talk moves: using math talk to help students learn

Talk Moves:Using math talk to help

students learn

March Academic Coach-Math TrainingMarch 8, 2013

Presented by ACM:Kim MalacaraSarah Scifo

Milwaukee Public SchoolsTalk Moves: Using Math Talk to Help Students Learn

MPS Board of School Directors

Dr. Michael Bonds, PresidentLarry Miller, Vice PresidentMark Sain, District 1Jeff Spence, District 2Annie Woodward, District 4Dr. Peter Blewett, District 6David Voeltner, District 7Meagan Holman, District 8Terrence Falk, At-Large

Senior Team

Dr. Gregory Thornton, Superintendent

Naomi Gubernick, Chief of StaffDarienne Driver, Chief Innovation OfficerTina Flood, Interim Chief Academic OfficerDr. Karen Jackson, Chief Human Resources OfficerMichelle Nate, Chief Operations OfficerGerald Pace, Esq., Chief Financial OfficerAnita Pietrykowski, Director, School AdministrationDenise Callaway, Communications & PartnershipsPatricia Gill, Executive Director, Family Services Sue Saller, Coordinator to the Superintendent

Learning Intention:

• We are learning to use talk moves effectively in the math classroom.

Success Criteria:

• We know we are successful when we can explain, model, and support teachers in their strategic use of the five productive talk moves.

Think, Pair, Share

“Although we rarely stop to think about our most common conversational prompts, they are among our most important instructional tools.”

- Chapin, S. H., O'Connor, M. C., & Anderson, N. C. (2003). Classroom discussions: Using math talk to help students learn, grades 1-6. Sausalito, CA: Math Solutions Publications.

Productive Math Talk?

Five Productive Talk Moves- Chapin, S. H., O'Connor, M. C., & Anderson, N. C. (2003). Classroom discussions:

Using math talk to help students learn, grades 1-6. Sausalito, CA: Math Solutions Publications.

1. Revoicing2. Repeating: Asking Students to Restate Someone

Else’s Reasoning 3. Reasoning: Asking Students to Apply Their Own

Reasoning to Someone Else’s Reasoning 4. Adding On: Prompting Students for Further

Participation 5. Waiting: Using Wait Time

***Note: Everyone should read pgs. 12-13***

Talk MoveDefinition of Talk Move

Looks Like: Sounds Like:

Teacher Actions: Teacher Actions:

Student Actions: Student Actions:

Gallery Walk and Talk

Discuss with group members:• What do you notice about each talk move?• Which Math Practice Standards do you notice

align with the talk moves?• What structures need to be in place for the

talk move to be effective?

SHARE OUT• Review post-it suggestions• Prepare to share out as a whole group• Utilize graphic organizer as participants share

their talk moves

Conditions for respectful and courteous math talk

• Every student is listening to what others say• Every student can hear what others say• Every student may participate by speaking out

at some pointTURN AND TALK:• How does a coach support teachers in

establishing these ground rules?

STRATEGY CARDS

• Turn and talk

What talk move is the teacher using in your case study vignette? Discuss the scenario and which talk move you think the teacher is applying.

REFLECTION• Consider the 5 talk moves.

•Could each be useful when you are faced with a student contribution that is completely unclear?

•Are some better than others?

Learning Intention:

• We are learning to use talk moves effectively in the math classroom.

Success Criteria:

• We know we are successful when we can explain, model, and support teachers in their strategic use of the five productive talk moves.