In Shana’s post “Conversation is our Most Powerful Teaching Tool” she mentions an article by researcher John Goodland. He states that only 1% of instructional time is given to conversation…insert wide eyed emoji…what?!
That statistic has really stuck with me. I’m not sure if it was more than a subconscious thought until the power of conversation became very clear to me.
In a nutshell, I am a content coordinator who works to support (6th-12th grade ELAR) teachers as they hone their craft. Since I began working in this position, I’ve been trying to figure out what exactly teachers need to be and feel successful.
As a district team, we have agreed to implement independent choice reading into our daily routine, as a step toward implementing a workshop model. Teachers are on board and have done some AMAZING things with choice reading in their classrooms, but, regardless of what grade level I am with, or what campus I am on I keep hearing the same question, “how do we know that they’re reading?” We talked about logs, reading responses, summaries, notes, and we’ve shared resources and ideas, but there was still something missing…
Then I had it! A light bulb moment in its truest sense. In classrooms where students TALK about what they are reading, they are accountable. In Amy’s post about shifting control she talks about “find[ing] a space for conversations…” and that if her giving “up control makes space for that, I’ll take it every chance I get.”
For me, that answers the how do we know question. During some learning walks I saw three examples of conversation from three different rooms…
First example: In a 12th grade academic/on level classroom the students began their class period reading for 10 minutes in a book of their choice. Once the timer went off, the students were asked to talk to a partner (or two) about their book. The teacher specifically asked the students to “sell it”. Sell their book to their partner(s). The teacher roamed around the room while the students were talking and then let two volunteer share their “pitch” to the whole group. It was very clear that the teacher knew what their students were reading, IF they were reading, and how the felt about their books.
Second example: In a 7th grade PreAP class students began their class period by reading for 5 minutes, then when the timer went off they got a 1 minute break. Students were asked to talk to their elbow partner during their break about their book’s protagonist. The teacher provided a sentence stem to probe the conversation. Then after the minute was up, they read for 5 more minutes. The teacher roamed and jotted notes as a “status of the class” during that 11 minutes. The students have been talking about the structure and elements of fiction and how protagonists can shape a story. At the end of the minute, the teacher had a pretty good idea about what her students knew and didn’t know about protagonists, including how to pronounce, or mispronounce, the word. 😛
Third example: In an 11th grade AP class the students began their class period by reading for 15 minutes. While they were reading the teacher met with every student in the class. Her questions were simple; she asked, “what’s the title of your book?” and “what page are you on?” The teacher was able to meet with 26 students in 15 minutes. She was able to see who is meeting their reading goal, who is abandoning books, and who isn’t reading.
When students know they’re going to be held accountable to explain their book, connect it to what they’re learning through mini-lessons, or just track their progress to their teacher, they respond. It becomes the culture…
This isn’t anything new, and it’s been talked about before in multiple posts on Three Teachers Talk, but what was a game changer for me was seeing it in action. I was able to create a concrete model that I could then replicate. I learned three different strategies or approaches to talking with students/letting them talk to each other by watching someone else in action. Talk about self-embedded professional learning! I mean, can it get any better than that?!
When I visit campuses my first question to teachers is going to be: how are you getting students to talk? Then we shall see where our conversations lead us. 🙂
I’d love to hear from you! How do you get and promote your students to talk? Are you able to visit other teachers classrooms on your team/campus? If so, do you feel like it’s beneficial?
Tagged: Conferring, conversation, job embedded pd, Talk
[…] and writers. “Writing floats on a sea of talk” (James Britton). Our writers need to share their ideas with one another — and with us as writing coaches in conferences. Often, we wait to invite […]
[…] Talk guest blogger and also the English Content Coordinator in my district, wrote a post about Accountability Through Conversation which details our district’s journey of implementing the workshop through one of the […]
Great guest blog!! Let’s get them talking!
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How talk becomes “the culture” keeps ringing in my head. It applies to everything, every choice, we make in our instruction, I think. Every one of these three talk moves with reading applies to writing and researching, too. Thanks for the thinking here, Andrea. Great post!
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I really like the power of observation here!
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