Classroom Discourse and Classroom Practice Pandora Bedford Rosann Hollinger Bernard Rahming Hank Kepner Connie Laughlin October 12 & 14, 2010 MTL Meeting Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Learning Intentions We Are Learning To… Understand how to use classroom discourse to help students articulate mathematical ideas Identify the support needed to implement discourse in every classroom Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Success Criteria You will know you are successful when… You understand the 5 productive talk moves that promote discourse You understand how to implement discourse in classrooms Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Discourse??? Turn and Talk What is discourse? Why is discourse important? Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Wisconsin Mathematics Logo Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Discourse in the Mathematics Classroom “Discourse is more than a teaching technique; it is a framework on which to build effective mathematics lessons.” (Kenney, 2005) Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Chapter 2: Tools of Classroom Talk Everyone reads pp and your assigned Move As a table group, summarize key points Be prepared to share the key points with the whole group Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Moves of 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. Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Revisit Learning Intention: Understand how to use classroom discourse to help students articulate mathematical ideas Success Criteria: You understand the 5 productive talk moves that promote discourse Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Reading Directions Everyone reads pp Discuss these questions in the partner talk format: How do you decide which format to use? What is important for you to do when you use each format? How do you organize discussions in each format? Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Productive Talk Formats Whole-Class Discussion Small-Group Discussion Partner Talk Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Making Connections to Literacy Speaking and Listening Standards K-12 Engage effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on ‘grade level’ topics and texts, building on others’ ideas and expressing their own clearly. Comprehensive Literacy Plan, pp Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Revisit Learning Intention: Identify the support needed to implement discourse in every classroom Success Criteria: You understand how to implement discourse in classrooms Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Implementation Ideas As you think about what you learned about discourse in this session: How do you plan to have this practice become part of your school’s culture? Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Connecting Discourse to Assessment “ Classroom discourse provides a supportive context for students to share partial understandings and misconceptions, and instructionally embedded assessment allows teachers to gather information about students’ partial understandings or misconceptions and to further investigate students’ intended meaning through additional probing, guiding and reframing of questions.” Webb (2004) Webb, David. (2004) Enriching assessment opportunities through classroom discourse. In Romberg, T (ed) Standards- basded Mathematics Assessment in Middle School. NY: Teachers College Press, p. 170

Choose one of the talk moves to try in your classroom. Monitor which of the five productive moves you used in this situation. Write a reflection on this experience What worked? Why? What was a challenge? Why? Professional Practice Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Feedback Questions What are the benefits of incorporating discourse in the mathematics classroom? What challenges do you anticipate as you emphasize discourse in your school? Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation