{"id":3138,"date":"2013-10-16T07:33:55","date_gmt":"2013-10-16T14:33:55","guid":{"rendered":"http:\/\/www.educatoral.com\/wordpress\/?p=3138"},"modified":"2013-11-11T16:11:57","modified_gmt":"2013-11-12T00:11:57","slug":"talk-moves","status":"publish","type":"post","link":"https:\/\/educatoral.com\/wordpress\/2013\/10\/16\/talk-moves\/","title":{"rendered":"Talk Moves"},"content":{"rendered":"
\"Talk<\/a>

Click on image to see larger.<\/p><\/div>\n

I’ve written a post about Talk Moves, called Teacher Moves<\/a> actually, mostly with regards to Math teaching. Talk Moves, refer to graphic, is actually a set of techniques that can benefit class discussions in any content or grade level, making it an awesome thing to know.<\/p>\n

I wanted to write down more Talk Moves than the ones presented in the graphic because I have a list of some really cool moves.<\/p>\n

A Structure for Whole Class Discussion<\/strong><\/h2>\n

Three Main Parts of a Productive Classroom Discussion:<\/strong><\/h2>\n

Generating Ideas:<\/strong>
\n– Elicit\/share ideas as many as possible.
\n– Give students a sense of ownership of the discussion.<\/p>\n

Comparing and Evaluating Ideas:<\/strong>
\n– Students encouraged to talk about ideas mentioned.
\n– Teacher begins to think more about content of the discussion but open-ended discourse still encouraged.<\/p>\n

Focusing the Range of Ideas:<\/strong>
\n– Teacher narrows focus by asking students to look at one particular idea.
\n– Teacher actively concerned about content issues and takes more control of discussion.<\/p>\n

Whole Class Talk<\/h2>\n

Guidelines for Whole-Class Talk:<\/h2>\n

Explain: <\/strong>“This is my solution\/strategy…” “I think _____ is saying that _____.”
\n– Explain your thinking and show your thinking.
\n– Rephrase what another student said.<\/p>\n

Agree with Reason:<\/strong> “I agree because…”
\n– Agree with another student and describe your reason for agreeing.
\n– Agree with another student and provide an alternate explanation.<\/p>\n

Disagree with Reason:<\/strong> “I disagree because…”
\n– Disagree with another student and explain or show how your thinking\/solution(s) differs.<\/p>\n

Build On<\/strong>: “I would like to build on that idea…”
\n– Build on the thinking of another student through explanation, example, or demonstration.<\/p>\n

Go Beyond<\/strong>: “This makes me think about…” “Another way to think about this is…”
\n– Extend the ideas of other students by generalizing or linking the idea to another concept.<\/p>\n

The Five Practices
\nClarify the Content Goals!<\/h2>\n
    \n
  1. Predicting<\/strong> – What ideas do you think students will have?<\/li>\n
  2. Monitoring<\/strong> – What ideas are emerging? (While they work.)<\/li>\n
  3. Selecting<\/strong> – Which student ideas to use with whole class?<\/li>\n
  4. Sequencing<\/strong> – In what order to use students’ ideas?<\/li>\n
  5. Connecting<\/strong> – What talk moves or other questions can help students compare and connect important ideas?<\/li>\n<\/ol>\n

    Discourse Moves (Talk Moves)<\/h2>\n
      \n
    1. Probing<\/strong> – questions or prompts to get students to make public more of their thinking.<\/li>\n
    2. Re-Voicing<\/strong> – teacher repeats or paraphrases what a student has said in order to achieve instructional goal.<\/li>\n
    3. Pressing<\/strong> – teacher does not allow students to offer shortcut responses, unsupported claims.<\/li>\n
    4. Putting an Idea “on hold”<\/strong> – when topics are entered into the discussion that are off-topic, or are better addressed later on, teachers politely put on hold the introduced idea.<\/li>\n
    5. Using Wait Time<\/strong> – teacher allows adequate wait time following a question (10 sec) depending on type of question.<\/li>\n
    6. Asking Students to Respond to Someone Else’s Reasoning<\/strong> – teacher asks to restate or apply their reasoning to someone else’s.<\/li>\n<\/ol>\n

      Talk Formats (Lower Risk)<\/h2>\n

      Individual (lowest risk)<\/strong>
      \n– Clarify my own ideas before hearing others.- Articulate my ideas in written words, drawings.
      \n– Teacher monitors written ideas in the room; may clarify the task and encourage students.<\/p>\n

      Pairs (low risk)<\/strong>
      \n– Try out my ideas with one other person.
      \n– Practice articulating my ideas in spoken words.
      \n– Hear another’s ideas in relation to mine.
      \n– Teacher monitors written or spoken ideas; may encourage participation or probe students’ thinking; may ask permission to share the pair’s ideas with whole class.<\/p>\n

      Talk Formats (Higher Risk)<\/h2>\n

      Small Group (medium risk)<\/strong>
      \n– Share and hear ideas from several people.
      \n– Do something with the ideas – sort, organize, compare, prepare for whole-class sharing, etc.
      \n– Equity – are all useful ideas being shared?
      \n– Teacher monitors written and spoken ideas; may probe students’ thinking; may encourage or ask permission for group to share with whole class.<\/p>\n

      Whole Class (high risk)<\/strong>
      \n– Spread ideas to all students in the room.
      \n– Pair or groups present ideas to whole class.
      \n– Teacher uses talk moves to orchestrate discourse; visual tools help represent and work with various ideas.<\/p>\n

      The above talk moves reproduced from the Olympic Math and Science Partnership (OMSP)<\/a>.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

      I’ve written a post about Talk Moves, called Teacher Moves actually, mostly with regards to Math teaching. Talk Moves, refer to graphic, is actually a set of techniques that can benefit class discussions in any content or grade level, making it an awesome thing to know. I wanted to write down more Talk Moves than … <\/p>\n

      Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[511,118],"tags":[3259,3258,34,3257,32,3256,28],"class_list":["post-3138","post","type-post","status-publish","format-standard","hentry","category-ednews","category-science","tag-class","tag-discussion","tag-learning","tag-moves","tag-students","tag-talk","tag-teacher","item-wrap"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/educatoral.com\/wordpress\/wp-json\/wp\/v2\/posts\/3138","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/educatoral.com\/wordpress\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/educatoral.com\/wordpress\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/educatoral.com\/wordpress\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/educatoral.com\/wordpress\/wp-json\/wp\/v2\/comments?post=3138"}],"version-history":[{"count":8,"href":"https:\/\/educatoral.com\/wordpress\/wp-json\/wp\/v2\/posts\/3138\/revisions"}],"predecessor-version":[{"id":3146,"href":"https:\/\/educatoral.com\/wordpress\/wp-json\/wp\/v2\/posts\/3138\/revisions\/3146"}],"wp:attachment":[{"href":"https:\/\/educatoral.com\/wordpress\/wp-json\/wp\/v2\/media?parent=3138"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/educatoral.com\/wordpress\/wp-json\/wp\/v2\/categories?post=3138"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/educatoral.com\/wordpress\/wp-json\/wp\/v2\/tags?post=3138"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}