1. What does it take to get started? Norms handout will be sent to you…

2. Some quotes from teachers: I find it challenging to direct the group dynamic and create an environment where kids can challenge each other without coming across as judgmental.

3. I think the success of discussion in a given classroom depends not only on the specific "accountable talk" moves but also on the success of social curriculum. In a classroom with a culture of trust, responsibility and genuine interest in learning, accountable talk can be a more natural outcome. Some quotes from teachers:

4. So what does it take to get started?

5. Establishing the conditions for respectful discourse Talk is respectful when each person's ideas are taken seriously; no one is ridiculed or insulted, and no one is ignored or brow-beaten. Why is it necessary to establish conditions for respectful discourse before you can use talk to promote word learning? Because most people will not discuss their questions or their ideas if they fear being laughed at, dissed, or ignored. If they don’t participate, it won’t work.

6. Establishing the conditions for respectful discourse How can I establish those conditions? Explicit discussion about respect and disrespect Clear rules to follow Clear sanctions for disrespectful behavior Consistent enforcement with zero tolerance during classroom talk sessions

7. the "Green Sheet"

8. Another approach…

10. Establishing conditions for equitable participation Participation is fair and equitable when everyone has a fair chance to ask questions, make statements, and express their ideas. Academically productive talk is not just for the most academically able students!

11. Establishing conditions for equitable participation Why is it necessary to establish conditions for equitable participation before you can use talk to promote learning? Because if students know participation is not required of them, they’ll opt out…"This is not for me." If they don’t participate, it won’t work.

12. Establishing conditions for equitable participation How can I establish those conditions? Clear rules about turn-taking Teacher attention to patterns of turn allocation Encouragement of students who tend to avoid talk Turn-taking practices that support different kinds of participation.

13. So classroom norms are about your relationship with your students, and their relationship with each other. It’s more than just behavior. And the talk moves do some of this work for you. Let’s consider an example…

14. Consider the talk moves in Goal 1:

15. (Revoicing) (Verify and Clarify) So let me see if I understand what you’re saying. What you said was…. Is that right? (Revoicing) (Verify and Clarify)

16. The teacher has asked a question on the handout: Is it true that more Americans reported having Mexican ancestry than English ancestry? 3.

17. Elenor says “Yes, it’s not. It’s true. I just… yes. It’s true.” 3.

18. The teacher thinks “What?? Is she just not reading the table? FEWER people say Mexican ancestry.” 3. But he decides to check– to verify and hopefully, clarify.

19. Teacher: So let me see if I understand. What you're telling me is that more people in this table chose Mexican than chose English for their ancestry? Is that what you’re saying?

20. Elenor: No, I read this thing? About the recent census? And now more people choose Mexican than English. It’s a switch.

21. Teacher: Ohhh, I get it. You’re saying that the population has shifted in the last ten years. Is that right? Elenor: Yeah. That’s what I read.

22. What is happening here? The teacher is confused at first, but then gets a clearer sense of what the student understands and doesn’t understand. This is formative assessment at its best.

23. The student realizes that the teacher wants to understand her contribution. The teacher doesn’t just assume that she is wrong. Over time, this can have a profound effect. What is happening here?

24. The student can accept or reject the teacher's interpretation, which positions the student as a legitimate participant in the intellectual enterprise. What is happening here?

25. So you’re saying that _________? Am I understanding you right? A simple but powerful talk move:

26. An example of a teacher using the Green Sheet as part of her norms:

27. Thank you!