Andrea Holder

RCS Conference 2016

Lets consider it.

What if your students could achieve longer-lasting learning while
being fully engaged?
What if you could assess student-mastery of multiple standards
without giving a test or grading stacks of essays?

Lets consider it.

What if your students could achieve longer-lasting learning while
being fully engaged?
What if you could assess student-mastery of multiple standards
without giving a test or grading stacks of essays?
What if your class looked like this?
https://www.engageny.org/resource/a-protocol-for-citingevidence-from-informational-text-from-expeditionary-learning
What did you see/like in the video?

Lets consider it.

To become college and career ready, students must have ample
opportunities to take part in a variety of rich, structured conversationsas
part of a whole class, in small groups, and with a partnerbuilt around
important content in various domains. They must be able to contribute
appropriately to these conversations, to make comparisons and contrasts,
and to analyze and synthesize a multitude of ideas in accordance with the
standards of evidence appropriate to a particular discipline. Whatever their
intended major or profession, high school graduates will depend heavily on
their ability to listen attentively to others so that they are able to build on
others meritorious ideas while expressing their own clearly and
persuasively.

Lets consider it.

Lets consider it.

So what makes Accountable Talk accountable?

Accountability to the Learning Community

1. Students actively participate in classroom talk.
2. Students listen attentively to one another.
3. Students elaborate and build upon ideas and each others'
contributions.
4. Students work toward the goal of clarifying or expanding a
proposition.

Lets consider it.

So what makes Accountable Talk accountable?

Accountability to Knowledge
1. Students make use of specific and accurate knowledge.
2. Students provide evidence for claims and arguments.
3. Students identify the knowledge that may not be available
yet which is needed to address an issue.

Lets consider it.

So what makes Accountable Talk accountable?

Accountability to Rigorous Thinking

1. Students make use of specific and accurate knowledge.
2. Students construct explanations.
3. Students formulate conjectures and hypotheses.
4. Students test their own understanding of concepts.
5. Talk is accountable to generally accepted standards of reasoning.
6. Students challenge the quality of each other's evidence/reasoning.
7. Talk is accountable to standards of evidence for the subject.

Lets Model it.

Step 1: Close read multiple texts
Step 2: Set expectations
Review standards/objectives
Norm Development
Review speaking stems
Step 3: Prompts (Guiding Questions)
Step 4: Teacher Moves (IRE)
Step 5: Student Self-Assessment and Debrief
Step 6: Rubrics

OVERARCHING OBJECTIVE
CCSS.SL.9-10.1

INITIATE AND PARTICIPATE EFFECTIVELY

IN COLLABORATIVE DISCUSSIONS ON
GRADES 910 TOPICS, TEXTS, AND
ISSUES, BUILDING ON OTHERS IDEAS
AND EXPRESSING YOUR OWN CLEARLY
AND PERSUASIVELY.

SUPPORTING OBJECTIVE

CCSS.SL.9-10.1A COME TO DISCUSSIONS

PREPARED, HAVING READ AND RESEARCHED
MATERIAL UNDER STUDY; EXPLICITLY DRAW
ON THAT PREPARATION BY REFERRING TO
EVIDENCE FROM TEXTS AND OTHER
RESEARCH ON THE TOPIC OR ISSUE TO
STIMULATE A THOUGHTFUL, WELL-REASONED
EXCHANGE OF IDEAS.

SUPPORTING OBJECTIVE

CCSS.SL.9-10.1B WORK WITH PEERS TO

SET RULES FOR COLLEGIAL DISCUSSIONS
AND DECISION-MAKING, CLEAR GOALS AND
DEADLINES, AND INDIVIDUAL ROLES AS
NEEDED.

SUPPORTING OBJECTIVE

CCSS.SL.9-10.1C PROPEL CONVERSATIONS

BY POSING AND RESPONDING TO QUESTIONS
THAT RELATE THE CURRENT DISCUSSION TO
BROADER THEMES OR LARGER IDEAS;
ACTIVELY INCORPORATE OTHERS INTO THE
DISCUSSION; AND CLARIFY, VERIFY, OR
CHALLENGE IDEAS AND CONCLUSIONS.

SUPPORTING OBJECTIVE

CCSS.SL.9-10.1D RESPOND THOUGHTFULLY

TO DIVERSE PERSPECTIVES, SUMMARIZE
POINTS OF AGREEMENT AND DISAGREEMENT,
AND, WHEN WARRANTED, QUALIFY OR
JUSTIFY THEIR OWN VIEWS AND
UNDERSTANDING AND MAKE NEW
CONNECTIONS IN LIGHT OF THE EVIDENCE
AND REASONING PRESENTED.

OVERARCHING OBJECTIVE
CCSS.SL.9-10.2

INTEGRATE MULTIPLE SOURCES OF

INFORMATION EVALUATING THE
CREDIBILITY AND ACCURACY OF EACH
SOURCE.

OVERARCHING OBJECTIVE
CCSS.SL.9-10.3

EVALUATE A SPEAKERS POINT OF VIEW,

REASONING, AND USE OF EVIDENCE AND
RHETORIC, IDENTIFYING ANY
FALLACIOUS REASONING OR
EXAGGERATED OR DISTORTED
EVIDENCE.

OVERARCHING OBJECTIVE
CCSS.R.9-10.1

CITE STRONG AND THOROUGH TEXTUAL

EVIDENCE TO SUPPORT ANALYSIS OF
WHAT THE TEXT SAYS EXPLICITLY AS
WELL AS INFERENCES DRAWN FROM
THE TEXT.

Lets Model it.

Step 1: Close read multiple texts
Step 2: Set expectations
Review standards/objectives
Norm Development
Review speaking stems
Step 3: Prompts (Guiding Questions)
Step 4: Teacher Moves (IRE)
Step 5: Student Self-Assessment and Debrief
Step 6: Rubrics

Lets Model it.

Step 1: Close read multiple texts
Step 2: Set expectations
Review standards/objectives
Norm Development
Review speaking stems
Step 3: Prompts (Guiding Questions)
Step 4: Teacher Moves (IRE)
Step 5: Student Self-Assessment and Debrief
Step 6: Rubrics

Lets Model it.

Step 1: Close read multiple texts
Step 2: Set expectations
Review standards/objectives
Norm Development
Review speaking stems
Step 3: Prompts (Guiding Questions)
Step 4: Teacher Moves (IRE)
Step 5: Student Self-Assessment and Debrief
Step 6: Rubrics

Lets Model it.

Step 1: Close read multiple texts
Step 2: Set expectations
Review standards/objectives
Norm Development
Review speaking stems
Step 3: Prompts (Guiding Questions)
Step 4: Teacher Moves (IRE)
Step 5: Student Self-Assessment and Debrief
Step 6: Rubrics

Lets Model it.

Step 1: Close read multiple texts
Step 2: Set expectations
Review standards/objectives
Norm Development
Review speaking stems
Step 3: Prompts (Guiding Questions)
Step 4: Teacher Moves (IRE)
Step 5: Student Self-Assessment and Debrief
Step 6: Rubrics

1. I came prepared, having read and researched

material under study; I drew on that preparation
by referring to evidence from texts to stimulate
a thoughtful, well-reasoned exchange of ideas.
2. I helped create and followed agreed-upon rules
for class discussions.
3. I propelled a conversation by asking questions,
incorporating others into the discussion, and
clarifying or challenging the ideas of others.

5=NAILED IT

3=DID OK

1=BOMBED IT

4. I responded thoughtfully to diverse

perspectives, summarized points of agreement
and disagreement, and justified or changed my
own views in light of new ideas and
information.
5. I integrated multiple sources of information
evaluating the credibility and accuracy of each
source.
6. I evaluate a speakers point of view, reasoning,
and use of evidence and rhetoric, identifying
any fallacious reasoning or exaggerated or
distorted evidence.

5=NAILED IT

3=DID OK

1=BOMBED IT

Lets Model it.

Step 1: Close read multiple texts
Step 2: Set expectations
Review standards/objectives
Norm Development
Review speaking stems
Step 3: Prompts (Guiding Questions)
Step 4: Teacher Moves (IRE)
Step 5: Student Self-Assessment and Debrief
Step 6: Rubrics

Lets Talk about it.

What other questions do you have about
Accountable Talk?

Wanna Dig Deeper?

Lots of resources at
http://andrea-holder.weebly.com/