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Learn more about the process...
The objective of this study was to enhance the quantity and quality of academic discourse among my students while simultaneous meeting a variety of standards. This study aimed to support students in achieving proficiency in the California Common Core Standards for speaking and listening, while also incorporating the 4 C's (critical thinking, communication, collaboration, and creativity) and content standards. By engaging in discourse, all these standards were effectively addressed and integrated into the learning process.
Given the considerations for multilingual learners, I wondered whether providing them with more exposure to relevant vocabulary would improve their participation in academic discussions. To explore this, I implemented a method involving vocabulary cards with accompanying visual or nonlinguistic representations. Students were then prompted to engage in discussions with their partners. The research aimed to investigate the impact of front-loading vocabulary on the quantity and quality of these paired discussions to help students This process was repeated for three one-week cycles before the collected data underwent analysis. To assess the student discussions, audio recordings were utilized to measure the time spent conversing with their partners. Additionally, a rubric was employed, evaluating the discussions based on four key components: content, language proficiency, vocabulary usage, and conversational etiquette. Please see the attached links to learn more about the lessons, assessments and resources used throughout this study. |
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