How do you as a
teacher let go of the "power" in the classroom so that students can
take ownership of the learning?
Early
Release Professional Learning Day Agenda, April 24, 2018
Faculty
Wellness Matters
2:00-2:30
Refreshments under the stairs between the
BBT
2:30-5:00
Wellness Sessions communicated to you by
the Wellness Committee
Wellness sign-ups started on Friday, April 19 Wednesday's Early Release Wellness Afternoon
Professional
Learning Opportunities
TREE is planning to offer short modules for teachers to help them
explore exciting ideas in education. Interested in the learning modules from TREE LINK HERE for more information on how to enroll.
Chapters
International Workshops
Knowledge
Source Upcoming Workshops
Workshops
on: Inquiry, Project Based Learning and Socratic Seminars for Classroom
Teachers. Many more options. LINK HERE
Performance towards Proficiency – Assessing Authenticity of Oral
Communication UNIS Hanoi, October 20, 21 2018 LINK HERE for more information.
Project Based
Learning Workshop with Suzie Boss, Amsterdam Oct 4-5, 2019
Marker Educator
Certificate, multiple dates and locations
Design Thinking
Immersive Workshop, Luxembourg, May 24-25, 2019
EAL
Shout-out!
Greetings Teachers! In attending the Teachers College
Readers/Writers Workshop and recently reading Who’s Doing the Work? by
Jan Miller Burkins and Kim Yaris (thanks, Alex!), I’ve been thinking of more
and more ways for students to help each other in the classroom. One way,
mentioned in both of the above mentioned resources, is to use our students as
coaches. For the purpose of this post, let’s look at students as language
coaches (LC).
In order to make LCs most effective, before students dive into a
classroom task, ask the class, “what language do you need to be successful in
this task?” As you solicit the academic language from student, write these
low-frequency, subject-specific words and phrases on the board or anchor chart.
Make sure these words and phrases are easily accessible to all students during
the time they have to work on their task. These words and phrases will also
give your LCs a foundation for their job.
As you are assigning roles in your next small group activity, add
a LC. Here are their responsibilities:
- Make
sure everyone talks! The LC can keep track of this by counting each time a
peer adds to the conversation or may distribute and collect taking chips as the work progresses. Some
phrases the LC can use include, “We haven’t heard from [student name] in a
while. [student name], what might your thoughts be?” “Thank you, [student
name], for this contribution! How might this connect to our task?” “Can
anyone build on to what [student name] just said?”
- Ask
peers to rephrase comments using more specific/academic language to
explain an idea. A LC might ask, “Great idea! Can you rephrase using the
words on the board/anchor chart?” Or, the LC might just rephrase the idea.
- Create
a mini-anchor chart with more specific academic language for the group’s
task. As students continue to work together, make sure each student keeps
track of the specific academic language they need to use.
- If
students have to produce a written piece, the LC would be one of the first
sets of eyes that edit the final document.
Interested in adding LCs to your instructional practice, hurray!
If you’d like to talk about this, or any other EAL idea you’re pondering, drop
me a line.
Peace-
Sarah
Room 1209
Wellness
at AISC
Interested to
read more about wellness activities at AISC and in Chennai? If so, click HERE for
AISC WELLNESS MATTERS BLOG to stay updated. We have lots of exciting events planned so be
sure to check in!
Worthwhile
Reading
Have you
listened to these podcasts?
- NPR’s Hidden
Brain
- Educators Lead
- Do Listen Twice
- Flagship School
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