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Look who's talking
- 1. Look Who’s Talking Mrs. Cathy Guyer Catawba County Schools Challenger Early College High School cathy_guyer@catawbaschools.net
- 2. Look Who’s Talking! Session Objectives: •Examine SRI Protocols and the research supporting their use in the classroom. •Role play using and facilitating a Protocol. •Create a plan for implementing Protocols with students.
- 3. Carousel
- 4. What Does Peer-Reviewed Research Say? •Research proves Class Discussion improves learning •Students everywhere are reluctant to engage in discussion (not just at my school) •Teachers have to set the environment to encourage participation in discussion •Giving credit has some minimal effect in encouraging participation. •Although many strategies have been tried, I could not find any published study on using School Reform Initiative Protocols to set up the parameters.
- 5. MakeKnowledgePublic Analyze/InterpretData CollectData Innovation/Intervention ActionResearchPlan Focus Statement The purpose of this study is to describe the impact of discussion protocols on students' level of engagement and critical thinking during a discussion. •Protocols are discussion structures that give guidelines based on the focus of the discussion. Protocols used will come from School Reform Initiative and can be found at http://www.schoolreforminitiative.org/proto cols/
- 6. MakeKnowledgePublic Analyze/InterpretData CollectData Innovation/Intervention ActionResearchPlan Purpose of the Study The purpose of this study is to describe the impact of discussion protocols on students' level of engagement and critical thinking during a discussion.
- 7. MakeKnowledgePublic Analyze/InterpretData CollectData Innovation/Intervention ActionResearchPlan Study Participants • 9th graders in my English Class • 51% Caucasian and 49% minority • >90% at-risk • >80% first generation college • Begin college classes immediately Gender-specific classes
- 8. MakeKnowledgePublic Analyze/InterpretData CollectData Innovation/Intervention ActionResearchPlan Research Questions • Will the use of a protocol - a strict guide to discussion- and common vocabulary make students participate more often in whole- class discussion? •Will having a guide and common vocabulary give students the comfort level to think and thus discuss more critically?
- 9. MakeKnowledgePublic Analyze/InterpretData CollectData Innovation/Intervention ActionResearchPlan Innovation/Intervention •Taught my students to use the Text- Rendering Protocol •Taught the common vocabulary “I agree with _____ and would like to add…..” “I disagree with ______ and instead think…..” “I notice that _________________” “I wonder if _________________”
- 10. Text – Rendering Protocol “Real Talk, Real Teaching” Underline a sentence, a phrase, and a word.
- 12. MakeKnowledgePublic Analyze/InterpretData CollectData Innovation/Intervention ActionResearchPlan Implementation in the Classroom All students preferred using a protocol. “We find different things.” “It makes us think deeper.” “It got your wheels going to see other perspectives.” “It’s more organized and everyone gets to share.”
- 15. MakeKnowledgePublic Analyze/InterpretData Innovation/Intervention ActionResearchPlan CollectData Findings Date 1st Period 2nd Period 3rd Period Present Partic Percent Present Partic Percent Present Partic Percent 28-Aug 16 9 56% 17 12 71% 16 11 69% 4-Sep 16 13 81% 17 17 100% 16 15 94% 11-Sep 15 15 100% 17 15 88% 16 15 94% 18-Sep 16 16 100% 17 17 100% 16 16 100% 25-Sep 16 15 94% 17 17 100% 16 16 100% 2-Oct 16 16 100% 17 16 94% 16 16 100% 23-Oct 15 15 100% 17 17 100% 15 15 100% 30-Oct 16 16 100% 16 16 100% 16 16 100% 6-Nov 16 15 94% 17 17 100% 16 15 94%
- 17. Activity •PollEv.com/cathyguyer703 •Text CATHYGUYER703 to 37607 to join. Once you have joined you can text your response.
- 19. Other Protocols •4 As •Block Party •Final Word
- 20. MakeKnowledgePublic Analyze/InterpretData Innovation/Intervention ActionResearchPlan CollectData Recommendations • Try a protocol • Choose a protocol you feel comfortable with • Use the same protocol for at least 4 discussions • Let me know your results
- 21. References Roehling, Patricia, Vander Kooi, Thomas Lee, Dykema, Stephanie, Quisenberry, Brooke, Vandlen, Chelsea (2011), Engaging the Millennial Generation in Class Discussions, Taylor & Francis Group LLC, 1930-8299. Foster, Lisa, Krohn, Katherine, McCleary, Daniel, Aspiranti, Kathleen, Nalls, Meagan, Quillivan, Colin, Taylor, Cora, Williams, Robert (2009) Increasing Low-Responding Students’ Participation in Class Discussion, Journal of Behavioral Education, 18:173-188. Alverman, Donna, Hayes, David (1989), Classroom Discussion of Content Area Reading Assignments: An Intervention Study, Reading Research Quarterly, vol. 24. Gritter, Kristine, (2011), Promoting Lively Literature Discussion, The Reading Teacher, 445-449. Ezzedeen, Souha, (2008), Facilitating Class Discussions Around Current and Controversial Issues, College Teaching, 230 – 235.
- 22. Questions?
- 23. Contact Information Cathy S. Guyer Challenger Early College High School Catawba County Schools Phone: 828.485.2980 Text: 828.446.1059 Email: cathy_guyer@catawbaschools.net
Notas do Editor
- Discussion of Carousel questions and responses - around 10 minutes
- Share your area of focus and your reasons for choosing this topic; perhaps you reviewed school data to identify areas of need or met with your principal or school leadership team to identify target areas for school improvement, etc…
- The demographic is part of the specific design of Early College High Schools and represents our target population. As a NC New Schools partner school, we have state waivers and latitude to implement research-based practices that we think will benefit our students. The goal is to get this at-risk population across the stage at graduation with some college credit.
- Although there is a small amount of language specific to the text-rendering protocol, I actually had to teach and reinforce PLC type vocabulary. We specifically used, “I agree with __________, and would add….” “I disagree with ______, and think……” We also used “I wonder if ….” as a way of disagreeing.
- In other subject areas or in the case of informational text, a focus like author’s purpose is not always necessary. The protocol lends itself to a thorough examination of an article. The instruction for non-fiction or informational text is usually something like, “Find a sentence, phrase, and word that resonates with or makes an impression on you.”
- Look at instructions for Text-Rendering Protocol and briefly describe the process.
- 2nd period: 16 ladies. Beginning of protocol on The Lottery. Looking for clues/indicators of theme.
- Purple data is from the 1st discussion where no protocol was used. Green data is from discussion with protocol. Same class. Students listed in order of seating around the circle. Notice the more evenly spread out responses. This did not include the initial sentence, phrase, word section.
- You may need multiple slides of your findings; this is where your charts and graphs would go. Ask participants to interpret the data (activity) you are sharing and then share your thoughts
- You may need multiple slides of your findings; this is where your charts and graphs would go. Ask participants to interpret the data (activity) you are sharing and then share your thoughts
- How could you use the Text-Rendering Protocol in other subject areas? https://www.polleverywhere.com/free_text_polls/6LFMVL5IE8KsvOj
- Based on your action research results, would you recommend the innovations/strategies you investigated as effective practices other teachers/schools may implement? Do you think further research is warranted for this topic