We spend hours setting up the classroom and building relationships and now is the time to really reflect on the things that we SAY as teachers. If you choose one or two of these moves to focus on, you will see your students begin to engage in deeper conversations, arguments, and begin to ask questions of each other.<\/p>\n
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Move #1: STRUCTURED CONVERSATIONS<\/strong> <\/p>\n Move #2: REPEATING<\/strong> <\/p>\n Move #3: REASONING<\/strong> <\/p>\n Move #4: ADDING ON<\/strong> <\/p>\n Move #5: WAIT TIME<\/strong> <\/p>\n Move #6: PASS IT ON<\/strong> <\/p>\n Move #7: THINK ALOUDS<\/strong> As you begin to incorporate more structured conversations in your classroom. We spend hours setting up the classroom and building relationships and now is the time to really reflect on the things that we SAY as teachers. If you choose one …<\/p>\nContinue reading \"7 Teacher Moves: Let the Kids Talk!\"<\/span>
\nThe teacher or student re-voices another student\u2019s contribution and asks if his or her interpretation of that idea is accurate. Our science team is really using structured conversations in their classroom. So, check them out!\u00a0This might sound like:<\/em>
\n\u2022 So you are saying that\u2026
\n\u2022 So let me clarify\u2026
\n\u2022 I think I heard you say\u2026.
\n\u2022 Do I have this right?
\n\u2022 If I am understanding\u2026you said\u2026
\n\u2022 Is this what you are saying?<\/p>\n
\nThe teacher or student restates in his or her own words and reflects on how it is alike or different from his or her idea. This move presses students to become active listeners in math class.\u00a0This might sound like:<\/em>
\n\u2022 Can you repeat what _____said in your own words?
\n\u2022 What is another way that we could say the same thing that _____shared?
\n\u2022 Is what ______said what you meant? Does it need clarification?<\/p>\n
\nThe teacher asks students to apply their own reasoning about someone else\u2019s ideas or argument. This encourages students to think beyond their own personal ideas and build connections between differing ideas and strategies.\u00a0This might sound like:<\/em>
\n\u2022 Do you agree or have a different idea?
\n\u2022 Why?
\n\u2022 Were you thinking the same thing or did you have another idea?
\n\u2022 Thumbs up if you agree with _______idea\/strategy.
\n\u2022 Thumbs sideways if you respectfully have a different idea\/strategy.<\/p>\n
\nThe teacher prompts students to add onto another student\u2019s idea\/strategy. This helps get multiple solutions\/ideas on the table and can assist students toward making connections of various ideas\/strategies.\u00a0This might sound like:<\/em>
\n\u2022 Who can say something more about this?
\n\u2022 Can you add more to this idea?
\n\u2022 Who thinks they can explain why this is a good move\/idea\/strategy?
\n\u2022 What is our group considering about this idea?<\/p>\n
\nWait time has been emphasized for decades and has been shown as one of the valuable teacher discourse talk moves. This move allows ALL students extra time to process information, formulate ideas, arguments and questions.This might sound like:<\/em>
\n\u2022 Take your time to think\u2026
\n\u2022 We will wait\u2026
\n\u2022 Think in your head silently about this\u2026
\n\u2022 Let\u2019s take some time to think\u2026
\n\u2022 Hands down\u2026time to think privately\u2026
\n\u2022 Let\u2019s ponder on that thought\u2026<\/p>\n
\nThe teacher asks students for refrain from raising their hands and calls on students to share their own idea or an idea shared by their group or partner. Students begin to ask each other about ideas and strategies.\u00a0This might sound like:<\/em>
\n\u2022 Remember to ask your friends for clarifying questions when they share an idea\/strategy.
\n\u2022 Does anyone have anything to share about my idea?
\n\u2022 I was wondering what others think of my idea.
\n\u2022 Our group is curious if other groups thought about the problem like we did.<\/p>\n
\nA teacher models aloud how a good mathematician thinks and talks about problems that are posed. This helps students develop the habits of mind of being a mathematician.This might sound like:<\/em>
\n\u2022 As I am reading this problem I am thinking of\u2026
\n\u2022 This problem reminds me of another problem we solved last week. Can anyone think of which one?
\n\u2022 I remember _______ solved a problem like this one. What strategy was it that _____ used?<\/p>\n
\nRemember those who do the talking do the learning! So, Let the Kids Talk!<\/p>\n","protected":false},"excerpt":{"rendered":"