Talk Moves: Using math talk to help students learn

1. Talk Moves:Using math talk to help students learn March Academic Coach-Math Training March 8, 2013 Presented by ACM: Kim Malacara Sarah Scifo

2. Milwaukee Public Schools Talk Moves: Using Math Talk to Help Students Learn Senior Team Dr. Gregory Thornton, Superintendent Naomi Gubernick, Chief of Staff Darienne Driver, Chief Innovation Officer Tina Flood, Interim Chief Academic Officer Dr. Karen Jackson, Chief Human Resources Officer Michelle Nate, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Anita Pietrykowski, Director, School Administration Denise Callaway,Communications & Partnerships Patricia Gill, Executive Director, Family Services Sue Saller, Coordinator to the Superintendent MPS Board of School Directors Dr. Michael Bonds, PresidentLarry Miller, Vice President Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Dr. Peter Blewett, District 6 David Voeltner, District 7 Meagan Holman, District 8 Terrence Falk, At-Large

3. Learning Intention: Success Criteria: We know we are successful when we can explain, model, and support teachers in their strategic use of the five productive talk moves. • We are learning to use talk moves effectively in the math classroom.

4. Think, Pair, Share “Although we rarely stop to think about our most common conversational prompts, they are among our most important instructional tools.” - Chapin, S. H., O'Connor, M. C., & Anderson, N. C. (2003). Classroom discussions: Using math talk to help students learn, grades 1-6. Sausalito, CA: Math Solutions Publications.

5. Productive Math Talk?

6. Five Productive Talk Moves- Chapin, S. H., O'Connor, M. C., & Anderson, N. C. (2003). Classroom discussions: Using math talk to help students learn, grades 1-6. Sausalito, CA: Math Solutions Publications. • Revoicing • Repeating: Asking Students to Restate Someone Else’s Reasoning • Reasoning: Asking Students to Apply Their Own Reasoning to Someone Else’s Reasoning • Adding On: Prompting Students for Further Participation • Waiting: Using Wait Time ***Note: Everyone should read pgs. 12-13***

8. Gallery Walk and Talk Discuss with group members: • What do you notice about each talk move? • Which Math Practice Standards do you notice align with the talk moves? • What structures need to be in place for the talk move to be effective?

9. SHARE OUT • Review post-it suggestions • Prepare to share out as a whole group • Utilize graphic organizer as participants share their talk moves

10. Conditions for respectful and courteous math talk • Every student is listening to what others say • Every student can hear what others say • Every student may participate by speaking out at some point TURN AND TALK: • How does a coach support teachers in establishing these ground rules?

11. STRATEGY CARDS • Turn and talk What talk move is the teacher using in your case study vignette? Discuss the scenario and which talk move you think the teacher is applying.

12. REFLECTION Consider the 5 talk moves. Could each be useful when you are faced with a student contribution that is completely unclear? Are some better than others?

13. Learning Intention: Success Criteria: We know we are successful when we can explain, model, and support teachers in their strategic use of the five productive talk moves. • We are learning to use talk moves effectively in the math classroom.