Productive Math Talk Math AllianceApril 3, 2012
Why promote communication in math classrooms? Mathematical thinking of students is aided by
hearing what their peers are thinking. Putting thoughts into words pushes students
to clarify their thinking. Teachers can spot student
misunderstandings much more easily when they are revealed in discussion instead of remaining unspoken.
NCTM--“a respectful but engaged conversation in which
students can clarify their own thinking and learn from others through talk”
What researchers have found… For many teachers, its not easy to
implement in mathematics classrooms. Few American classrooms display
consistent or even occasional use of student talk.
Most classrooms consist of lecturing, asking students to recite, or posing simple questions with known answers.
Classroom Discussions: Using math talk to help students learn p. 5
Listening in on a classroom
Learning Intention
WALT:•Understand how to use classroom discourse to help students articulate mathematical ideasWe will be successful when:•We can identify the purpose and value of the ground rules, formats, and moves when engaged in a data lesson.
Tools for Classroom Talk
Ground rules for respectful talk and equitable participation
Five productive talk movesThree productive talk formats
Thinking about the homework reading
At your tableEach person shares one point
that stimulated your thinking.Make a connection to your own
classroom experience. Identify commonalities among
your group.Be prepared to share out one
idea that you had in common
Why all the talk about classroom talk? Traditional
Classroom Talk Lecture Quizzing (Guess
what I am thinking)
Sharing time Group recitation Student
presentations
What is different about what we are considering tonight?
Is this too much for students with disabilities?
Ground Rules and Equitable Participation: What would be posted in your classroom?
Conditions for Respectful and Courteous Talk
All Students have the opportunity to engage in productive talk about mathematics
Talk FormatsDifferent ways teachers configure classrooms
for discussions
Whole group – provide students with practice reasoning opportunities
Small group – provides opportunity for more loosely directed conversation.
Partner – provides an opportunity for students who may have difficulty speaking up.
Moves for Supporting Productive Talk
1. Revoicing: Teacher repeats some or all of what the student has said. Students verify what was said.
2. Repeating: Asking students to restate someone else’s reasoning.
3. Reasoning: Asking students to apply their own reasoning to someone else’s reasoning.
4. Adding on: Prompting students for further participation.
5. Waiting: Using wait time.
Experiencing Talk Moves During a Lesson You will be experiencing a brief data
lesson.
Use the card at your table to keep track of the talk moves and formats used throughout the lesson.
You will use the cards to help you during the debriefing conversation.
Lesson Learning Intention and Success Criteria We are learning to…understand how to
extract data from a contextual situation, and represent it as a graph.
We will be successful when…we can interpret a graph from contextual situation and justify our reasoning using information from context.
Ground Rules Listen to the complete answer without
interruptions or comments. Everyone participates. Honor everyone’s thinking
When creating work to share, make it large enough for all to read.
GAISE: Guidelines for Assessment and Instruction in Statistics Education
Formulate Questions
Collect Data
Represent Data
Interpret Results
A Framework for Statistical Problem Solving GAISE Report (2007)
Graph a Story
Critiquing others workPost your table graph in the front of theroom.Analyze the charts…. How are the charts similar?
What questions do you have about the charts? It may sound like
“I don’t understand…”“Why did you….”“I like the way you…”
Apply
Identifying talk formats and talk moves Talk MovesWhich ones did you notice?Why were they used?
How helpful were they/could they be?
How helpful could they have been for students with language barriers? Why?
Troubleshooting
Read your assigned problem/concernsWith your table group
Clarify the problem/concern Share your experiences with this Clarify the suggestions and add to them Make a poster with both problem/concerns
and suggestions (by the authors and you)
Break Time!
Models of Co-teaching
Using Your Best Listening Skills
Prepare for listening Mentally review the information given to you Categorize the information Make notes of informational details Use a signal as a cue to remember ideas Seek to differentiate and make connections
between inferences facts and opinions Plan to determine roles based on the lesson,
the person you are working with and the students you will teach
Models of Co-teachingOne teach, one observe or assist
Station TeachingParallel TeachingAlternative TeachingTeam Teaching
Reviewing our Collaborative Teaching
Did our co-teaching allow us to use our individual strengths?
How might the students benefit from the co-teaching of this lesson?
What factors would contribute to the success of our teaching?
What challenges did we have to address? What skills that we have explored in this class
might we draw upon when teaching collaboratively?
Binder Project, Part C
Lessons in the Curriculum that Address the Big IdeaProcess Description of
the Lesson(s)Lesson
Suggestions for Differentiation
Strengths Weaknesses
1) Formalizing a question that can be answered with data
My Suggestions of Other Ways to Teach Towards Understanding of the Big Idea
My Suggestions of Other Ways the Lesson Could Be Differentiated
Getting a head start… Find 1-2 other people who are teaching at the
same (or similar) grade level and using the same text
Find a lesson from your book that addresses one of the four statistical processes
Using the Binder Project, Part C reflection form as a guide, develop a differentiated lesson using the Math Alliance Lesson Plan format.
But before we start…
Reflection on the readingOn a post-it, write down your name and one
idea from the reading that you want to try.On another post-it, write down your name and
one idea from class that you want to try.Bring to the front and stick to the appropriate
posterAs you work, use the class poster as a
resource for differentiation strategies; if you have questions, ask the person who wrote it.
Work Time!
Lesson plan debrief:Strengths of the textbook
lessons:Ideas for supplementing
lessons:
In closing… Read Standards for Mathematical
Practice #3, Construct viable arguments and critique the reasoning of others.
Highlight words or phrases that connected to the discussions on Talk Formats/Talk Moves.
In what way will Talk Moves help to develop the Standard for Mathematical Practice?