Talk Moves

5 Talk Moves For Creating an Engaging Classroom Environment

1) Revoicing- Restating a statement in question format to reinforce appropriate language and include more students in conversation.

2) Rephrasing- Restating a peer's ideas in a student's own words to provide the class with the material to engage all students.

3) Reasoning- Asking the students their thoughts on ideas and materials presented by other students.

4) Elaborating- Encouraging students to give examples or share scenarios to make real world connections.

5) Waiting- A time to reflect on the topic in which no discussion is required.

Jill bought items costing \$3.45, \$1.99, \$6.59, and \$12.98. She used a coupon worth \$2.50. If Jill had \$50.00 when she went into the store, how much does she have left?

Step 1: Add all four dollar amounts.

\$3.45 + \$1.99 + \$6.59 + \$12.98 = \$25.01

Step 2: Subtract the amount of the coupon from the total dollar amount spent.

\$25.01 - \$2.50 = \$22.51

Step 3: Subtract the total amount spent after the coupon was applied from the total amount of money that Jill entered the store with.

\$50.00 - \$22.51 = \$27.49

Solution: Jill spent a total of \$22.51. Jill had \$27.49 remaining from the \$50.00 she started with.

Students should be able to answer:

1) Total of the purchases?

2) Bill total after the coupon is applied?

3) Does Jill have any left over money?

How To Apply Talk Moves

Talk Moves 1: Select a student to read the question as it was written. Ask a second student to read the question as it was written. The purpose of asking two students to read the question aloud is so that students who may have reading difficulties can hear the question read aloud and check for understanding of what is being asked.

Talk Moves 2: Select two students to explain in their own words to the class what the question is asking. Doing this should ensure that each student has heard the question in multiple formats. Two additional students should be asked to explain what steps they think should occur and in what order to solve the problem. In asking students what steps should be taken for solving the problem, conversations should begin among the students.

Talk Moves 3: Now that students are thinking about the steps for finding a solution, they should be given time to discuss in either groups or partners, what steps are appropriate for solving the problem.

Talk Moves 4: Once students have had enough time to work with partners or in groups, bring the entire class back together for a group discussion. Allow time for the groups to share with the class what method they chose for finding the solution. This step enables students to not only share their methods but really think about methods used by their peers that may vary from their steps towards a solution.

Talk Moves 5: While students are thinking about some of the methods they heard their peers share, they should be looking at the word problem and thinking about different ways they could approach this problem as well as similar problems in the future.

References

Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2016). Elementary and middle school mathematics teaching developmentally. Boston, MA: Pearson.