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Explore the impact of allowing students to wear hats in class and delve into accountable talk techniques for effective discussions. Discover how to prompt critical thinking and improve student participation. Learn to apply reasoning and challenge ideas for a more engaging classroom environment. The protocol of accountable talk features response starters to enhance learning outcomes.
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R.C.I. Staff Meeting December 2nd, 2013
History • Ask a question....ask for an answer • Should students be allowed to wear their hat in class? • Ask a question....look for a deeper response • Should students be allowed to wear their hat in class? Explain. Turn and talk to a partner and identify some of the problems of using these techniques.
PROBLEM: • what were the other students were doing during this time in both scenarios? • what was their level of engagement? • how much ‘thinking’ was occurring on the part of the student?
History (cont’d) • Ask a question....pick a victim • Should students be allowed to wear their hat in class? Explain. • PROBLEM • similar concern regarding engagement, additional problem of student not being prepared resulting in possible embarrassment/self-esteem issues
So Then What If... • Ask a question: • Should students be allowed to wear their hat in class? Explain. provide think time... • all students know that they are involved in the discussion...(maybe give students an opportunity to ‘turn and talk’) – select a student to answer • if a student is unable to answer...they are given an out, but they know that the teacher is going to come back to them for a response
Features of Accountable Talk (West, O’Connor) • talking with others about topics and ideas is fundamental to learning • students respond to, and further develop what others in the group have ‘said’ • 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
Following A Student’s Response… • Re-voicing: “So let me see if I’ve got your thinking right. You’re saying…?” • Re-stating: “Can you repeat what he/she just said in your own words?” • Applying Reasoning: “Do you agree or disagree and why?” • Prompting For Participation: “Would someone like to add on?” • Explicitly Stating Reasoning “Why do you think that?” or “How did you arrive at that answer?” • Challenging or Providing Counter Examples: “Is this always true?” or “Can you think of any examples that would not work?”
Accountable Talk • is not a replacement for other good strategies • is an opportunity for the students to talk more and the teacher to talk less
The Protocol Needs To Be Taught... Response Starters: • 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 correct 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…
Response Starters (cont’d): • One idea I had was… • To add to his/her (__________’s) idea, I was thinking… • 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, • 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…
