1. Classroom Discussions
Using Math Talk to Help Students Learn

2. Classroom Conditions
It is essential to establish an environment in which students are willing to talk about and discuss their ideas and thoughts
In our group come up with some group norms and consequences that focus on students obligation to treat each other with respect and student participation: (Use the following conditions as a basis)
Every student listens to what the other is saying
Every student hears what the other says
Every student must participate in discussion at some point

3. Four Steps Toward Productive Discussions
Step 1: Helping individual students clarify and share their own thoughts
Students must share thought and responses out loud so that they are understandable to others
Helping students orient to the thinking of others
Focus on what others are saying
Helping students deepen their reasoning
Press students for clear mathematical reasoning
Helping students engage with others’ reasoning
Responding to other’s reasoning
True mathematical discourse
Without these you will not have the conditions to be successful with Classroom discussions. You need to support real substantive discussions that support student learning.

4. Talk Moves that Help students clarify and share their own thoughts
Say More: asking a student to expand on what he or she said Make use of when: the student doesn’t say much or is hard to understand Question Stems: Can you say more about that? Tell us more about your thinking Can you expand on that? Can you give us an example? Dialogue Example Page 14

5. Talk Moves that Help students clarify and share their own thoughts
Revoicing: asking as student to verify your interpretation and clarify his or her own thoughts Use when: the clarity of the students answer is unclear to the teacher and students Stems: What I think I heard you say is …? Can you verify for me that … is what you meant? Dialogue Example page 15

6. Talk Moves that help students to orient to others thinking
Who can Repeat?: asking a student to repeat what has been said Use When: another student says something important that has not been heard or can contribute to the conversation Stems: Who can restate? Who can put this into their own words? Who can repeat? Dialogue Example Page 16 Note: Always use in a positive way not as a management technique

7. Talk Moves that deepen their reasoning
Press for reasoning: asking students to explain their thinking Stems: Why do you thinking that? What is your Evidence? What convinced you that was the answer Why did you think that strategy would work? Where in the text is their support for that claim? What makes you think that? How did you get that answer? Can you prove that to us? Dialogue page 17

8. Talk Moves that help students engage with others’ thinking
Do you agree or disagree… and why?: asking students to apply their own reasoning to an idea Use When: All students have heard and understood the reasoning Stems: Why do your agree or Disagree? Who has a similar or different idea? Does that make sense to you? Why does that make sense to you? Dialogue Page 18

9. Talk Moves that help students engage with others’ thinking
Who can add on?: asking students to add on their own ideas Use When: A student makes a claim that is clear enough for other students to add on to Stems: Who wants to add on? Who wants to respond to that? Dialogue Page 19 Wait Time: Giving students time to think and time to answer

10. Three Productive Talk Formats
Talk Format 1: Whole Group
Talk Format 2: Small – Group
Talk Format 3: Partner Talk

11. Case Studies Grade 3 pages 24 - 29 Grade 1 pages 29 – 34