Please sit wherever
you feel comfortable!
Objectives
● Recognize ways to adjust your tone to
prevent escalation
● Refine strategies for Academic
Conversation related to
○ Supporting Ideas with Examples
○ Leveraging Conversation for Attention
& Learning
WHY?
Last time...
This time...
the
VOCAL
part of
speech
Paraverbal Exercise
...one partner is the
speaker
...the other partner
interprets the message
that is communicated
Paraverbal Exercise Speaker: Ask the following
question using inappropriate tone,
Switch roles: volume, and cadence:
“Did you understand the
Speaker
information you just
Interpreter received?”
Interpreter: How did you feel?
Speaker: Ask the same question
this time using appropriate
paraverbal communication.
Wrap Up Question
How will you adjust elements
of your verbal and paraverbal
communication when working
with someone who is
escalating in behavior?
Differentiated Professional Learning:
Academic Conversations
“Providing Examples & Evidence” “Leveraging Conversations
to enlist Attention for Learning”
How does this
address the needs
of my Focus
Students? How are
Academic
Conversations
related to equity?
Please find a partner who
is not in your department
OR already well known to
you.
Think about:
Which elaboration strategy
did you select?
How did it work in your
classroom?
Listening Activity
You have partner A and partner B. Partner A is the person whose
birthday is closest to today.
1. (2 minutes) Partner A will speak for 2 minutes. Partner B
cannot say anything, but can show that they are actively
listening
2. (1 minute) Partner B has 1 minute to explain to Partner A the
essence of what they thought they heard. Stop after 1 minute.
3. (30 seconds) Partner A, clarify if he or she got something
wrong. Otherwise say good job.
4. Repeat the process with Partner B.
PARTNER A
Partner A will speak
for 2 minutes. Partner
B cannot say anything,
but can show that
they are actively
listening.
PARTNER B
Partner B has 1
minute to explain to
Partner A the essence
of what they thought
they heard.
PARTNER A
Partner A, clarify if he
or she got something
wrong. Otherwise say
good job.
PARTNER B
Partner B will speak
for 2 minutes. Partner
A cannot say anything,
but can show that
they are actively
listening.
PARTNER A
Partner A has 1
minute to explain to
Partner B the essence
of what they thought
they heard.
PARTNER B
Partner B, clarify if he
or she got something
wrong. Otherwise say
good job.
Five Conversational Skills
● Elaborate and clarify
● Support ideas with examples
● Paraphrase
● Build on or challenge
● Synthesis
Support Ideas with Examples
Hand signal and symbol for support with
examples
Support Ideas with Examples
● Scan the headings of the possible ways
to work on support ideas with examples.
● Choose the one that makes the most
sense for your curriculum and your
students
Support Ideas with Examples
● Turn to your partner
and explain your
choice.
● SUPPORT YOUR
CHOICE WITH
SPECIFIC EXAMPLES.
Support Ideas with Examples
● Read the activities
pages and find a
strategy that
resonates with you
Peer Visits?
Week of
Nov 18-22
Jones
Room 304
Exit Ticket
● What did you learn that
will help you implement
more effective academic
conversations?
● What do you still need to
learn or have help with?
● Which ILT member are
you thinking about
visiting?
Differentiated Professional Learning:
Academic Conversations
“Providing Examples & Evidence” “Leveraging Conversations
to enlist Attention for Learning”
Equitable Practice:
Randomly Paired
Students
Tiny Team Builder
Would you Would you
rather… rather…
● read the ● cook at
book or home or
● watch the ● eat out?
movie?
ACTIVE ASSAILANT
TRAINING
Montgomery County Public Schools
2018-2019
12/6/2018
Role Play
Partner on Partner on
the LEFT - the RIGHT -
you are the you are the
Voice of the Voice of the
Past Present
Voice of the Past: “In the past we…”
Voice of the Present: “Now we…”
Which option is represented here?
Which option is represented here?
Which option is represented here?
Use Academic Language when you speak...
Discuss with your partner, and then I will call on
you to share out:
● Why did MCPS change its procedure for
responding to situations involving an Active
Assailant?
Equitable Practice:
Random Calling
What
conversation /
attention
moves
did we leverage
in this mock
lesson about
MCPS Safety
Drills?
Leverage conversation for attention
● Pair students with calling sticks
● Use a tiny teambuilder
● Start with low risk speaking
● Role play for ownership of content (“I am…”)
● Use word banks
● Use sentence starters
● Use visuals for attention
● Ask higher level questions AFTER the low risk ones...
● Rapid fire random calling promotes attention
Week of
Nov 18-22
Jones
Room 304
Exit Ticket
● What did you learn
that will help you
implement more
effective academic
conversations?
● What do you still need
to learn or have help
with?
● Which ILT member are
you thinking about
visiting?