Presentation on theme: "Talk Moves: Using math talk to help students learn"— Presentation transcript:
1Talk Moves: Using math talk to help students learn March Academic Coach-Math TrainingMarch 8, 2013Presented by ACM:Kim MalacaraSarah Scifo
2Milwaukee Public Schools Talk Moves: Using Math Talk to Help Students LearnSenior TeamDr. Gregory Thornton, SuperintendentNaomi 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 ServicesSue Saller, Coordinator to the SuperintendentMPS Board of School DirectorsDr. Michael Bonds, President Larry 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
3Learning Intention:Success Criteria:We are learning to use talk moves effectively in the math classroom.We know we are successful when we can explain, model, and support teachers in their strategic use of the five productive talk moves.
4Think, 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.
6Five Productive Talk Moves - Chapin, S. H. , O'Connor, M. C 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.RevoicingRepeating: Asking Students to Restate Someone Else’s ReasoningReasoning: Asking Students to Apply Their Own Reasoning to Someone Else’s ReasoningAdding On: Prompting Students for Further ParticipationWaiting: Using Wait Time***Note: Everyone should read pgs ***Which do you feel you have experience with?Have coaches read FIRST, before explaining posters.
7Definition of Talk Move Looks Like:Sounds Like:Teacher Actions:Student Actions:Coaches have approximately 15 minutes to make posters
8Gallery 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?Make sure you have post-its! Each group will add one post-it to each poster.Gallery Walk and Talk should take about 15 minutes
9SHARE OUT Review post-it suggestions Prepare to share out as a whole groupUtilize graphic organizer as participants share their talk movesTake time to review post-its and be prepared to share out. As groups share out, record key ideas on your organizer.Groups share: DEFININTION and 1 KEY INSIGHT ANOTHER GROUP PUT ON YOUR POSTERShare out should last approximately 10 minutes. Sarah should facilitate MP Standards connections after each group presents.
10Conditions for respectful and courteous math talk Every student is listening to what others sayEvery student can hear what others sayEvery student may participate by speaking out at some pointTURN AND TALK:How does a coach support teachers in establishing these ground rules?Before clicking each bullet, ask coaches what conditions would be best for respectful and courteous math talk? What do students need to do?Sarah Charts as Kim elicits responses for conditions AND charts how coach can support after the turn and talk.Make sure to briefly discuss parts of the Instructional Design that best fits talk moves!10 – 15 minutes
11Turn and talk STRATEGY CARDS 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.Do not take a lot of time to discuss whole group. Instead, ask to whole group:What were some specific teacher actions or comments that deepened the math thinking within your case study?KIM CHARTS AS SARAH ELICITS RESPONSES15 – 20 minutes
12REFLECTION 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?TRY WHOLE GROUP FIRST. If whole group is lacking in responses, have them turn and talk.This slide can be eliminated if we are running short on time.Last two slides 5 minutes
13Learning Intention:Success Criteria:We are learning to use talk moves effectively in the math classroom.We know we are successful when we can explain, model, and support teachers in their strategic use of the five productive talk moves.