Welcome Protocols in Math Study Group-Session -6 Facilitator; Alaka Das June 19, 2015

Study Group Evaluation Go to google Type ps57math (PS57 school website for math only ) Click on PD surveys Click on todays date for the link Take the Survey

Opening Activity SILENCE PLEASE Take a marker. Silently go around the room. Read and respond to the questions. Write as neatly and legibly as possible. You can circle and question others thinking by using a question mark.

CHALK TALK PROTOCOL

What is Chalk Talk ? An Opportunity to have a Conversation in Writing Judi Fenton

Chalk Talk? Chalk Talk is a silent conversation in writing that allows students to have an equal opportunity to participate. It is a versatile protocol that can be used for many purposes

How To ? Step – 1 Teacher /Facilitator explains that Chalk Talk is a silent activity No one can talk but can add to the chalk talk as they please

Step- 2 The facilitator writes a relevant question in a circle on the board or chart paper. Some sample questions : What did you learn today about ________ How can we keep the noise level down in this room ? What do you know about fractions? What is multiplication? Write everything you know about 3-D shapes – Compare 2D shapes to 3D shapes. List some rules for simplifying fractions with examples How can you show multiplication using an area model? How can you compare multiplication to addition? What are factors ? Tell me all about it. Write a word problem involving multiplication.

Step -3 The facilitator hands a piece of chalk or a marker to every student. Students comment, answer the question OR make subsequent comments – by simply drawing a line to the question or comment

Step-4 Students write as they move. They can read and respond to the comments of others.

Step-5 As a facilitator how you choose to interact with the Chalk Talk influences its outcome. The facilitator can stand back and let it unfold or expand thinking by : circling other interesting ideas, thereby inviting comments writing questions about a participant’s comment adding his/her own reflections or ideas connecting two interesting ideas/comments together with a line and adding a question mark Being an active participant encourages students to do the same kinds of expansions.

Step-6 When it’s done, it’s done. You can have a gallery walk the following day to see everyone’s responses and see some new noticing's or questions

Practical uses for Chalk Talk

Assessing prior knowledge Chalk Talk to be a valuable assessment tool Begin by writing in the center of the chart paper, “What do we know about …………….” let your students write all they know on the page. Leave the chart up for the entire unit, using it as a resource. As you progress through the unit ask your students to correct any misconceptions that they may have had at the outset.

Assessing what was learned At the end of a unit, asking Students to have a conversation in writing is a great alternative assessment. Ask, “What did we learn about ………..” Then compare what the students say they’ve learned with your goals or expected outcomes for the unit.

Discussing difficult issues On your chart write the question, “How did we work in our groups to complete this project?” Tell your students that no individual names may be used. Stand back and watch them go. Next, write the more important question, “What can we, as a group and as individuals, do next time to make sure that the group works better?” you will see that students will really begin to take responsibility for their own behavior.

Solving problems When there is a problem in the classroom (interpersonal or related to an academic issue) that is likely to cause arguments, denials, or defensiveness, Chalk Talk once again proves useful. “What can we do about our class behavior with other teachers or outside in the yard?” OR “How can we make sure that we all do the homework that is necessary for our class work to progress?” All the suggestions can be compiled and a course of action decided upon by the class.

Recording what was discussed When a Chalk Talk discussion is over, you have a written record, if you did it on chart paper. You can compile many Chalk Talks. You can categorize them, look for commonalities, count how many people said what, etc. You can give the compilations back to participants to expand upon even more.

What are the benefits? The benefits of using a conversation in writing are enormous. Quiet students have as much opportunity as outgoing ones to offer their thoughts. Your class clown cannot as easily disrupt this conversation, nor can your most articulate students dominate. Given the reflective nature of Chalk Talk, you’ll also find that dissenting viewpoints can be more easily “heard” and responded to in a thoughtful fashion.

Communicating to others Chalk Talk communicates a large body of knowledge to an outside group or individual. Ex: Students in one third grade class can do a Chalk Talk to communicate to second grade class what they can expect to do and learn in third grade.

Let’s go to the video

Website for the protocols National School Reform Faculty