1. Using Talk Moves to Help Students Engage in the Reasoning of Others
Core Mathematics Partnership
Building Mathematical Knowledge and
High-Leverage Instruction for Student Success
Thursday February 5, 2015
4:30 – 7:30

2. Learning Intentions and Success Criteria
We are deepening our understanding of using talk moves to press for reasoning by engaging in the reasoning of others.
Success Criteria
We will be successful when we identify talk moves that support Step 4: Helping Students Engage with the Reasoning of Others.

3. Step 4: Engaging in the Reasoning of Others
If a classroom is to function as a community of learners who can learn from one another, they must be able to engage with one another’s ideas beyond simply listening and repeating.
- p.24

4. 4 Claims of the Smarter Balance Consortium

5. MP 3: Construct viable arguments and critique the reasoning of others
Mathematically proficient students…
Understand and use stated assumptions, definitions, and previously established results in constructing arguments.
Make conjectures and build a logical progression of statements.
Compare the effectiveness of two plausible arguments.
Construct arguments by using concrete referents such as objects, drawings, diagrams, and actions.
Justify their conclusions, communicate them to others, and respond to the arguments of others.
Listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

6. Revisiting Stop and Jot
Analyze your “stop and jot” list you created.
Highlight the moves that “pressed for reasoning.”
Highlight talk moves that you felt shifted you to engage in the reasoning of others.

7. What do you think about that? Do you agree or disagree… and why?
With a shoulder partner read through columns entitled:
What your students need to know
Strategies for you
Share tips and insights with your partner. What resonated with you as you thought about conversations in your classroom?

8. One More Task
As a trio…Use the cubes to build a prism with the dimensions of 3 x 4 x 5.
Turn and Talk…
Practice describing how you would find the volume of the prism? (Try to avoid using the standard algorithm)

9. Video of Ms. Foley
As you watch Ms. Foley what talk moves does she use to “press for reasoning” and help students engage in the reasoning of others?
What are some ways she was helping them engage in MP3?

10. MP 3: Construct viable arguments and critique the reasoning of others
Mathematically proficient students…
Understand and use stated assumptions, definitions, and previously established results in constructing arguments.
Make conjectures and build a logical progression of statements.
Compare the effectiveness of two plausible arguments.
Construct arguments by using concrete referents such as objects, drawings, diagrams, and actions.
Justify their conclusions, communicate them to others, and respond to the arguments of others.
Listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

11. Homework: Planning a Talk-based Lesson
Pair up with another person at your grade level.
Identify a lesson that you both agree you will be teaching in the next unit.
Use the 4-Steps for Planning a Talk-Based Lesson (p ) as a guide to plan the discussion you will have with students.
Identify the learning goal.
Anticipate confusion
Asking Questions
Implementing the lesson

12. Teach the Lesson and Reflect
Teach the lesson using the talk moves that you decided would provide effective mathematics discussions for your students.
Add this lesson to your talk moves log. Make sure to add details about how the talk moves impacted student learning.

13. Learning Intentions and Success Criteria
We are deepening our understanding of using talk moves to press for reasoning by engaging in the reasoning of others.
Success Criteria
We will be successful when we identify talk moves that support Step 4: Helping Students Engage with the Reasoning of Others.

14. Reasoning: Important yet Difficult
Read page – What is reasoning?
Familiarize yourself the three types of reasoning:
Deductive – p. 189
Inductive – p. 201
Algebraic – p. 206
Turn and talk. Clarify the difference between the three types of reasoning and why it is important to know the difference when thinking about talk moves?

15. Disclaimer Core Mathematics Partnership Project
University of Wisconsin-Milwaukee,
This material was developed for the Core Mathematics Partnership project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. Other use of this work without prior written permission is prohibited—including reproduction, modification, distribution, or re-publication and use by non-profit organizations and commercial vendors.
This project was supported through a grant from the Wisconsin ESEA Title II, Part B, Mathematics and Science Partnerships.