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1 Talk Moves in Math. 2 – 2/3 of the talk in classrooms is done by teachers – 2/3 of the talk is about controlling or directing Excess Teacher Talk Swamps.

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Presentation on theme: "1 Talk Moves in Math. 2 – 2/3 of the talk in classrooms is done by teachers – 2/3 of the talk is about controlling or directing Excess Teacher Talk Swamps."— Presentation transcript:

1 1 Talk Moves in Math

2 2 – 2/3 of the talk in classrooms is done by teachers – 2/3 of the talk is about controlling or directing Excess Teacher Talk Swamps Children Cross & Nagel 1969 Carmel Crevola

3 3 (Image Source: Teacher-Centered Discussion

4 4 Student-Centered Discussion (Image Source:

5 Briefly, why aim for talk and discussion? Talk reveals understanding and misunderstanding. Talk supports academic language development. Talk supports deeper reasoning. Talk supports social development and perspective taking. 5

6 What are Talk Moves? Academic talk by students and teachers. 6

7 Revoicing The teacher repeats part or all of a student's utterance and asks the student to verify whether the interpretation is correct. – Especially helpful to teachers when they do not understand what was said. – Revoicing is not simply repeating, The third part (verification) is necessary. (I infer…. Is that right? Is that correct?) 7

8 Say More… Ask a student to elaborate on what she said, or ask another student to "add on" or "say more" about a classmate's contribution. – This move is helpful whether or not the teacher understands the initial contribution. – Sometimes this move is overlooked because it is so straightforward. – Students enjoy having a platform from which to start their comment. 8

9 Repeat Students restate a contribution of a classmate either verbatim or paraphrased. – Useful when an idea is out on the floor and teacher wants more engagement. – Repeating, even when reformulated in your own words, requires another layer of thinking. – It is somewhat challenging to repeat classmates' contributions. – The expectation that students be able to repeat contributions is useful. Students are "on call" and must attend to conversation. – Even teachers find the task challenging in meetings, etc. – This move changes the level at which people listen. 9

10 Example or Counterexample? Student asked to provide an example or counter-example of his or a classmate's contribution. – This move is particularly useful in math, but also in other subject areas. – Calling upon other students to provide examples serves as an effective check for understanding. – Counterexamples are productive in math when disproving a claim, etc. 10

11 Agree or Disagree Teacher asks student whether they agree or disagree with a comment, then also asks why. – It is important to add the "why" when using this move. – The yes or no question of "Do you agree or disagree?" is a good start point to engage students in the deeper thinking of "why?“ – Effective move to control and encourage close attention to classmates' contributions. 11

12 Why do you think that? Teacher asks students to explain how or why they came to their position. – Move can also referred to as "press for reasoning.“ – Pressing can include asking why, requiring evidence, citing text, questioning methods, etc. – Ultimate goal is to open a student's reasoning process to the rest of the class so that others can learn and respond. 12

13 Wait Time Teacher allows quiet thinking time for students to develop responses. – While not technically a "talk" move, wait time is equally important.move – It is important to provide students time to think. – Waiting for a student response may feel uncomfortable to some, but with practice is becomes natural. – Moving on rapidly is not always to most beneficial choice for students. – Students who are normally quiet can provide especially insightful responses if teacher uses wait time. The idea that this puts undue pressure on students is false. – This move allows more students to participate and builds confidence in those less accustomed to speaking out. 13

14 But, Where do I Start? Start with one move. The revoicing move can be introduced into teaching without fanfare. Students can learn revoicing techniques with explicit coaching. Revoicing is highly effective yet simple. Consider announcing to class that talk will be used in new ways and describe what students might expect. 14


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