richardson accountable talk in the classroom

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Exploring Text through Student Discussions: Accountable Talk in the Middle School Classroom February 16, 2018 Bib. Information (APA Richardson, Anne E. (2010). Exploring Text through Student Discussions: Formatting): Accountable Talk in the Middle School Classroom. English Journal, 100(1), 83-88. Author(s) Affiliation: Tufts Center of Applied Child Development trained lab teacher; teaches language arts
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  Exploring Text through Student Discussions: Accountable Talk in the Middle School Classroom February 16, 2018 Bib. Information (APA Formatting): Richardson, Anne E. (2010). Exploring Text through Student Discussions: Accountable Talk in the Middle School Classroom.  English Journal  , 100(1), 83-88. Author(s) Affiliation: Tufts Center of Applied Child Development trained lab teacher; teaches language arts and social studies at Amesbury Middle School in Amesbury, Massachusetts Type of Resource: (Scholarly /Trade/Other)      Trade article featuring one teacher’s classroom practice   Summary of essential information:    5 th   grade middle school teacher looking for ways to improve students’ reading scores.    Used many strategies to engage students using productive discussions about literary texts; called this strategy “Accountable Talk”      Began with six key reading strategies outlined in Cris Tovani’s  Do I Really  Have To Teach Reading?   *Schema, Visulization, Connections, Questioning, Inferring, Determining  Importance      Teacher modeled reading strategies and discussion repeatedly; used Thinking Aloud in which she would stop frequently and ask herself questions out loud    Teacher created discussion expectations together with the students    Clearly set a purpose for Accountable Talk to help focus students and allow them to come to the conversation prepared    Conducted fishbowl observations where 4-6 students held discussions while the rest of the class observed and took notes about what they noticed    Began using Accountable Talk as an assessment and included it in other areas of curriculum (math, science, social studies)    “Accountable Talk offers students a way to feel successful about expressing their ideas and levels the playing field in heterogeneous public school classrooms.” (p.  87)    When students connect off of each other’s talk and ideas this inspires students who might not have understood the meaning of the text as easily as others in the group. Way in which this source influences the field related to your inquiry (ex. Math teaching/learning elementary) This article gives practical ways to use student discussions in the class that helps the students take ownership of their learning.  Potential relevance to your research topic and study: This article affirms that student-led discussions are a way to get students involved and excited about reading and literature. It outlines how to use Accountable Talk in the classroom with specific procedures for teachers to use. Stage of action research where the source will  be used: We will complete this section together during our 2nd class session. Use “This article will…”   List all stages of the action research process where this source will be used and briefly describe how it has informed your work. Background- to build researcher understanding of the topic/presence in the field. Design -to aid researcher in developing action research question or intervention Data   Collection/Analysis Methodology  -to support researcher in making decisions about data collection or analysis Findings/Conclusions -to support or refute your findings, suggesting how your  findings are similar to or different than what is presented in the professional literature Implications/Action Planning- to support or refute your plans for future teaching.
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