Accountable Talk

Getting Students to Talk About Math in Tutorial

Do NowO 1. What do you think accountable talk is?

O 2. Why is it important in tutorial?

O Share using, “I think accountable talk is..”

O and “Accountable talk is important because…."

Which indicators on the framework does

accountable talk fulfill?

As you observe…OIP1

O • Students ask probing questions to clarify conceptual understandings

O • Students describe possible approaches to a solution

O • Students persist in making multiple attempts to solve, and avoid asking for the solution

O • Students check their answers using different methods

As you observe…OIP2

O • Students explain the relationship between quantities in problem situations

O • Students share, justify, and question their mathematical conceptions

O Students adjust their thinking based on mathematical information gathered through discussion and responses to questions

As you observe…O IP3

O • Students use assumptions, definitions, and previous results to explain or justify solutions

O • Students use logic to articulate conjectures O • Students use examples and counterexamples in

constructing viable argumentsO • Students justify conclusions in a way that is

understandable to teachers and peersO • Students compare two possible arguments for

strengths and weaknessesO • Students use academic language appropriately O • Students write viable arguments in their workO • Students write precise and reasonable critiques of

others’ work

As you observe…OIP6

O • Communication, both oral and written, is careful, accurate and incorporates units when necessary

O • Communication, written and verbal includes precise academic language

OIP7O • Students explain mathematical

patterns or structuresO • Students explain why and when

properties of operations are true in a context

Let’s Go Watch…

Critical FriendsO Examples of the Instructional

PracticesO “I saw examples of IP(#)…”

O Positive Aspects of the ProgramO Questions

Denver Math Fellows

Content/Language Objective

• Today I will…• Learn about accountable talk

strategies and brainstorm ways to begin using accountable talk effectively in my tutorial.

Accountable Talk – What?

Talking with others about ideas and work is fundamental to learning. But, not all talk sustains learning. For classroom talk to promote learning it must be accountable – to the learning community, to accurate and appropriate knowledge, and to rigorous thinking.

Accountable Talk – What?• seriously responds to and further develops

what others in the group have said• puts forth and demands knowledge that is

accurate and relevant to the issue under discussion

• requires active listening• uses evidence appropriate to the discipline

(e.g., proof in mathematics, data from experiments in science, textual details in literature, documentary sources in history) and follows established norms of good reasoning

• All teachers must intentionally create the norms and skills of accountable talk in their classrooms

ACCOUNTABILITY and ACCOUNTABLE TALK

Knowledge

Rigorous Thinking

Learning Community

“As classroom teachers we are really effective at teaching students how to monologue, NOT how to dialogue.”

THINK ABOUT IT!What does this mean?

“I think this means that…”

RESTATE another answer!

Accountable Talk

In classrooms where high levels of

student engagement and accountable talk

is prevalent:

• Students are able to explain the relationship between the discussion and the stated learning objective.

• The teacher and students ask questions that require synthesis, analysis, problem solving, and application of learning.

• Students return to the text and other data sources to support their positions or challenge positions taken by others in the discussion.

• All students take an active role in discussions, using agreed upon norms.

• Anchor charts that outline norms for discussions and specific group discussion strategies are displayed.

• The teacher uses different discussion strategies and routines (i.e. pairs, small group, full class, turn and talk, think-pair-share; fishbowl, inside/outside circles,) appropriate to the lesson’s learning objective and the learning needs of students.

• The teacher models these strategies and routines and gradually releases responsibility to students for leading discussions, with the teacher periodically acting as a participant or facilitator.

• Students and the teacher use rubrics to assess the quality of classroom discussions (content and process).

• The teacher observes discussions and uses observation data to inform instruction (conference logs).

Accountable Talk Rubric4 Discusses activity at all timesUses target vocabularyGives multiple reasons for answers including strategies usedIncludes non-speakersCreates a respectful learning community

3 Discusses activity the majority of the timeUses some target vocabularyGives reason(s) for answers including strategies usedIncludes some non-speakersCreates a respectful learning community

2 Discusses activity some of the timeUses little target vocabularyGives answers without reasons or strategiesDoes not include non-speakersAttempts to create a respectful learning community

1 Does not discuss activity Uses no target vocabularyGives answers without reasons or strategiesDoes not include non-speakersDoes not attempt to create a respectful learning community

Classroom posters ILLUSTRATING STRATEGIES

to help facilitate talk.

(Yourself)

(With a partner)

(Whole class)

Why? Tell me more! Give an example.

Defend your reasoningagainst a different

point of view.

How did you arrive atyour answer?

Redirect a question back to the person.

Make one’s thinking public and demonstrate expert

forms of reasoning through talk.

Restate and make public a person or group’s

discussion and understanding.

Ensure that everyone is heard and understands what a

person says.

Make explicit the relationship between a new contribution and what was said before.

Revoice a person’s

contributions.

Hold everyone accountable for the accuracy, credibility, and clarity of their

contributions.

Tie a current contribution back

to knowledge accumulated by a

person or the class at a pervious time.

Press for evidence and understanding of a

person’s statements.

Give extra time and space in the conversation to expand

reasoning.

• Agree/Disagree Cards• Questioning Cards• Kagan Strategies (Spend a

buck)• Sentence Starters…

• One idea I had was…

• To add to his/her (__________’s) idea, I was thinking…

• My idea was similar to his/hers…

• My idea was different from his/hers…

• Could you please explain what you mean so I can understand better ?

• Can you point out in the text where you got that idea?

• I hear what you are saying…can you show me the evidence from the text to support that statement?

• I think/don’t think ____ is right because…

• That’s an interesting way to think of …

• My idea is similar to…

• That reminds me of…

• What I’m hearing you say is…

• You’re saying that… • In other words…

• I still have a question about…

•As I was saying…

•Could you say that again?

•In my opinion,

•Gee, I hadn’t thought of that…

•Did you mean?

•My evidence from the text is on page_____, where it says, “_____________________.”

•I agree/don’t agree with (name) because…

•I see what you mean…

Lisa Jako’s Cards

• What will this look like in your tutorial room?

• What are your first steps in accomplishing this?

Break TimeO Take 10 minutes and come back ready

to go!

Silent LaunchExpectationsThis activity should be…• Silent• Independent

• Work until I say stop

• Be ready to share your answers

5 MinutesShare Using

Pairs Compare

• Think back on the professional developments we’ve had so far…

• 1. Write a list of all of the cooperative strategies that we’ve used.

• 2. How do you think cooperative strategies increase student achievement?

Cooperative Strategies

Content/Language Objective

• Today I will…• Identify cooperative strategies

that I can use in tutorial by jigsawing a handout and recording my observations in writing on a graphic organizer.

Why Cooperative Learning?

• THINK… of a time when you were in a training your really liked and learned a lot from?

• PAIR… up and talk about your experience.

• SHARE… what your partner said.

• We retain less than 10% of what we hear from a lecture,

• But we retain more than 50% of what we learn by doing. Let’s See It!

Stray and Say• Directions:• 1. Your group will be assigned a few pages to

read.• 2. You will pick and summarize 3 strategies you

think you could use in tutorial.• 3. Write down your one sentence summary and

the benefits of using the strategy.• 4. Be ready to share out and record others’

responses on your graphic organizer.

Wrap-Up• Today I…• Identified cooperative strategies

that I can use in tutorial by jigsawing a handout and recording my observations in writing on a graphic organizer.

Exit Ticket• Silently think of an answer to the

following…oWhich strategy will you use in

tomorrow’s tutorial and why?

oBe Ready to Share Out!

Other Strategies & ApproachesO Share out how you’ve been

increasing accountable talk at your site!