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Math Talk

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Project Challenge 1998-2002 Purpose: to increase the number of ethnic and minority students in G/T programs Math Talk was one of the interventions

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Math Talk … Uncovered misconceptions Helped students to improve ability to think logically; support claims with evidence Gave students more to observe and listen to and to participate in mathematical thinking Increased motivation

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Traditional talk format Direct Instruction (lecturing): good for knowledge outside student such as terminology or symbols. (scalene or +) Quizzing (initiation, response, evaluation) “What is three times eight?” Sharing time Group recitation Student presentations

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Tools of Classroom Talk Talk Moves (strategies) 1.Revoicing by the teacher and asking student to verify. 2.Asking students to restate some else’s reasoning. 3.“Do you agree or disagree and why?” 4.“Would someone like to add on?” 5.Asking students to explain their reasoning. 6.Using wait time.

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Productive Talk Formats (ways to organize students) We will focus on these: Whole-class discussion Small group discussion Partner talk

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Whole-class discussion Purpose: to provide students with practice in mathematical reasoning without focus on right answers (source of knowledge is inside the student) Teacher is not engaged in giving information Students should share thinking, steps in reasoning, and build on each others’ thinking, process information, connect to what they already know Builds confidence for students in making sense of complex mathematical ideas

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Small-Group Discussion Teacher gives a question for discussion, circulates, observes and interjects No assurance that talk will be productive

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Partner Talk Teacher asks a question and gives the students a minute or two to talk about it with a neighbor Benefits: students who are quiet but keeping up can practice a response Students who have a question can ask the partner and get ready to ask the class. ESL students get practice and develop confidence

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Ground Rules for Respectful Talk Treat everyone with respect There should be consequences for violation of the rules

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Ground Rules for Equitable Participation All students must have the opportunity to participate. This requires every student : Is listening to what others say Can hear what others say May participate by speaking out at some point

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Three Part Cycle to Incorporate Productive Talk 1. Planning and projecting: creating a roadmap. What format(s) and talk move(s) will you use? 2. Improving and responding: in the midst of the lesson. You will need to improvise and respond as needed during the lesson. 3. Summarizing and solidifying: So where are we now? During class summarize what has been said and significant points. After class reflect on what emerged in class; make notes on lesson plan. During the next class review, clarify, solidify important ideas from the previous class.

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Look at this video 2.1d Gr. 1 flowers showing talk moves (4:47) 1.1b Gr. 1 How did she add 3 numbers. (3:19) 4.2 Gr. 6 change 7/8 to percent (5:57) 5.1b Gr. 2 Juice problem solving (9:35)

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Video about “6” Watch this video of a third grade class.video Copy and paste into your browser -- http://deepblue.lib.umich.edu/handle/2027.4 2/65013 (10 minutes)

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