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

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, President Larry 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

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

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.

Productive Math Talk?

Five Productive Talk Moves - Chapin, S. H. , O'Connor, M. C 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*** Which do you feel you have experience with? Have coaches read FIRST, before explaining posters.

Definition of Talk Move Looks Like: Sounds Like: Teacher Actions: Student Actions: Coaches have approximately 15 minutes to make posters

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? Make sure you have post-its! Each group will add one post-it to each poster. Gallery Walk and Talk should take about 15 minutes

SHARE OUT Review post-it suggestions Prepare to share out as a whole group Utilize graphic organizer as participants share their talk moves Take time to review post-its and be prepared to share out. As groups share out, record key ideas on your organizer. Groups share: DEFININTION and 1 KEY INSIGHT ANOTHER GROUP PUT ON YOUR POSTER Share out should last approximately 10 minutes. Sarah should facilitate MP Standards connections after each group presents.

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? Before clicking each bullet, ask coaches what conditions would be best for respectful and courteous math talk? What do students need to do? Sarah Charts as Kim elicits responses for conditions AND charts how coach can support after the turn and talk. Make sure to briefly discuss parts of the Instructional Design that best fits talk moves! 10 – 15 minutes

Turn and talk STRATEGY CARDS 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. Do not take a lot of time to discuss whole group. Instead, ask to whole group: What were some specific teacher actions or comments that deepened the math thinking within your case study? KIM CHARTS AS SARAH ELICITS RESPONSES 15 – 20 minutes

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? TRY WHOLE GROUP FIRST. If whole group is lacking in responses, have them turn and talk. This slide can be eliminated if we are running short on time. Last two slides 5 minutes

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