Developing Collaborative Conversations Through Literature Circles

♪[theme music]>>student 2: I disagree with you because
usually Johnny, I will like to go back to what you said earlier about Johnny
will insult him back. But I don’t think Johnny would
insult him back because because he didn’t say anything
right after when it was just a dead silence, he said
yeah, you’re right that’s true so that’s why he
wouldn’t insult him back>>student 3:
Well yeah, but then again
Two Bit was there you know. Johnny was like, he
was kinda of in shock but then I think that something would have
happened>>Student 2: What do you think Jasmine? >>Student 1: I want to go back what you
said that Johnny probably wouldn’t say anything back. So I feel like that would
just like add onto Pony Boy just not
saying anything more because he’s just oh, Cause you know how
they say he’s kinda like the pet… Collaborative learning, um I like to use it in my
classroom in various settings. So for this
particular lesson uh students are reading
The Outsiders by S E Hinton and it deals with
a lot of um adolescent issues.
It’s important when you are doing collaborative
learning to have a highly engaging topic. The Outsiders it’s one of the most
popular books; students love to read The Outsiders
and the way I do it is I like to add
non fiction text to that. And so they’re
still engaged, and they’re still interested in The Outsiders
and they’re making connections now
to outside sources so they’re still getting
that rigorous understanding and level
of learning. Thank you. Three, two, one.
Sounds like discussions over. Raise your hand
really quick to a volunteer if you can
tell me how this connects to The Outsiders
just based on what you’ve read so
far. Michael.>>Michael: This connects to The Outsiders
because the Greasers are a group that shares similarities
and that’s what cliques are.>>teacher: Ok. Good. And thank you
for using complete sentences. Perfect. Go
and continue reading with your partner. Your
time starts now. So in the beginning of the
year I set the stage for collaborative
learning by really reviewing what it is
that I expect from them in a collaborative learning
setting. So the first thing we do
is we practice our transitions. So transitions
are very important especially in collaborative
learning where students are really taking ownership
of their learning. So we practice transitions
then we practice the use of academic
sentence stems. This is what I want to listen
and hear in the collaborative conversations.
So we practice the use of academic sentences.
Um. Then students are required to
implement those in their literature circles or
any collaborative setting. Alright. Thank you. Three,
two, one. What are some examples or sentence stems that
someone can use to show that you are listening?
Betty?>>Betty: So what you’re saying is… So what you’re saying is…
Repeat after me So what you’re saying is…>>Class: So what you’re saying is…>>Teacher: So what your saying is…>>Class: So what you’re saying is…>>Teacher: Ok. And then
you can repeat the information back to
the speaker that will show me, Ok the student is
listening but it doesn’t stop there you don’t
just repeat the information back. You
use that to either agree, disagree or
to add on. Ok? more specifically I would like
you to add on to the conversation. Ok? Introduce some new ideas.
So I give them a sheet where they
can write down their group rules. On that
sheet they’re then required to sign it. And
this really is just serves as a reminder
when they keep it on their desk it serves
as a reminder of what they have to hold
themselves accountable to. So what do you guys have
so far? What’s one rule?>>student 2: um…
Everybody must participate.>>teacher: Everyone must participate in
the conversation. Why?>>student 2: So nobody will like get off
task it’s not going to be fair to all
the other groups if like only that person is not talking
and all the other ones is.>>teacher: No interrupting. So how
can you prevent each other from interrupting? Yes.
>>student 4: This.>>teacher: Right, the cues, the
signals that we practiced right. So try to it, practice it.
Good. Alright. Stay on task, on topic. What
do you mean? So students were uh participating
in literature circles where they all have
different roles and they prepare for their
roles and eventually we have our actual
literature circle where they discuss the text.>>student: Yeah, in the book it said
that when he was having his like uh meltdown kind of
when he was just like everything so unfair for us. And he was
listing off for all his friends like how Soda had to drop out
of school to support them. It said that
Dairy was going gray early so he’s probably
like stressing and overworking himself and…>>student 2: Yeah, I agree with you
>>student 1: Just growing up too
fast.>>student 2: Yeah, that’s like Dairy
’cause he doesn’t smile anymore because he has a lot of things
in his hands like problems…fights, the gang, Johnny.>>student 1: But I think we should really
recognize how important the whole yelling at Soda thing is
because he>>student 1 and 2: he never yells
>>student 2: Oh yeah, I agree with you>>student 1: Well he yells but not at
Soda cause they are like really close>>student 2: Cause it says in the book
that he turned on him and I was surprised when I read that because
like he never yelled at Soda nobody almost yelled at like…
I think nobody yells at Soda at all.>>Student 1: It seemed like ’cause it
said that Soda was the only one actually made him laugh and
teased him. and Dairy didn’t get mad.
Yeah, and Dairy didn’t get mad.>>Student 2: I think he had enough.>>Student 3: No, but um what I think is
It is really surprising to hear that Dairy just like went off on Soda
like that But it was even more shocking
when Dairy hit Pony Boy. Remember? I was like, Oh my gosh. He put his hands
on his youngest brother.>>student 1: I was close to tears.
I’m not going to lie.>>student 2: I know. That’s just like
very surprising that you just read that all of the sudden um
Dairy turned on him. And I think that Dairy turned on him because I
think he had enough of all this stress. I
think he had enough of all the things in his hands.
‘Cause you know how like referring back to what
you said earlier when you were the Discussion
Director…>>teacher: So I have a rubric
and I like to use it and it helps me when I have to go
back and grade their literature circles
or their collaborative learning.
So I use the rubric and just take notes down and
I have proficient, emerging, or satisfactory. and depending on where the
students are placed I make some notes and
adjustments and that feedback then I give
back to them um for them to make adjustments for
their next setting. Good job. Excellent discussions.
Excellent conversations. What you are going to do in
just a second is complete your reflections
I want you to really reflect on
yourself and each other Ok?
Please answer the questions in between the reflections. Make sure you complete the
sentences. Can everybody…you should
have this on your desk. So turn to it. Everybody go to
the section that says reflect on
your group members participation. See where it says the
group members name? Look at the box next
to the group member’s name: it has N I S and O
Now if you go at the very top… So what I do is prepare my students to reflect on
themselves and each other so they really
have to be honest with one another.
In fact this is a discussion they have with
their group members before they actually
grade one another. And so what they do is grade
themselves first and how they performed
in the literature circle. Then they look at
their group members and evaluate their performance
So I make it a requirement
to give some positive feedback and some
constructive criticism. Then when they reconvene as a group they go ahead
and just share out how they felt about their
performance and their group members’ performance.>>student 2: From my perspective
I think that we should probably kind of approach it like… >>student 1: Be honest.
>>student 2: Yeah, basically be honest. Be out there.
>>student 1: I don’t really know how I am going to like grade myself because I
am really bad on judging myself.>>student 2: Yeah, I am too. In my opinion, I think you like you
are like outstanding. You add to the conversation, you
build on it; you like extend ’til like the end.
>>student 3: The brink.>>Student 3:Daisy did really well too.
She actually talks a lot. Not in a bad way.
Like you kept the conversation going.>>student 2: I think you did good, but I
think the only thing that you need to work on is kinda like an appropriate
voice. Not “appropriate voice” but speak a little higher…you know louder
know I know nothing I couldn’t really hear you because
you were speaking a little low.>>student 1: Your voice is so like
smooth I was almost falling asleep>>student 3: Whenever I talk it just
smooths out.>>student 2: I know it is like smoothed
out. so basically you need to work on like
a little louder. Yeah But you everybody else was
just like. You too both you guys, everything else
about you guys was just outstanding. and>>student 1: Yeah, you guys were really
good good at backing up your evidence from the book and using the sentence
stems.>>teacher: It’s important for students
to collaborate because it offers them
an opportunity to really be engaged
in what it is that they’re working on.
Collaborative learning is really important for
CommonCore. Common Core asks that students
are prepared for colleges and jobs.
And so collaborative learning really gives
kids that experience to work with one another,
learn from each other, and bounce ideas
off of each other and so in a collaborative
learning setting uh students are getting
those skills that they need for college
and high school um and just in life. Discussion Directors, choose
your last question and if you are still on the
same question that’s fine you can continue
having those conversations Your time starts now.>>student 2: You still want to do it
because you can’t really…>>student 1: I can come up with something
on the spot.
>>student 2: You can come up with something?
>>student 1: Ok. Which character do you guys most relate to?
why?>>student 2: I think…um I don’t know to be honest. I’m
being honest with you. I really do not know who I relate to. Or, I think she relates to
Soda Pop You’re always in a happy mood.
>>student 1: Me?>>student 2: Yeah. You’re always
in a happy mood just like Soda Pop You always make everbody laugh
you always>>student 1: I like making other people
laugh, it’s fun. student 2: I know it is. so yeah, I
think thats is why you relate to Soda Pop ♪[theme music]

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