Instructional Openings

Conversational Warm-Up

Generating student talk in the classroom is a focal point for my teaching, and it is important that those conversations happen in both high-stakes and low-stakes settings. A Warm-Up is the forum for a low-stakes conversation that can generate a high return. For example, the journey for a student to become an excellent oral presenter can be an uncomfortable one. Opening class with a conversation where students can talk with each other in anticipation of these growing pains does perpetuate a sense of camaraderie and support, although my students have referred to it as a feeling of "shared doom". Additionally, a teacher can have an influence on the energy of the class depending on what prompts are crafted for the Conversational Warm-Up.


Strategy Resources (2)
 
Online Student Resource
 
 
The class agenda shows why the Conversational Warm-Up addresses the emotional needs of the class given the high-stakes graduation requirement for which they are preparing. Ironically, conversations themselves used to be the challenging part of class. As the year progresses and students engage in conversations frequently through structures like Warm-Ups, the conversations actually become tools for learning and lessening anxiety around other actual assessments.
 
Online Student Resource
 
 
The class agenda shows why the Conversational Warm-Up addresses the emotional needs of the class given the high-stakes graduation requirement for which they are preparing. Ironically, conversations themselves used to be the challenging part of class. As the year progresses and students engage in conversations frequently through structures like Warm-Ups, the conversations actually become tools for learning and lessening anxiety around other actual assessments.
Johanna Paraiso
Fremont High School Oakland
Oakland, CA

Generating student talk in the classroom is a focal point for my teaching, and it is important that those conversations happen in both high-stakes and low-stakes settings. A Warm-Up is the forum for a low-stakes conversation that can generate a high return. For example, the journey for a student to become an excellent oral presenter can be an uncomfortable one. Opening class with a conversation where students can talk with each other in anticipation of these growing pains does perpetuate a sense of camaraderie and support, although my students have referred to it as a feeling of "shared doom". Additionally, a teacher can have an influence on the energy of the class depending on what prompts are crafted for the Conversational Warm-Up

 

About this strategy

Prep Time:
Quick
Subject:
English / Language Arts
Grade:
Twelfth grade
Similar Strategies
Feedback Systems

One thing students can always count on in our Socratic seminars is that they will be recorded. Preparing for the Socratic Seminar involves watching film footage of the previous seminar discussion. Students can participate more effectively if we acknowledge what they are doing right, and they buy in more deeply to the idea of using evidence to back their claims when I do the same during this preparation process. In this case, I use evidence in the form of recorded footage to demonstrate their success with some key aspects of a quality academic discussion.For this strategy, the purpose is twofold. First, though I do not re-play each and every single video, I do feel that there is value in capturing student talk that can be made available for those students who can benefit from listening to their peers. This is why I upload and share the videos to all of the students. I have often used recordings of classroom discussion to inform how I will revise the same unit for the following year.The second purpose of this strategy is so that I can script verbatim the exchanges between the students that happen in the seminar. I then provide the students this script, and they can see what we call their “isms”. For example, a student might notice that they say the word “like” or “ya know what I’m sayin’” repeatedly in the seminar. These “isms” affect how people listening to them might respond, and by capturing them on paper, it gives the students evidence of what they will want to work on in terms of the way they orally present themselves. The scripts are also a useful resource for when students are constructing analysis through writing because they or their peers might have cited a strong quote or made a critical connection on which students can build their own analysis.

 
Collaborative Student Groups
Film Framing

Film Framing uses animated films students often remember from childhood as a jumping-off point for approaching the serious and often emotionally tough conversations that we will be having later in the class period about the novel we are studying. Given their visual appeal and simple storylines, these films are one way to support my students as they grapple with complex questions and apply literary theories and devices. Part of the analysis process for my students is tracking their observations throughout each clip and using those notes during the class discussion that follows the viewing. The understanding they gain through the film discussion on how to answer these complex questions and apply multiple lenses is then applied to our class novel. An additional benefit of Film Framing is that my students become more critical consumers of media in general.

 
Instructional Planning
Johanna's Approach to Planning

Planning is an essential part of a blended teacher’s practice. In blended environments, where students can be at different points in a course on various modalities, blended teachers need to be very intentional about how they plan. Check out the video below to see how Johanna plans for instruction in her blended classroom.

 
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