Productive Math Talk Math AllianceApril 3, 2012

Why promote communication in math classrooms? Mathematical thinking of students is aided by

hearing what their peers are thinking. Putting thoughts into words pushes students

to clarify their thinking. Teachers can spot student

misunderstandings much more easily when they are revealed in discussion instead of remaining unspoken.

NCTM--“a respectful but engaged conversation in which

students can clarify their own thinking and learn from others through talk”

What researchers have found… For many teachers, its not easy to

implement in mathematics classrooms. Few American classrooms display

consistent or even occasional use of student talk.

Most classrooms consist of lecturing, asking students to recite, or posing simple questions with known answers.

Classroom Discussions: Using math talk to help students learn p. 5

Listening in on a classroom

Learning Intention

WALT:•Understand how to use classroom discourse to help students articulate mathematical ideasWe will be successful when:•We can identify the purpose and value of the ground rules, formats, and moves when engaged in a data lesson.

Tools for Classroom Talk

Ground rules for respectful talk and equitable participation

Five productive talk movesThree productive talk formats

Thinking about the homework reading

At your tableEach person shares one point

that stimulated your thinking.Make a connection to your own

classroom experience. Identify commonalities among

your group.Be prepared to share out one

idea that you had in common

Why all the talk about classroom talk? Traditional

Classroom Talk Lecture Quizzing (Guess

what I am thinking)

Sharing time Group recitation Student

presentations

What is different about what we are considering tonight?

Is this too much for students with disabilities?

Ground Rules and Equitable Participation: What would be posted in your classroom?

Conditions for Respectful and Courteous Talk

All Students have the opportunity to engage in productive talk about mathematics

Talk FormatsDifferent ways teachers configure classrooms

for discussions

Whole group – provide students with practice reasoning opportunities

Small group – provides opportunity for more loosely directed conversation.

Partner – provides an opportunity for students who may have difficulty speaking up.

Moves for Supporting Productive Talk

1. Revoicing: Teacher repeats some or all of what the student has said. Students verify what was said.

2. 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.

Experiencing Talk Moves During a Lesson You will be experiencing a brief data

lesson.

Use the card at your table to keep track of the talk moves and formats used throughout the lesson.

You will use the cards to help you during the debriefing conversation.

Lesson Learning Intention and Success Criteria We are learning to…understand how to

extract data from a contextual situation, and represent it as a graph.

We will be successful when…we can interpret a graph from contextual situation and justify our reasoning using information from context.

Ground Rules Listen to the complete answer without

interruptions or comments. Everyone participates. Honor everyone’s thinking

When creating work to share, make it large enough for all to read.

GAISE: Guidelines for Assessment and Instruction in Statistics Education

Formulate Questions

Collect Data

Represent Data

Interpret Results

A Framework for Statistical Problem Solving GAISE Report (2007)

Graph a Story

Critiquing others workPost your table graph in the front of theroom.Analyze the charts…. How are the charts similar?

What questions do you have about the charts? It may sound like

“I don’t understand…”“Why did you….”“I like the way you…”

Apply

Identifying talk formats and talk moves Talk MovesWhich ones did you notice?Why were they used?

How helpful were they/could they be?

How helpful could they have been for students with language barriers? Why?

Troubleshooting

Read your assigned problem/concernsWith your table group

Clarify the problem/concern Share your experiences with this Clarify the suggestions and add to them Make a poster with both problem/concerns

and suggestions (by the authors and you)

Break Time!

Models of Co-teaching

Using Your Best Listening Skills

Prepare for listening Mentally review the information given to you Categorize the information Make notes of informational details Use a signal as a cue to remember ideas Seek to differentiate and make connections

between inferences facts and opinions Plan to determine roles based on the lesson,

the person you are working with and the students you will teach

Models of Co-teachingOne teach, one observe or assist

Station TeachingParallel TeachingAlternative TeachingTeam Teaching

Reviewing our Collaborative Teaching

Did our co-teaching allow us to use our individual strengths?

How might the students benefit from the co-teaching of this lesson?

What factors would contribute to the success of our teaching?

What challenges did we have to address? What skills that we have explored in this class

might we draw upon when teaching collaboratively?

Binder Project, Part C

Lessons in the Curriculum that Address the Big IdeaProcess Description of

the Lesson(s)Lesson

Suggestions for Differentiation

Strengths Weaknesses

1) Formalizing a question that can be answered with data

My Suggestions of Other Ways to Teach Towards Understanding of the Big Idea

My Suggestions of Other Ways the Lesson Could Be Differentiated

Getting a head start… Find 1-2 other people who are teaching at the

same (or similar) grade level and using the same text

Find a lesson from your book that addresses one of the four statistical processes

Using the Binder Project, Part C reflection form as a guide, develop a differentiated lesson using the Math Alliance Lesson Plan format.

But before we start…

Reflection on the readingOn a post-it, write down your name and one

idea from the reading that you want to try.On another post-it, write down your name and

one idea from class that you want to try.Bring to the front and stick to the appropriate

posterAs you work, use the class poster as a

resource for differentiation strategies; if you have questions, ask the person who wrote it.

Work Time!

Lesson plan debrief:Strengths of the textbook

lessons:Ideas for supplementing

lessons:

In closing… Read Standards for Mathematical

Practice #3, Construct viable arguments and critique the reasoning of others.

Highlight words or phrases that connected to the discussions on Talk Formats/Talk Moves.

In what way will Talk Moves help to develop the Standard for Mathematical Practice?