CREDE+PD

Teaching as Listening: Expanding Our Repertoire to Reach Diverse Learners

 * 9:00 - 9:10 - Welcome & Introduction to the day's agenda**
 * Connect to learning centers
 * **Goals**- At the end of the day, I hope you will leave with __
 * a basic understanding of CREDE's Five Standards for Effective Pedagogy
 * an understanding of Instructional Conversation
 * components
 * goals
 * how it differs from traditional classroom discourse
 * a desire to experiment with IC in your classroom
 * a new personal/professional insight or question

[|By Mike Twohy, Published 11/30/98 in "The New Yorker"]
 * 9:10 - 10:00 - Introduction to CREDE**
 * Allegory of the Cave
 * CREDE Five Standards
 * vs. transmission model
 * What CREDE is and is not
 * What you are already doing
 * [[file:5 standards examples.pdf]]
 * New classroom organization
 * Video example


 * 10:00 - 10:30 - Instructional Conversation**
 * Classroom Discussion Video analysis
 * Romeo and Juliet
 * What do you think? What characterizes the official classroom conversation?
 * IRF model
 * Lunch at Wendy's
 * [[file:irf skit.docx]]
 * Consequences of Lack of Rich, Academic Conversation:
 * Lack of cognitive engagement
 * Student mastery of language, conversational conventions, and academic content is stifled
 * Limited academic success and low self-confidence


 * 10:30 - 10:40 - Break**

> Benefits of IC
 * 10:40 - 11:30 - Instructional Conversation - What it is and what it isn't.**
 * Video Examples
 * Weaving
 * Instructional & Conversational
 * Small group activity: Venn Diagram based on handouts - 11, 67-68
 * How is this similar and different from what you already do?
 * The Language of IC
 * Open-ended questions
 * Follow-up questions
 * Clarify
 * Push thinking
 * Sustantiation Questions
 * Asking students to ground their responses with supporting evidence
 * Affirmation
 * Assistance
 * Assessment
 * Teacher's Role:
 * Stick firmly to the academic goal, but the route to the goal is responsive to student participation and developing understanding
 * Opportunity to explore students' worlds of experience and knowledge and affirm their value and relevance to learning
 * Incorporates students' funds of knowledge; increases connections between students' prior knowledge and the unknown, abstract, and academic


 * 11:30 - 12:20 - Practical Strategies for Planning and Conducting an IC**
 * The Planning Process
 * ACHOO
 * Model IC with teachers
 * Shadowlands clips: 7:10 – 8:40; 19:20 – 20:40; 48:45 – 50:45
 * Co-plan an IC for high-schoolers
 * Practice IC for each other


 * 12:20 - 1:00 - Working lunch; plan an IC**
 * Your task - Plan an IC


 * 1:00 - 2:00 - Practice IC with G-Prep students**


 * 2:00 - 3:00 - Debrief**