Category Archives: Speaking & Listening

Listening & Speaking Workshop

Integrating Listening, Speaking & Writing in the Social Studies Classroom

Los Angeles County of Education

Tuesday, November 6, 2017

Here is the presentation for today’s workshop. Feel free to make a copy and repurpose it for your instructional program. 

8:30 – Listening Instruction

  • Teacher Survey
  • Overview of Research
  • Julian Treasure – RASA
  • Listenwise

9:30 – Listening Drills

  • 15 Minute History – Scramble for Africa
  • Note-Taking Drill
  • Quizizz Formative Assessment

9:45 – 10:00 Break

10:00 – StoryCorps

  • The Great American Listen
  • One Small Step
  • 9/11 Oral History Project
  • Vietnam Veteran Interview

10:30 – Socratic Smackdown

  • Social Darwinism & Laissez-Faire American Capitalism
  • Rules/Scoring
  • Coach/Instant Reply Cards

11:00 – Discussion Models (whole class, small group, individual)

  • Constructive Conversation Skills
  • Historical Talking Tools
  • Speaking Scaffolds (Confidence Monitor/Teleprompter)
  • Classroom to Classroom Video-conferencing

11:30 – 12:30 Lunch

12:30 – Civil Conversation

  • Social Darwinism & Laissez-Faire American Capitalism
  • Tracking conversations
  • Reflection/Debriefing
  • Curriculum Library

1:00 – Creating Speaking Assignments

  • ACOVA
  • PVLEGS
  • Flipgrid

1:45 – 2:00 Break

2:00 – Assessing Speeches

  • Progressivism & Imperialism
  • Openings – SignPosting Language – Closings
  • Rubrics

Improving Speech Openings

Author Erik Palmer is fond of saying “Most teachers don’t teach speaking, they assign speaking!” As a History teacher, I have been guilty of that in the past, but thanks to Chapter 5 (pp.35-44) in Well Spoken, now I have some tools that help me TEACH speaking techniques that help students become better orators.

well-spoken-cover

For this assignment my 11th grade US History students will research an Imperialist-Progressive event/person and create an Ignite Talk that explains how that person is an example of a Progressive leader/movement or Imperialist leader-event-action. Presenters get 11 slides (no more than 5 words on each slide), which automatically advance every 15 seconds. The last slide must be a Works Cited card.

As part of my direct instruction, I include this presentation which contains numerous resources that help my students practice writing and sharing grabber openings, identify signpost language, and execute strong closings. Students have one class period to discuss the techniques, choose one, and write their opening. They post these on a discussion board so that I can read and react to them individually before the next day in class. Because they are short (50-100 words), it is easy for me to read them and offer some advice for revising. 

Palmer offers eight different grabber openings in the excerpt I give to my students: 1) the challenge, 2) the provocative question, 3) the powerful quote, 4) the surprising statistic, 5) the unusual fact, 6) the poignant story, 7) the unexpected, and 8) the teaser. If a student doesn’t apply one of these techniques in their speech opening, I know they haven’t done the assigned reading. Another benefit of having all of these openings in an open forum like a discussion board is so I can spot trends and see what they are struggling with. The majority of my students used #2 the “Provocative Question” technique. Many struggled applying the technique to their topic and I needed to provide additional clarification the next day in class.

First, I googled the definition: A provocative question. Provocative questions are those that encourage a stakeholder to think creatively and laterally. They help to uncover any perceived constraints, and can help to evaluate whether those perceived constraints are real or imaginary. Next, I found another blog that provided 10 more examples of provocative questions. Then, I refined the definition to make it more specific to this assignment — informing an audience about a Progressive or Imperialist person, event, or action in US History.  A Provocative Question challenges the beliefs your audience holds about progressivism or imperialism and helps them think differently about the topic in order to improve their understanding.

Below are three examples of my students’ work. I am interested in knowing which sample you would rate as above the standard, which you would rate as meeting the standard, and which you would rate as below the standard.

Sample A

How would most of you feel, if your country fought for its freedom from one country only for another to take its place? Would you fight for your country’s freedom or let them rule over you? Well, Emilio Aguinaldo born in the Philippines on March 23, 1869, fought against the Spaniards and the Americans for Philippines independence. In 1896 and 1897, he attempted to resurrect the Philippine during the Spanish rule however, he ultimately failed.

Sample B

Let’s say one of your peers was nothing out of the ordinary, doing exactly what you do in school. However, they are favored by an administrator as they have wealthy parents, and follow and enforce everything said administrator has said and asked them to do. But the thing is, this administrator is not employed at your school, they actually work at a far superior, private school. Other schools and the one you attend wish to be like this school and take what they say seriously. So when the administrator advocates for your peer and says that they should become the Student Body President, that they should “rule the school” there is no other choice. Adolfo Diaz was a Nicaraguan president that served for two separate terms. He was only placed in his position of power because he fell under what the U.S. government’s standards were for a good ally. Because he followed what the U.S. told him to do and became their puppet, the U.S. effectively ruled a country that they should have had no power over. 

Sample C

Have you ever experienced an instance where someone you trusted turned their back on you and took your enemy’s side instead? How would you feel if you were put in that situation? Would your perspective on that person change? Well, General Victoriano Huerta, did just that. He betrayed his successor, Francisco Madero, forcing him to resign his presidency, in order for Huerta to take charge and initiate a military dictatorship. Huerta’s tyrannical way of ruling caused opposition to his rule and ultimately led to his downfall.

Please leave your opinion and some justification for that opinion in the comment section below. Thanks again to Erik Palmer for pushing my thinking about how to teach speaking in Social Studies. I love using your work in my classroom.

Listening & Speaking PD

Integrating Listening & Speaking into Social Studies Instruction
Glendale Unified School District
October 9 & 10, 2018

12:00 – Listening Instruction

  • Teach Listening First
  • Julian Treasure – RASA
  • Listenwise
  • 15 Minute History
  • Find content for your class

12:30  – StoryCorps

  • One Small Step
  • Vietnam Veteran Interviews
  • 9/11 Oral History Project

1:00 – Socratic Smackdown

  • Emoluments Clause
  • Scoring Coach Cards
  • Grading standards-based reflections

1:30 – Civil Conversation

  • Curriculum Library
  • Reflection/Debriefing

2:00 – Creating Speaking Assignments

  • Discussion Models (whole class, small group, individual)
  • Speaking Scaffolds (Confidence Monitor/Teleprompter)
  • ACOVA

2:30 – Assessing Speaking Assignments

  • PVLEGS
  • Flipgrid

The presentation can be accessed and copied here.

LACOE

It is always a pleasure to come and present to risk-taking and proactive educators at LACOE that want to increase the amount of speaking and listening in their classrooms. Most of the work I am presenting comes from the books of Erik Palmer and the course I taught with him and Corbin Moore on Canvas Network.

https://docs.google.com/presentation/d/e/2PACX-1vQUz2x-9v44o8uKiAUjSPYXUScBxKRoXSVqdvNlnGAvgKHbpDj5KodKSR5f6K_tbDzaNkrkqrWgVzyP/pub?start=false&loop=false&delayms=3000

Feel free to save the presentation to your Google Drive and use whatever parts you find useful.