Students used a process they were familiar with - “Claim, Evidence, Reason” format to prepare for a Socratic seminar, and they were able to explain what makes a claim particularly “strong”.
In other examples, students correctly used academic language they had previously been taught to discuss and explain their ideas (colonization, dominant narrative, oppressor, integers, etc.)
Teachers used timers to keep up the pace and create gentle urgency, and teachers had students work in intentional pairs or small groups and moved actively around the room, checking in with all students.
Those teachers also used structures to support every student to think and explain their thinking, by supporting their use of academic vocabulary (word walls posted and students actually using the words correctly), and by focusing on meaningful essential questions to drive the content study. Many of those teachers demonstrated the qualities of “warm demanders” - they spoke warmly, firmly, and enthusiastically to all students and conveyed a sense of important purpose and urgency to the learning, and the expectation that every student could learn the material and complete the task well.
In other examples, students correctly used academic language they had previously been taught to discuss and explain their ideas (colonization, dominant narrative, oppressor, integers, etc.)
Teachers used timers to keep up the pace and create gentle urgency, and teachers had students work in intentional pairs or small groups and moved actively around the room, checking in with all students.
Those teachers also used structures to support every student to think and explain their thinking, by supporting their use of academic vocabulary (word walls posted and students actually using the words correctly), and by focusing on meaningful essential questions to drive the content study. Many of those teachers demonstrated the qualities of “warm demanders” - they spoke warmly, firmly, and enthusiastically to all students and conveyed a sense of important purpose and urgency to the learning, and the expectation that every student could learn the material and complete the task well.
Contact Info:
Castlemont High School
8601 MacArthur Boulevard, Oakland, CA 94605
639-1466
Contact __________
Castlemont High School
8601 MacArthur Boulevard, Oakland, CA 94605
639-1466
Contact __________