Talk Moves in Math

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Talk Moves in Math
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Beware!!
Excess Teacher Talk Swamps Children Cross
Nagel 1969

• 2/3 of the talk in classrooms is done by teachers
• 2/3 of the talk is about controlling or directing

Carmel Crevola
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Teacher-Centered Discussion
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Student-Centered Discussion
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Briefly, why aim for talk and discussion?

• Talk reveals understanding and misunderstanding.
• Talk supports academic language development.
• Talk supports deeper reasoning.
• Talk supports social development and
  perspective taking.

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What are Talk Moves?

• Academic talk by students and teachers.

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Revoicing

• The teacher repeats part or all of a student's
  utterance and asks the student to verify whether
  the interpretation is correct.
• Especially helpful to teachers when they do not
  understand what was said.
• Revoicing is not simply repeating, The third part
  (verification) is necessary. (I infer. Is that
  right? Is that correct?)

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Say More

• Ask a student to elaborate on what she said, or
  ask another student to "add on" or "say more"
  about a classmate's contribution.
• This move is helpful whether or not the teacher
  understands the initial contribution.
• Sometimes this move is overlooked because it is
  so straightforward.
• Students enjoy having a platform from which to
  start their comment.

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Repeat

• Students restate a contribution of a classmate
  either verbatim or paraphrased.
• Useful when an idea is out on the floor and
  teacher wants more engagement.
• Repeating, even when reformulated in your own
  words, requires another layer of thinking.
• It is somewhat challenging to repeat classmates'
  contributions.
• The expectation that students be able to repeat
  contributions is useful. Students are "on call"
  and must attend to conversation.
• Even teachers find the task challenging in
  meetings, etc.
• This move changes the level at which people
  listen.

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Example or Counterexample?

• Student asked to provide an example or
  counter-example of his or a classmate's
  contribution.
• This move is particularly useful in math, but
  also in other subject areas.
• Calling upon other students to provide examples
  serves as an effective check for understanding.
• Counterexamples are productive in math when
  disproving a claim, etc.

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Agree or Disagree

• Teacher asks student whether they agree or
  disagree with a comment, then also asks why.
• It is important to add the "why" when using this
  move.
• The yes or no question of "Do you agree or
  disagree?" is a good start point to engage
  students in the deeper thinking of "why?
• Effective move to control and encourage close
  attention to classmates' contributions.

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Why do you think that?

• Teacher asks students to explain how or why they
  came to their position.
• Move can also referred to as "press for
  reasoning.
• Pressing can include asking why, requiring
  evidence, citing text, questioning methods, etc.
• Ultimate goal is to open a student's reasoning
  process to the rest of the class so that others
  can learn and respond.

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Wait Time

• Teacher allows quiet thinking time for students
  to develop responses.
• While not technically a "talk" move, wait time is
  equally important.
• It is important to provide students time to
  think.
• Waiting for a student response may feel
  uncomfortable to some, but with practice is
  becomes natural.
• Moving on rapidly is not always to most
  beneficial choice for students.
• Students who are normally quiet can provide
  especially insightful responses if teacher uses
  wait time. The idea that this puts undue pressure
  on students is false.
• This move allows more students to participate and
  builds confidence in those less accustomed to
  speaking out.

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But, Where do I Start?

• Start with one move.
• The revoicing move can be introduced into
  teaching without fanfare.
• Students can learn revoicing techniques with
  explicit coaching.
• Revoicing is highly effective yet simple.
• Consider announcing to class that talk will be
  used in new ways and describe what students might
  expect.