Math Specialist Update
April 2019
Talk Moves that Promote Mathematical Discourse
Revoicing: The teacher or student revoices a student's contribution and often asks for clarification. This talk move allows the teacher to check in with a student about whether what the student said was heard and interpreted correctly by the teacher or another student. "So, you are saying that . . . ?
Repeating: The teacher or student restates another student's ideas or contribution in his or her own words and reflects on how it is alike or different from his or her idea to build a community of active listeners. This talk move provides another phrasing of someone else's reasoning for students to think about and prompts engagement in discourse. Repeating can be used as a formative assessment of student understanding for the teacher as well. "Can you repeat what he just said in your own words?"
Reasoning: Ask students to apply their own reasoning about someone else's idea or argument. This talk move encourages students to think beyond their own personal ideas they want to share and focuses their attention on what their peers are saying. It also helps students build connections between differing ideas. "What do you think about that?" "Do you agree or respectfully have another idea? Why?" "How is your thinking different than his?"
Adding On: The teacher prompts students to add onto another student's idea, or the teacher adds onto a student's idea to increase opportunities for participation from a variety of students. This talk move helps elicit more discussion when few students are talking, especially when they are not accustomed to explaining their thinking. It gives students opportunities to focus on what others are saying so that they are able to expand on the differing perspectives within the discourse. This helps get multiple solutions/ideas on the table and can assist students toward a deeper level of mathematical thinking and conversation. "Would someone like to add on?"
Mathematical Discourse: Let the Kids Talk! by Barbara Blanke
Five Principles of Extraordinary Math Teaching
Five Principles of Extraordinary Math Teaching
1. Start with a question.
2. Students need time to struggle.
3. You are not the answer key.
4. Say yes to your students' ideas.
5. Play!
Total Participation Techniques
Inside/Outside Circles
1. Ask students to reflect on an idea or question. Be sure the prompt allows for deeper thinking and discussion and is not literal or factual. Students can record their thinking.
2. Have students stand in two concentric circles facing each other.
3. Ask students to refer to the prompt and take turns discussing.
4. Ring a bell and instruct students on how to move. (For example: Students on the inside circle move two students to your left.)
5. Students interact with a new partner.
6. Continue moving students until all prompts have been discussed or students ideas have been shared multiple times.
I have seen teachers use this strategy with students as young as preschool. This strategy holds all students accountable for their learning and provides a structure where everyone has the opportunity to share their ideas. The students will need to practice the strategy a few types before becoming proficient, so don't give up if it doesn't go well the first time.
Number Talks, Three Read Strategy, and Three Act Tasks
Can These Strategies Be Implemented Into Other Content Areas?
Just for Fun
Contact Information
Email: sklocke@washburn.k12.wi.us
Website: www.washburn.k12.wi.us
Phone: (715) 373-6199