I've been working on drafting an introductory set of oral language lessons. My colleague and I want to help our students become strong, articulate, respectful contributers in a group. To do this, we realise we need to first teach them some very specific oral language skills, both speaking and listening.
As I've been researching more, I'm again reminded of the complex nature of teaching: One can't effectively teach and assess oral language without integrating instructional organizers like Placemat, Inside/Outside Circles or Think-Pair-Share, really. Furthermore, questioning becomes a huge focus if one wants to move the rich conversation forward.
My capacity with instructional organizers is fairly strong, but my skills in effective questioning are quite weak. I started this venture trying to figure out how best to integrate Bansho into my mathematical instructional repertoire. That led me to the need for an effective Oral Language program, intensified by my high ESL population. But now I am recognizing the need to develop more effective questioning techniques.
I'm amazed, really, by how complex this job is!
As I've been researching more, I'm again reminded of the complex nature of teaching: One can't effectively teach and assess oral language without integrating instructional organizers like Placemat, Inside/Outside Circles or Think-Pair-Share, really. Furthermore, questioning becomes a huge focus if one wants to move the rich conversation forward.
My capacity with instructional organizers is fairly strong, but my skills in effective questioning are quite weak. I started this venture trying to figure out how best to integrate Bansho into my mathematical instructional repertoire. That led me to the need for an effective Oral Language program, intensified by my high ESL population. But now I am recognizing the need to develop more effective questioning techniques.
I'm amazed, really, by how complex this job is!
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