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, 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

3. 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.

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
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 ***
Which do you feel you have experience with?
Have coaches read FIRST, before explaining posters.

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

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?
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

9. 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.

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?
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

11. 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

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?
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

13. 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.