2. (c) PEBC. Hoffer, 2011

3. Wendy Ward Hoffer Director of Education, PEBC A recording of today’s webinar will be available at: http://www.carnegielearning.com/webinars

4. Think about it… When you hear students talking with one another, what sorts of things do they say? (c) PEBC. Hoffer, 2011 A recording of today’s webinar will be available at: http://www.carnegielearning.com/webinars

5. Typical Student-to-Student Talk (c) PEBC. Hoffer, 2011 A recording of today’s webinar will be available at: http://www.carnegielearning.com/webinars

6. Think about it… When you talk with students, what kinds of things do you say? (c) PEBC. Hoffer, 2011 A recording of today’s webinar will be available at: http://www.carnegielearning.com/webinars

7. Typical Teacher-to-Student Talk (c) PEBC. Hoffer, 2011 A recording of today’s webinar will be available at: http://www.carnegielearning.com/webinars

8. Focus Questions: (c) PEBC. Hoffer, 2011 A recording of today’s webinar will be available at: http://www.carnegielearning.com/webinars

9. What is math discourse?

10. Why discourse ? Discourse … engages learners. promotes understanding. develops 21 st century skills supports language development. (c) PEBC. Hoffer, 2011 A recording of today’s webinar will be available at: http://www.carnegielearning.com/webinars

11. Discourse engages learners. “Learning and succeeding in school requires active engagement—whether students are rich or poor, black, brown, or white. The core principles that underlie engagement are applicable to all students—whether they are in urban, suburban, or rural communities.” - Melzer & Hamman, 2004 Of 171,000 students in 26 states surveyed in 2005, less than a third reported feeling excited about their classes. (c) PEBC. Hoffer, 2011 A recording of today’s webinar will be available at: http://www.carnegielearning.com/webinars

12. Discourse promotes understanding. “As Socrates well understood, learning is more likely to change through dialogue and reflection than through lecture and imposition.” – Kober, 1993 A 2006 study of 30 industrialized nations ranted US high school students 25 th in math. (c) PEBC. Hoffer, 2011 A recording of today’s webinar will be available at: http://www.carnegielearning.com/webinars

13. Discourse develops 21 st century skills. “In order to get good jobs, and to be active and informed citizens in our democracy, economy, today’s students – and tomorrow’s workers – need to learn how to …work in teams and lead by influence, be agile and adaptable, communicate clearly and concisely…” – Tony Wagner, 2008 The top ten jobs of 2015 don’t exist today. (c) PEBC. Hoffer, 2011

14. Discourse supports language development. Between 1995 and 2005, seven states saw a 300% increase in the number of English Language Learners enrolled in school. “Language development is an active, not passive process. Teachers must give students opportunities and time to talk, which means teachers must make key shifts: talk less, listen more.” – Klaus- Quinlan & Nathenson-Mejia &, 2010 (c) PEBC. Hoffer, 2011

15. How can we get there from here? (c) PEBC. Hoffer, 2011 A recording of today’s webinar will be available at: http://www.carnegielearning.com/webinars

16. Discourse PurposeTasks Structure Facilitation Accountability Community (c) PEBC. Hoffer, 2011 Stepping Stones To Successful Student Discourse

17. Purpose clear academic rationale transparent process skills goal(s) Work is assigned because it is the next topic in the book. Learning goals for both content and process are clearly identified, and the task is engineered to support all in attaining those goals. (c) PEBC. Hoffer, 2011 A recording of today’s webinar will be available at: http://www.carnegielearning.com/webinars

18. Tasks worthy rich open ended Worksheet: 6 x 75% 5 x 50% 30 x 25% 8 x 10% If you drive 12,000 miles annually in a vehicle at 20 mpg, how much carbon dioxide will your car produce each year if one gallon of gas weighs approximately 6 pounds, 75% of its weight is in carbon, and each atom of carbon produces 3.67 times its weight in carbon dioxide? (c) PEBC. Hoffer, 2011 A recording of today’s webinar will be available at: http://www.carnegielearning.com/webinars

19. Structure specific tasks limited time metacognition Work in groups to solve problems. After students work independently, they turn and talk for two minutes about whether their answers to #1 were similar or different, and why. Then, as a group, they discuss how that paired sharing helped them to understand. (c) PEBC. Hoffer, 2011 A recording of today’s webinar will be available at: http://www.carnegielearning.com/webinars

20. Facilitation open-ended questions focus on thinking welcome multiple perspectives Help us understand your thinking. Did anyone else think of this differently? Does everyone have the same idea? What questions do you have? What is confusing? What was the big idea that helped you make sense of this? What are people still wondering? (c) PEBC. Hoffer, 2011

21. Community shared norms interdependence supported by modeling Students work alone, then tell each other their answers. “I disagree with Adam because I think when you multiply 4.5 by 3.67 you should get a number close to 12, since that is 4 x 3. So I think 165.15 is too big.” (c) PEBC. Hoffer, 2011 A recording of today’s webinar will be available at: http://www.carnegielearning.com/webinars

22. Accountability responsibility for learning frequent informal assessment Students are not asked to demonstrate understanding regularly. “So, now that you have solved these, discussed them with your partners, listened to the whole group share their thinking, take a half sheet of paper and write down what you do and don’t understand now about how to solve these problems.” (c) PEBC. Hoffer, 2011 A recording of today’s webinar will be available at: http://www.carnegielearning.com/webinars

23. Discourse PurposeTasks Structure Facilitation Accountability Community (c) PEBC. Hoffer, 2011 Stepping Stones To Successful Student Discourse

24. Small Group Discourse Structures Think-Pair – Share Back to Back Carousel Critique Give One – Get One Reciprocal Teaching Notice and Wonder (c) PEBC. Hoffer, 2011 A recording of today’s webinar will be available at: http://www.carnegielearning.com/webinars

25. Small Group Discourse Structures (c) PEBC. Hoffer, 2011 A recording of today’s webinar will be available at: http://www.carnegielearning.com/webinars

26. Large Group Discourse Structures Solution Discussion Peer Critique Socratic Seminar Review Games in Teams Sharing understandings (c) PEBC. Hoffer, 2011 A recording of today’s webinar will be available at: http://www.carnegielearning.com/webinars

27. How will you begin? What questions do you have? (c) PEBC. Hoffer, 2011 A recording of today’s webinar will be available at: http://www.carnegielearning.com/webinars

28. References Daniels School of Business, University of Denver advertisement Klaus- Quinlan, Moker and Sally Nathansen- Mejia. Bridging Words And Worlds: Effective Instruction for Culturally & Linguistically Divserse Learners. (PEBC, 2010) Program for International Student Assessment, 2006 (OECD) Quate, Stevi and John McDermott. Clockwatchers: Six Steps to Motivating and Engaging Disengaged Students Across the Content Areas (Heinemann, 2010) Wagner, Tony. The Global Achievement Gap: Why Even Our Best Schools Don't Teach the New Survival Skills Our Children Need--And What We Can Do About It(Basic Books, 2008) For Further Reading Boaler, Jo. What’s Math Got to Do with It? (Viking, 2008) Chapin, Suzanne. Classroom Discussions Using Math Talk. (Math Solutions, 2003) Hyde, Art. Understanding Middle School Math: Cool Problems to Get Students Thinking and Connecting. (Heinemann, 2009) Follow Up Questions ? wwhoffer@pebc.org (c) PEBC. Hoffer, 2011 A recording of today’s webinar will be available at: http://www.carnegielearning.com/webinars

29. (c) PEBC. Hoffer, 2011