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IFL Principles of Learning & Accountable Talk

October 2, 2014

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Objectives for this session:

  • Teachers will learn about the 9 IFL Principles of Learning
  • Teachers will understand the purpose of Accountable Talk
  • Teachers will understand the role of the teacher and students in Accountable Talk.
  • Teachers will understand the expectations for Accountable Talk at Carrboro and within CHCCS.

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IFL Principles of Learning

  • Organizing for Effort
  • Clear Expectations
  • Fair and Credible Evaluations
  • Recognition of Accomplishments
  • Academic Rigor in a Thinking Curriculum
  • Socializing Intelligence
  • Self Management of Learning
  • Learning as Apprenticeship
  • Accountable Talk Practices

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Accountable Talk Practices

Talking with others about ideas and work is fundamental to learning. But not all talk sustains learning. For classroom talk to promote learning it must be accountable to accurate knowledge and to rigorous thinking.

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More about Accountable Talk

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Accountable Talk Expectations

Common Core

  • The fact that the CCSS even lists listening and speaking standards is an indication of how important they are.
  • All the K-5 S&L standards include: “Participate in collaborative conversations on grade level topics…with peers”, “Confirm understanding of a text … by asking and answering questions…”, “describe,” “paraphrase”, “recount”, “report”, “summarize” etc.
  • Students are expected to do this orally and in writing.
  • If they can do it orally, they will be able to do it in writing but the oral part should come first, and must come first for language learners.

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Accountable Talk Expectations

CHCCS

  • The district expectation is that Accountable Talk is integrated into all subject areas.
  • That teachers are continually adding to their repertoire of Accountable Talk moves.

CES

  • Accountable talk stems are posted in a useful place in your classroom and referred to often.
  • That students are challenged and expected to use the academic language of Accountable Talk on a regular basis.
  • From K to 5th students are using increasingly complex academic language in their classroom conversations.

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Accountable Talk practices ask students:

  • To respond to and further develop what others in the group have said.
  • To put forth and demand knowledge that is accurate and relevant to the discussion.
  • To use evidence appropriate to the discipline (e.g., proofs in mathematics, data from investigations in science, textual details in literature, documentary sources in history)
  • To follow established norms of good reasoning.

Teachers should intentionally create the norms and skills of Accountable Talk practices in their classrooms. It’s not the same as just having a conversation about the topic at hand--it is much more deliberate and planned.

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There are basic talk moves that teachers use to support and scaffold accountable talk -

Marking: "That's an important point."

Challenging: "What do YOU think?"

Modeling: "Here's what good readers do."

Recapping: "What have we discovered?"

talk

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With Accountable Talk we have...

Accountability to the Learning Community

  • Listen carefully to each other
  • Use and build on each other’s ideas
  • Paraphrase and seek clarification
  • Respectfully disagree
  • Use sentence stems as needed

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Moves to Support Accountability of the Learning Community

  • Keeping the channels open: "Did everyone hear that?"
  • Keeping everyone together: "Who can repeat…?"
  • Linking contributions: "Who wants to add on…?"
  • Verifying and clarifying: "So, are you saying…?"

“Don’t just stand there - bust a talk move…

Watch these talk moves and see how the teacher makes moves to support accountability to the learning community!

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Talk at your table

How did you see the teacher building accountability to the learning community?

In what ways were students being accountable to the group?

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With Accountable Talk we have…

Accountability to Accurate Knowledge

  • Be as specific and accurate as possible
  • Resist the urge to say just “anything that comes to mind.”
  • Get the facts straight
  • Challenge questions that demand evidence for claims

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Moves that Support Accountability to Accurate Knowledge

  • Pressing for accuracy: "Where can we find that?"
  • Building on prior knowledge: "How does this connect?"

“Workin’ on my talk moves….(1:48-3:28)

Watch this teacher make moves that support accountability to accurate knowledge.

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Talk at your table

How did you see the teacher building accountability to the accurate knowledge?

In what ways were students being accountable to the accurate knowledge?

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With Accountable Talk we have…

Accountability to Rigorous Thinking

  • Build arguments
  • Link claims and evidence in logical ways
  • Work to make statements clear
  • Check the quality of claims and arguments

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Moves that Support Accountability of Rigorous Thinking

  • Pressing for reasoning: "Why do you think that?"
  • Expanding reasoning: "Take your time; say more."

“I’ve got talk moves like Jagger…”(2:05-7:26)

Watch this teacher make moves that support accountability to rigorous thinking.

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Talk at your table

How did you see the teacher building accountability to rigorous thinking?

In what ways were students being accountable for thinking rigorously?

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Logistics - Making it work with a bunch of kiddos!

  • Explicit Teaching
  • Establishing Turn Taking Norms
  • Allowing for Wait Time
  • Partner Talk
  • Anchor Charts and Stems
  • Systems for Moving the Conversation (0-1:48)

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If you’re a beginner...

Start with accountability to the learning community and routines for talking!

Slides 9, 10, & 15

Help your students:

  • Listen well to one another
  • Revoice what someone has said
  • Add on to ideas
  • Ask clarifying questions

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If you have the basics...

Continue with accountability to accurate knowledge and continue to build your routines for talking!

Slides 11, 12, & 15

Help your students:

  • Understand how to cite the text
  • Link/Connect ideas
  • Ask clarifying questions

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If you feel like a pro...

Continue to build with accountability to rigorous thinking and solidify your routines for talking!

Slides 13, 14, & 15.

Teach the different ways to cite evidence for different subject areas.

Slide 15

Help your students:

  • Explain their reasoning
  • By asking them to expand or go deeper in their thinking

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Revisiting Objectives -

  • Teachers will learn about the 9 IFL Principles of Learning
  • Teachers will understand the purpose of Accountable Talk
  • Teachers will understand the role of the teacher and students in Accountable Talk.
  • Teachers will understand the expectations for Accountable Talk at Carrboro and within CHCCS.

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Handouts

  • One paper is on the 9 Principles of Learning from the IFL. Keep it in a binder or folder. We will refer to it throughout the year.�
  • The other handouts are something you should refer to often, the one on Accountable Talk Moves. One side is English and the other side is Spanish.

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Questions? Need support?

Let Janet and Emily know!

jdavis-castro@chccs.k12.nc.us

emoorman@chccs.k12.nc.us