Domain III: Using Learner-Centered Communication
Proficiency: The teacher promotes students learning by providing responsive instruction that makes use of effective communication techniques, instructional strategies that actively engage students in the learning process, and timely high-quality feedback.
To demonstrate that I facilitate reflection and discussion between students, I have attached my lesson plans for a process referred to as talky, writey, writey and the corresponding student handout. The process was completed after students read each work in translation and these particular plans show the process for discussion and reflection of Albert Camus’ The Stranger. During the talky stage, students participate in a three circle interactive oral. The inner circle discusses important concepts about the novel. The students in the middle circle take notes about the ideas presented by three students they were assigned to follow. The outer circle takes notes about the ways in which their cultural and contextual understanding of the work was enhanced through the conversation. After a thirty minute discussion, the circles switch, so that each individual spends thirty minutes in each circle. This method ensures that all students have the opportunity to discuss the novel and reflect on the discussion they observe.
During the interactive oral, I ask carefully-framed questions to foster the development of higher-order thinking skills and logical reasoning. Students are required to write five discussion questions they would like to address during the interactive oral and submit their questions to turnitin.com. I then read and evaluate each question, choosing ten to fifteen to rewrite and ask during the discussion. I choose the questions that ask students to delve beyond basic knowledge of the novel and that require they analyze historical, literary, and social aspects of the work. As such, I submit the questions used during 6th period’s interactive oral as evidence of proficiency.
I also engage students in tasks that require them to communicate their reasoning using appropriate and precise terminology, and have attached the reflective statement assignment and the supervised writing assignment below. These assignments are completed during the writey writey stages of the process. Immediately following the interactive oral, students write a reflective statement in which they explain how the interactive oral enhanced their cultural and contextual understanding of the work. They are required to quote their classmates by name and directly refer to specific sections of the novel. Once this is completed, students move to stage three of the talky, writey, writey process. During stage three, students compose a supervised writing piece. They may choose from several essays prompts and must write for the entire class period. They are required to use literary labels and focus their writing on literary devices employed throughout the novel.
Reflective statement assignment handout.
Supervised writing assignment handout.
To show that I always provide students with timely feedback that is accurate, constructive, substantive, and specific, I have submitted a student’s supervised writing essay. This submission includes the written piece, a breakdown of the comments I made on the paper, and the completed rubric. In addition to comments on each page of student work, I always include an overall comment specifically stating where the student succeeded and the area to focus on for the next essay. For example, in the piece submitted here, the final comment states, “You chose good details for the topic sentences and distinguished nicely between how the detail connects to the thesis and how the detail relates to the author’s purpose. Next time, focus on improving your sentence structure and wording.” I believe that giving students suggestions on one or two areas of improvement not only makes their grade less of a mystery, but also helps them improve their grade on the next assignment.
Additionally, I always communicate the importance of content and my expectations for high quality work. As evidence of this, I have submitted my Top 5 PowerPoint and the rubric for the supervised writing assignment (below). I believe that students should always know the grading standards and the criteria they must meet to fulfill the assignment. In addition, I believe it is important for students to know the areas in which they should improve. The Top 5 PowerPoint is created and presented before each supervised writing. I review the top five mistakes made on the previous supervised writing and lead a short think-pair-share or journal activity where students think of the ways to fix these problems. By knowing what I am looking for in their pieces, I have found that student writing is more focused. I have also resubmitted my lesson plan for the interactive oral to show proficiency in this domain. Students began the class by reading the signs hanging from the ceiling, which stated the appropriate behaviors for the interactive oral. After they read the signs, they were asked to talk with those around them about why they believe the rules should be followed. By reviewing the rules and procedures with the students, I ensure that each circle runs smoothly and that the students are respectful to one another.
Student copy of supervised writing rubric.