Читать книгу Student Learning Communities - Нэнси Фрей - Страница 19

In this phase of instruction, students have opportunities to work together while the teacher monitors their progress and provides needed support. Student talk takes center stage as students work together in face-to-face or virtual structures such as reciprocal teaching, literature circles, and partner discussion. They talk about tasks and ideas, and they question one another. They negotiate meaning, clarify their own understanding, and strive to make their ideas comprehensible to their peers. It is well worth the investment to teach students three to five collaborative learning routines and use them frequently so that they can be easily deployed in distance learning. When students are familiar with the logistics of the routines you regularly use, they can focus less attention on the mechanics and more on the learning.

Critically, collaborative learning conversations incorporate academic language as a necessary means of focusing on and delving deeper into content. This phase is particularly important for English learners, as it provides an opportunity to practice and learn academic language (Frey, Fisher, & Nelson, 2013). As we like to say, "You don't get good at something you don't do." If English learners are not using academic language, they're probably not learning academic language.