonna be more likely to catch the food coloring? |
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27 | Helena | Because it's thicker. |
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28 | Fatima | Because it’s thicker. That’s a good point. And what – what does it do when water passes through it? /It – it kind of soaks it up, right?/ |
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29 | Helena | /It soaks it up./ Like a sponge. |
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30 | Fatima | Yeah, like a sponge. Great point, you guys. |
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31 | Helena | Why don’t we have sponges? |
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32 | Fatima | Why don’t we have sponges? |
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33 | Helena | Well, that would actually soak up the water. |
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34 | Darlene | ‘Cause it’s like the same thing as the Styrofoam but the Styrofoam has more holes in it, so a lot of it [water] can go through, but not bigger, um, the bigger chemicals and stuff. |
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35 | Fatima | Mmm. So is Styrofoam absorbent, do we think? |
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36 | Darlene | It’s only absorbent to the – to the chemicals and stuff. |
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37 | Helena | I think it might help with the dirt a little bit. |
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38 | Fatima | You think it might help with the dirt a little bit? Why is that? |
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39 | Helena | Because, like, it can get stuck – stuck in all those little crevices. Because the Styrofoam is just made up of tiny balls. |
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40 | Darlene | But what about the leaves? But what about – the leaves would probably get stuck in the felt. |
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41 | Fatima | Yeah, maybe |
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Thinking About Educator Talk Moves
Wrap Up and Homework
Homework:
One thing you took away from this session.
One thing you will try to do differently based on what you learned this session.
Future Sessions
Wrap up Discussion
What was the biggest insight you had over the past few months?
What are you most proud of in your teaching?
What are you still most curious about?