This is the framework that is used to examine language practices within an SWH classroom. It looks at the theoretical position that we learn about language through using the language as we live the language.

This is the framework that is used to examine language practices within an SWH classroom. It looks at the theoretical position that we learn about language through using the language as we live the language.

Brad_buck_presentation_PC 96.jpeg
This charts shows the differences inlanguage practices between low, medium, and high implementing SWH teachers.

This charts shows the differences inlanguage practices between low, medium, and high implementing SWH teachers.

Brad_buck_presentation_PC 97.jpeg
Brad_buck_presentation_PC 98.jpeg
Brad_buck_presentation_PC 99.jpeg
This chart and the next several slides have to do with teacher and student dialogue. Shows that formal student speech increases and Sformal teacher speech decreases in SWH classrooms.

This chart and the next several slides have to do with teacher and student dialogue. Shows that formal student speech increases and Sformal teacher speech decreases in SWH classrooms.

This chart shows that summarizing statements from teachers decreases in SWH classrooms. Naturally therefore, student summarizing statements increases.

This chart shows that summarizing statements from teachers decreases in SWH classrooms. Naturally therefore, student summarizing statements increases.

This table shows that students with disabilities spent more time on-task in SWH classrooms that in any other classrooms or subjects

This table shows that students with disabilities spent more time on-task in SWH classrooms that in any other classrooms or subjects

This chart shows that students with disabilities spend a comparable amount of time on-task in SWH classrooms as their non-disabled peers.

This chart shows that students with disabilities spend a comparable amount of time on-task in SWH classrooms as their non-disabled peers.

This table shows that students in SWH classrooms talk more than students in traditional classrooms

This table shows that students in SWH classrooms talk more than students in traditional classrooms

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This is the framework that is used to examine language practices within an SWH classroom. It looks at the theoretical position that we learn about language through using the language as we live the language.
Brad_buck_presentation_PC 96.jpeg
This charts shows the differences inlanguage practices between low, medium, and high implementing SWH teachers.
Brad_buck_presentation_PC 97.jpeg
Brad_buck_presentation_PC 98.jpeg
Brad_buck_presentation_PC 99.jpeg
This chart and the next several slides have to do with teacher and student dialogue. Shows that formal student speech increases and Sformal teacher speech decreases in SWH classrooms.
This chart shows that summarizing statements from teachers decreases in SWH classrooms. Naturally therefore, student summarizing statements increases.
This table shows that students with disabilities spent more time on-task in SWH classrooms that in any other classrooms or subjects
This chart shows that students with disabilities spend a comparable amount of time on-task in SWH classrooms as their non-disabled peers.
This table shows that students in SWH classrooms talk more than students in traditional classrooms