TRIAD PROTOCOLS

WIDA NATIONAL CONFERENCE ATLANTA GEORGIA October 24, 2014 [email protected]

Facebook/pages/ESOLutions [email protected]

Presenters

• Dr. Marina Dewees: Acting Chair of ESL Department, International Academy, Cardozo High School, Washington, D.C.

• Signe Nelson: ESL teacher, early childhood and lower elementary, Whittier Education Campus, Washington, D.C.

WHY TRIAD?

Among many contributions to sociological thought, he explored the geography and geometry of social relations in terms of personal space or boundaries, and the social interactions of individuals as a function of group size. He identified the smallest possible group as the diad and the next smallest as the triad. As group size increases, so does the complexity of the web of relationships among group members as well as group stability. The smaller the group, the more intense the relationships and the less stable the group.

Georg Simmel 1858 - 1918

And Protocols?

• • • Rules of behavior specific to given contexts and purposes Etiquette, cross cultural awareness and communication Written procedures

DIAD

A B

TRIAD

A C B

THIS IS ALSO A TRIAD

A C B

For us, TRIADS

• Are Interactive structures with which we have experimented in our classrooms • Consist of groups of three students • Incubate language, social, emotional skills • Generate good energy and promote collaboration • Provide multiple opportunities for generating, interpreting and processing speech around academic topics

And the PROTOCOLS are

• • • • • • The language and etiquette of an academic exchange Formulaic expressions that advance a learning conversation Directed aural/oral practice Models of the formal register of speech.

Scripts for role play Accountable speech

CCSS SPEAKING AND LISTENING STANDARDS Comprehension and Collaboration Presentation of Knowledge and Ideas – 1. Prepare for and participate in a range of conversations and collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and effectively.

– 3. Evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric. – 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. (CCSS 2010a 22)

CCSS LANGUAGE AND WRITING STANDARDS • • Six anchor language standards: – Conventions of Standard English – Knowledge of Language – Vocabulary Acquisition and Use Writing standards emphasize three types of writing: – Argumentative Writing – Informational Writing – Narrative Writing

Collaborative Learning Structures

• • • • Content–free structures can be adapted to different subject areas Academic, social, psychological, meta cognitive benefits of peer learning Accountability role such as materials manager, cheerleader, reporter, presenter, checker For more information see Aronson, Johnson & Johnson, Kagan, Slavin

What do triad protocols offer?

• • • • Multiple repetition of language targets which leads to automaticity Opportunities to rehearse roles in academic discourse Easy incorporation of Bloom’s taxonomy on various levels Maximized engagement and accountability

SLA Connection: Krashen

• • FIVE HYPOTHESES OF SLA – Acquisition/Learning – Affective Filter ( Can make or break) – Input Hypothesis (How SLA takes place: i+1) FIVE STAGES OF LANGUAGE DEVELOPMENT – Range from Preproduction (Silent Period), to Advanced Fluency – Align more or less with WIDA proficiency levels

SLA CONNECTION: CUMMINS

• • BICS vs CALP Five Principles for Effective ESL Programs – Identify & communicate language and content objectives – Front load lesson – Provide comprehensible input – Provide feedback – Assess both language & content objectives

SRA CONNECTIONS: CURRAN

• • • • • Community Language Learning Counseling model – humanistic approach Teacher as coach/facilitator of group Topic and utterances selected by learners Tape recorded discussion serves as text for lesson

SLA CONNECTIONS: LOZANOV

• • • • • Suggestopedia: A theory of learning that includes relaxation to allow for subliminal as well as direct learning Language methodology includes role play Works on the affective barrier to allow learner to absorb, process and retain more Social context of activity motivates learner Includes repetition and elaboration

SLA CONNECTION: WILKINS

• • • Notional Functional Syllabus Think of notions as ideas and relationships : Time; space; cause and effect Think of functions as communicative purposes: agree disagree evaluate compare classify persuade describe hypothesize ask request deny sequence express likes, dislikes, position

In creating protocols be mindful of content, language and social roles.

CONTENT • Select a topic that can be exploited in a single brief cycle or series of cycles LANGUAGE • Identify language forms, including vocabulary and formulaic expressions, that naturally support the function. SOCIAL ROLES. • Pay attention to the directionality and richness of the social interactions.

Post protocols on board, or on index cards A Protocol script or choices Model the protocol

Template 1

A. Makes a statement.

C. Summarizes A’s statement including response to B.

B. Asks clarifying or probing question.

Protocol 1, ex.1: We change

Home prep: Ss write a reflection: What I used to like that do not like anymore?

Language:

Like/dislike; used to…but; does; not anymore

Protocol: A.

B.

I used to like _______________, but I do not like it anymore Why do you think that changed? (clarification) . . A. I think it changed because__________. C. Person #1 said that he/she used to like ________, but does not like it anymore because_________. (summary) Post activity. Ss write a letter to a younger sibling about changes and things that stay the same.

Protocol 1, ex.2: My name

Home prep. Interview the family. Where does my first name come from? How did you choose my name? Where does my last name come from? Is there a story about it?

Language.

Passive voice; prepositions; adjective s

Protocol:

A.

My first name is ____________ . I was named by________. I was named for _________. B.

A.

C.

How do you feel about it? Why do you feel that way?

I feel _______ about (of) my name because _________. A was named by ______ . He/she was named for_______ and he/feels feels ________ about it because______

Post activity

: Write a paragraph about the origin of your name. How does knowing the history of your name affect how you feel about it?

Template 2

A. Functions as the game master: Poses the question; judges answers and awards points.

C. Attempts to answer correctly first.

B. Attempts to answer correctly first.

Template 3

A. Presents work to B and C for feedback.

C. Makes new comments or expands on B’s comments.

B. Makes one positive comment and one suggestion for improvement.

Template 4

C. Compares or contrasts A. States an opinion, with reasoning, evidence.

statements of A and B.

B. Agrees or disagrees, with reasoning, evidence

Template 5 A. Presents a solution to a problem C. Evaluates the solutions B. Presents an alternate solution

In addition to achieving content goals, protocols should include: Authentic speech appropriate to the context (academic register) Content specific and general academic vocabulary Grammatical structures and formulaic expressions that support targeted language functions Listening/speaking goals at i+1 or a bit more for the proficiency level of your students.

Protocols should directly support listening, speaking and writing goals Listening accountability is required for at least one role in each protocol.

Speakers are accountable for adhering to the scripted vocabulary and structures.

A writing assignment reinforcing targeted content and language follows each protocol

Protocols should empower ELLs by helping them to Enhance social skills and confidence Gain access to academic discourse communities Grow their content area skills and knowledge Acquire cognitive and meta-cognitive Participate effectively in learning conversations skills