1. Getting Students to Talk About Math in Tutorial
Accountable Talk
Getting Students to Talk About Math in Tutorial

2. Which indicators on the accountable talk fulfill?
Do Now
1. What do you think accountable talk is?
2. Why is it important in tutorial?
Share using, “I think accountable talk is..”
and “Accountable talk is important because…."
Which indicators on the
framework does
accountable talk fulfill?

3. As you observe…
IP1
• Students ask probing questions to clarify conceptual understandings
• Students describe possible approaches to a solution
• Students persist in making multiple attempts to solve, and avoid asking for the solution
• Students check their answers using different methods

4. As you observe…
IP2
• Students explain the relationship between quantities in problem situations
• Students share, justify, and question their mathematical conceptions
Students adjust their thinking based on mathematical information gathered through discussion and responses to questions

5. As you observe…
IP3
• Students use assumptions, definitions, and previous results to explain or justify solutions
• Students use logic to articulate conjectures
• Students use examples and counterexamples in constructing viable arguments
• Students justify conclusions in a way that is understandable to teachers and peers
• Students compare two possible arguments for strengths and weaknesses
• Students use academic language appropriately
• Students write viable arguments in their work
• Students write precise and reasonable critiques of others’ work

6. As you observe…
IP6
• Communication, both oral and written, is careful, accurate and incorporates units when necessary
• Communication, written and verbal includes precise academic language
IP7
• Students explain mathematical patterns or structures
• Students explain why and when properties of operations are true in a context

7. Let’s Go Watch…

8. Critical Friends Examples of the Instructional Practices
“I saw examples of IP(#)…”
Positive Aspects of the Program
Questions

9. Accountable Talk
Denver Math Fellows

10. Content/Language Objective
Today I will…
Learn about accountable talk strategies and brainstorm ways to begin using accountable talk effectively in my tutorial.

11. WHAT?

12. Accountable Talk – What?
Talking with others about ideas and work is fundamental to learning. But, not all talk sustains learning. For classroom talk to promote learning it must be accountable – to the learning community, to accurate and appropriate knowledge, and to rigorous thinking.

13. Accountable Talk – What?
seriously responds to and further develops what others in the group have said
puts forth and demands knowledge that is accurate and relevant to the issue under discussion
requires active listening
uses evidence appropriate to the discipline (e.g., proof in mathematics, data from experiments in science, textual details in literature, documentary sources in history) and follows established norms of good reasoning
All teachers must intentionally create the norms and skills of accountable talk in their classrooms

14. ACCOUNTABILITY and ACCOUNTABLE TALK
Knowledge
Rigorous
Thinking
Learning
Community

15. “I think this means that…” RESTATE another answer!
“As classroom teachers we are really effective at teaching students how to monologue, NOT how to dialogue.”
THINK ABOUT IT!
What does this mean?
“I think this means that…”
RESTATE another answer!

16. Accountable Talk
In classrooms where high levels of student engagement and accountable talk is prevalent:

17. Students are able to explain the relationship between the discussion and the stated learning objective.
The teacher and students ask questions that require synthesis, analysis, problem solving, and application of learning.
Students return to the text and other data sources to support their positions or challenge positions taken by others in the discussion.
All students take an active role in discussions, using agreed upon norms.
Anchor charts that outline norms for discussions and specific group discussion strategies are displayed.

18. The teacher uses different discussion strategies and routines (i. e
The teacher uses different discussion strategies and routines (i.e. pairs, small group, full class, turn and talk, think-pair-share; fishbowl, inside/outside circles,) appropriate to the lesson’s learning objective and the learning needs of students.
The teacher models these strategies and routines and gradually releases responsibility to students for leading discussions, with the teacher periodically acting as a participant or facilitator.
Students and the teacher use rubrics to assess the quality of classroom discussions (content and process).
The teacher observes discussions and uses observation data to inform instruction (conference logs).

19. HOW?

20. Accountable Talk Rubric
4 
Discusses activity at all times
Uses target vocabulary
Gives multiple reasons for answers including strategies used
Includes non-speakers
Creates a respectful learning community
3 
Discusses activity the majority of the time
Uses some target vocabulary
Gives reason(s) for answers including strategies used
Includes some non-speakers
2 
Discusses activity some of the time
Uses little target vocabulary
Gives answers without reasons or strategies
Does not include non-speakers
Attempts to create a respectful learning community
1 
Does not discuss activity
Uses no target vocabulary
Does not attempt to create a respectful learning community

21. Classroom posters ILLUSTRATING STRATEGIES to help facilitate talk.

22. PAIR
(With a partner)
SHARE
THINK
(Yourself)
(Whole class)

23. Why? Tell me more! Give an example.
FOLLOW
UPS!
Why? Tell me more! Give an example.

24. against a different point
DEFEND
Defend your reasoning
against a different point
of view.

25. How did you arrive at your answer?
UNPACK YOUR THINKING!
Aloud
Think
How did you arrive at
your answer?

26. Summarize the point of another person.

27. Direct attention to the importance of a person's contribution.
MARKING
Direct attention to the importance
of a person's contribution.

28. Redirect a question back to the person.
CHALLENGING
Redirect a question back to the person.

29. MODELING
Make one’s thinking public and demonstrate expert forms of reasoning through talk.

30. RECAPPING
Restate and make public a person or group’s discussion and understanding.

31. Ensure that everyone is heard and understands what a person says.
OPEN COMMUNICATION
Ensure that everyone is heard and understands what a person says.

32. LINKING
CONTRIBUTIONS
Make explicit the relationship between a new contribution and what was said before.

33. Revoice a person’s contributions.
VERIFY
CLARIFY

34. PRESS FOR ACCURACY
Hold everyone accountable for the accuracy, credibility, and clarity of their contributions.

35. BUILD ON
PRIOR
KNOWLEDGE
Tie a current contribution back to knowledge accumulated by a person or the class at a pervious time.

36. Press for evidence and understanding of a person’s statements.
PRESS FOR REASONING
Press for evidence and understanding of a person’s statements.

37. Give extra time and space in the conversation to expand reasoning.

38. TEACHER TOOLS

39. Agree/Disagree Cards
Questioning Cards
Kagan Strategies (Spend a buck)
Sentence Starters…

40. QUESTION STARTERS

41. One idea I had was…
To add to his/her (__________’s) idea, I was thinking…
My idea was similar to his/hers…
My idea was different from his/hers…
Could you please explain what you mean so I can understand better ?
Can you point out in the text where you got that idea?
I hear what you are saying…can you show me the evidence from the text to support that statement?

42. I think/don’t think ____ is right because…
That’s an interesting way to think of …
My idea is similar to…
That reminds me of…
What I’m hearing you say is…
You’re saying that…
In other words…
I still have a question about…

43. As I was saying…
Could you say that again?
In my opinion,
Gee, I hadn’t thought of that…
Did you mean?
My evidence from the text is on page_____, where it says, “_____________________.”
I agree/don’t agree with (name) because…
I see what you mean…

44. Lisa Jako’s Cards

45. THINK, PAIR, SHARE Exit Ticket!
What will this look like in your tutorial room?
What are your first steps in accomplishing this?

46. Break Time
Take 10 minutes and come back ready to go!

47. Silent Launch 5 Minutes Share Using Pairs Compare
Think back on the professional developments we’ve had so far…
1. Write a list of all of the cooperative strategies that we’ve used.
2. How do you think cooperative strategies increase student achievement?
Expectations
This activity should be…
Silent
Independent
Work until I say stop
Be ready to share your answers
Share Using
Pairs Compare
5 Minutes

48. Cooperative Strategies

49. Content/Language Objective
Today I will…
Identify cooperative strategies that I can use in tutorial by jigsawing a handout and recording my observations in writing on a graphic organizer.

50. Why Cooperative Learning?
THINK… of a time when you were in a training your really liked and learned a lot from?
PAIR… up and talk about your experience.
SHARE… what your partner said.
We retain less than 10% of what we hear from a lecture,
But we retain more than 50% of what we learn by doing.
Let’s See It!

51. Stray and Say Directions:
1. Your group will be assigned a few pages to read.
2. You will pick and summarize 3 strategies you think you could use in tutorial.
3. Write down your one sentence summary and the benefits of using the strategy.
4. Be ready to share out and record others’ responses on your graphic organizer.

52. Wrap-Up
Today I…
Identified cooperative strategies that I can use in tutorial by jigsawing a handout and recording my observations in writing on a graphic organizer.

53. Exit Ticket Silently think of an answer to the following…
Which strategy will you use in tomorrow’s tutorial and why?
Be Ready to Share Out!

54. Other Strategies & Approaches
Share out how you’ve been increasing accountable talk at your site!