1. Peer-to Peer Academic Discourse in Math Garden Grove Unified School District http://bit.ly/1Lkr150 To access resources for this presentation… …scan or...type in web browser

2. The Why: Understand why discourse is important to learning The What: Understand 3 characteristics of proficient discourse and apply them in a discourse sort The How: Learn strategies that support peer-to-peer academic discourse Outcomes:

3. Why do we care about discourse? What the CA Mathematics Framework outlines... “Students are expected to communicate their understanding of mathematical concepts, receive feedback, and progress to deeper understanding.” Standard

4. Why do we care about discourse? What Smarter Balance Assessment Consortium expects... SBAC Claims #1: Concepts and Procedures #2: Problem Solving #3: Communicating Reasoning #4: Modeling and Data Analysis “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”

5. Why do we care about discourse? What educational research says... “The amount of talk that students do is correlated with their achievement.” Fisher and Frey Speaking Volumes “Talking matters for learning. Although it is possible to think without talking - and to talk without much thinking - each can strengthen each other.” Elizabeth A. City Talking to Learn “Reading and writing float on a sea of talk.” J. N. Britton Language and Learning

6. Why do we care about discourse? Skills Employers Most Want in 2015 Graduates: (Top 3) Ability to work in a team structure Ability to make decisions and solve problems Ability to communicate verbally with people inside and outside an organization *Forbes magazine 2014

7. What Does Peer-to-Peer Academic Discourse Look Like? 3 Characteristics of Proficient Discourse: Academic discourse is sustained for at least 3 turns Turns build on previous turns to build up ideas 1 Turns focus on lesson objectives 1 1. Hokuta, Zwiers, Rutherford-Quach (2004)

8. ScoringTranscribing Discourse Tool

9. Observation Tool Classroom & lesson characteristics

10. Observation Tool Transcribing

11. Observation Tool Scoring

12. Observation Tool Scoring

13. Discourse Sort With others around you, sort the 7 student conversations on the workmat, using the 3 characteristics of proficient peer-to-peer discourse as a guide.

14. How the tool has directed us... understand the level of discourse our students are having with each other support our teachers with strategies that provide opportunities for students to have meaningful conversations during math provide a foundation for teachers and administrators to develop their ears for proficient academic discourse clearly communicate expectations to students and how they can self-monitor their contribution to peer-to-peer conversations

15. The Hows How do I begin to promote discourse in my class? Room environment/climate Room arrangement, student arrangement Determine baseline data Set up student expectations Take time to discuss/train students on what is proficient discourse Provide concrete examples through modeling (by teacher, by students) or videos What does it look like/sound like? What does it not look like/sound like? Continue to refer back to expectations (posters, checklists, etc)

20. The Hows How do I continue to promote discourse throughout the year? Use the strategies/structures you already know and love (strategically) Strategy Cheat Sheet Strategically plan: Opportunities Higher level “juicy” questions Tasks that require good discussion

21. Possible Roadblocks in the GATE Classroom With the people around you, discuss what are some possible roadblocks in student discussion. Be ready to share!

22. Possible Roadblocks in the GATE Classroom Dominators: Students who monopolize the conversation so that discourse is mainly one-sided. Ideas to address this issue ● Teach them to use wait time ● Teach them how to ask clarifying questions to other students ● Talking chips - limit the number they have, set boundaries when they can be used * Teach them to be a teacher

23. Possible Roadblocks in the GATE Classroom Reluctant Speakers: Students who don’t share for various reasons (i.e. shy, afraid to be wrong, not assertive, etc.) Ideas to address this issue Celebrate mistakes - made by students and teacher :) Jo Boaler (youcubed.com) Have a neutral face when mistakes are made Talking chips - “give a chip when you contribute” * “Don’t leave yourself out”

24. Possible Roadblocks in the GATE Classroom Non-flexible Students: Students who do not listen to or consider others’ ideas. Ideas to address this issue Practice “academic humility” Encourage multiple perspectives There are many paths to solutions Question bank

25. Math Specific Resources Number Talks Estimation 180 3 Act Tasks (AKA Dan Meyer) Youcubed (Jo Boaler)

26. Final Thoughts Make a point as a teacher to include strategies to promote discourse Take time to teach the strategies to the students so they are comfortable with them Determine methods to keep students accountable Student checklists, spreadsheet to tally participation/discourse level Any time you can spend discussing/training discourse is worth it

27. Thank you! Justin Pickens (jpickens@ggusd.us) Jenny Smith (jsmith@ggusd.us)